Growing up with dyspraxia wasn’t the easiest thing.
I struggled with many subjects, but didn’t understand why
It meant that I was often ostracised by my peers, who had little to no understanding of neurodiversity, and did not know how to broach these topics sensitively. Generally speaking, if they perceived anyone to be what they considered as weird or different, they would be socially excluded. Not only that, but I struggled with a lot of school subjects-PE and Art especially. I also struggled in Music, Design Technology, Food Tech and with some aspects of computer Science.
I struggled with Resistant Materials, and some aspects of Geography, Maths and Science, and with the formulaic grammar of French and Spanish. Even in subjects where I performed well, such as in English, History, RE and Drama, my teachers struggled to read my handwriting, which was poor due to my struggles with grip (which occurred as a result of weak muscle tone). Organisation, time-management and concentrating were difficulties of mine, on top of this, and still are to this day. Practical tasks often evaded me. Even to this day, I keep my hair short, to make it far easier to wash and style, and I cannot iron, cook properly, ride a bike or drive now, at the age of twenty-one.
Getting my diagnosis changed my life and studies
Getting my Dyspraxia diagnosis at the age of ten saved me. Without the resulting support, I would not have passed any of my GCSE exams. Children not being diagnosed means that they do not have access to vital supports which could help them reach their goals. At secondary school, I was allowed to use a laptop in class and a computer in my exams. I had a scribe for my Maths exams, and I was allocated 25% extra time in my GCSES, plus rest breaks. I could wear my PE shirt on PE days, too, and teachers were understanding about me struggling with my organisation and with homework (I have always loved school when I’m actually in class, and hated homework due to the discipline it requires from me).
Instead of failing my GCSEs, I got the equivalent (in the new, numbered grading system) of 3 A*s, 2 A’s, 2 B’s and 3 C’s (predictably, these were in Maths and Science). I was disappointed with my results at the time, but given that only 26.7% of SEND (Special Educational Needs and Disability) students pass their GCSES, compared to 71% of their non-SEND peers, I did really well. I went on to do A Levels. My college was supportive, giving me extra time in exams and the ability to use a laptop in class and in exams. I also had a tutor who worked with neurodivergent students, and she was brilliantly helpful. Thanks to their help, I got an unconditional offer to my dream university, did a fulfilling Gap Year where I worked and volunteered, and I am now at the end of my second year of university. Once again, this could not have happened without my diagnosis.
This is exactly why I take umbrage with the statement that SEND is overdiagnosed. I believe the statement to not only be untrue, but unfair to young people who always wonder what is wrong with them, and why they are so weird and different. Young people who blame themselves for their perceived faults, instead of the fact that our society was not designed with them in mind. Young people who see themselves the same way I did, for much of my childhood. My diagnosis explained so much, and it was a relief to know that I was not at blame for those traits.
I now tutor SEND children
I also feel this will likely be the case with my own students. I tutor children with SEND, and they are very capable individuals. However, when they are denied access to support, students struggle. They fall behind at school. They struggle to understand what is wrong with them. It is no wonder, then, that nearly 40% of children with SEND had an overall well being rating indicating possible depression, twice as many as those without SEND, which may have been exacerbated by COVID-19 and the social isolation resulting from lockdowns.I myself struggled with depression, partly as a result of my Dyspraxia and the way I was made to feel as a child. I still feel the aftershocks of it today, ten years later.
What does that say about the experience of students with additional needs in our country?
I would argue that it is more detrimental for students not to know they have additional needs. For example, I have a student who is Dyslexic, but he didn’t know that he was Dyslexic until just before his GCSEs, and only told me during his last tutoring session with me. He’d only just found out. It turned out that his parents had known about it for two years, and kept it from him. Granted, keeping it from a student that they have a SEND diagnosis is different, but not knowing is what I believe causes students to struggle.
Getting an SEND diagnosis can take a long time
Getting an early diagnosis can be a privilege. A private autism assessment in the UK typically costs between £1,800 and £3,500 or more, and a private ADHD assessment is between roughly £900 and almost £2,000. Some people end up saving up for a long time to be able to afford it due to how long waiting lists are. It takes anywhere from 5 weeks to 5 years for children to be diagnosed with ADHD, and 12 weeks to almost 9 years for adults. As a young adult waiting for an ADHD diagnosis, this is obscene and shows how much neurodivergent people are well and truly being let down by the system. ADHD, Autism and other forms of neurodiversity are not cute and quirky. They are, oftentimes, a daily struggle, a real force to be reckoned with. We must not underestimate this in the way we talk about SEND.
It has also been claimed by some that this supposed overdiagnosis of SEND has resulted in a generation of victims. I would perhaps question whether we are raising a generation of victims, or whether the system which we are raising young people in is victimising them, as a result of systematic ableism? Because, given what we know about SEND students falling behind socially and academically, as well as how long the diagnostic process takes, I would argue that it is the latter.
SEND students are capable, they just need a different approach
SEND students are so capable, and even those who have many struggles are obviously incredibly worthy of support and respect. To suggest that SEND is overdiagnosed is to blatantly ignore the struggles which children with undiagnosed SEND often have to go through on a regular basis. It also serves as a distraction from the real issue: systemic ableism and underfunding of SEN schools, and of charities which help disabled people, as well as the long waiting times for SEN diagnoses. Why not look into this, instead? SEND students do not deserve to fall behind. Let’s advocate for disabled young people, make their voices heard, fight for shorter waiting times. Make sure we don’t keep falling behind.
