Being a mother of three school-aged children, two of whom are neurodivergent, I am closely following the government’s proposed changes to Special Educational Needs and Disabilities (SEND) provision, a matter of great interest to many parents like me.
At first glance, the proposed alterations seem promising. Creating an inclusive education system that caters to all children’s requirements would undoubtedly be a significant stride towards enhancing support for those with special educational needs. However, what stands out to me in this plan is the apparent lack of comprehension regarding the genuine challenges faced by parents of neurodiverse children and the myriad issues that the bustling school environment poses for their kids.
Most secondary schools have student populations exceeding 1,000, and our school is nearing 1,500 enrolled students.
Many neurodiverse children experience sensory processing difficulties, and the social pressures combined with the fast-paced school life often push them to their limits, leading them to refuse to attend school. This can trigger additional mental health challenges.
While creating a calm space, adopting a more therapeutic teaching approach, and having a speech therapist visit weekly can address some issues, these efforts may be futile if a child is too overwhelmed to even enter the school premises.
The government seems to have overlooked the core issue. Instead of attempting to extract more from an outdated educational framework, it should allocate resources to establish more schools with smaller settings and class sizes.
Our eldest child was homeschooled for three years after concealing her autism diagnosis during primary school. Transitioning to secondary school marked a significant struggle for her, leading to her withdrawal from education due to severe mental health issues, prompting specialists to consider autism.
Upon embarking on the lengthy diagnostic process, we discovered a three-year waiting list for an NHS assessment in our region. Subsequently, we pursued a private diagnosis, incurring substantial costs. The credibility of the provider, expertise of the professionals involved, and the meticulous diagnostic procedure instilled confidence in the outcome, confirming our daughter’s autism.
This revelation provided clarity, addressing numerous concerns about her school avoidance and struggles. As a mother, I grappled with immense guilt for not recognizing the signs earlier and frustration towards those who may misconstrue the challenges faced by children with SEND as a result of inadequate parenting or unwarranted diagnoses.
Currently, she receives exceptional tutoring funded by the council through an Education, Health, and Care Plan (EHCP), enabling progress in various aspects of her life. Access to genuine, tailored support has been pivotal to her achievements.
Imagining another child facing a directive to attend a crowded school with minimal support for their educational needs is disconcerting. It echoes sending a soldier with PTSD back to the battlefield, suggesting it is now less daunting. Such a scenario is unfathomable.
The apprehensions surrounding these proposals are shared by parents nationwide, eliciting deep empathy. Every parent desires their child’s happiness and stability