Being a mother of three school-age children, two of whom are neurodivergent, I am closely following the government’s proposed changes to Special Educational Needs and Disabilities (SEND) provision, a topic of interest for many parents in similar situations.
At first glance, the planned adjustments seem promising. The idea of a fully inclusive education system that caters to every child’s requirements represents a significant advancement in supporting those with special educational needs. However, what stands out to me is the apparent lack of comprehension regarding the genuine challenges faced by parents of neurodiverse children, and the myriad difficulties that the bustling school environment presents for their kids.
Most secondary schools have student populations exceeding 1,000, with our school nearing 1,500 students.
Many neurodiverse children experience sensory processing challenges, and the social pressures combined with the fast-paced school life push them to their limits, often leading to school refusal and subsequent mental health issues.
While providing a quiet space, implementing a more therapeutic teaching approach, and having occasional visits from a speech therapist can address some issues, these efforts are futile if a child feels too overwhelmed to even enter the school premises.
The government seems to have overlooked the core issue. Instead of striving to enhance the outdated education system, the focus should be on constructing more schools with smaller settings and reduced class sizes.
Our eldest child was homeschooled for three years after concealing her autism diagnosis in primary school. The transition to secondary school marked a significant struggle as she grappled with the increased demands. It was only after she left school due to severe mental health issues that a specialist suggested she might be autistic.
Thus began the lengthy process of seeking a diagnosis. Faced with a three-year waiting list for an NHS assessment, we opted for a private evaluation at considerable expense. The reputable provider and expert professionals conducted a thorough assessment, revealing our daughter’s autism, providing clarity on her challenges.
The diagnosis shed light on why she struggled with school attendance and her overall difficulties, evoking a mix of guilt for overlooking the signs and frustration towards those who may misconstrue SEND challenges as a result of poor parenting or unwarranted diagnoses.
With support from a dedicated tutor funded by the council, our daughter is progressing positively in various aspects of her life, largely due to her Education, Health, and Care Plan (EHCP) and the associated tailored assistance.
The thought of another child facing a similar situation without the same level of support is unsettling. Expecting a child like my daughter to thrive in a crowded school setting with minimal accommodations is akin to sending a traumatized soldier back to the battlefield, an unimaginable scenario.
I fear that the proposed changes may deprive children like my daughter of the crucial assistance she has received, potentially exacerbating their situations rather