When it is suspected that a child has an autistic spectrum condition, (ASC), early screening is essential to ensure that they can access appropriate support, and that their behaviour is not misunderstood. However, recent research, (Guardian newspaper article – 17. 7. 23), reports that children are waiting sixty-five weeks on average for initial ASC screening. NICE guidance recommends a maximum wait of thirteen weeks. This will mean that children who experience ASC type difficulties will have a fifteen month wait merely to begin the assessment process. Inevitably this will have a negative impact on the child’s emotional wellbeing, and social and academic development.
All neurodivergent conditions such as autism, dyslexia, attention deficit and dyspraxia exist on a spectrum. Whilst not every child will meet the criteria for a positive diagnosis, screening tests and assessments provide the parent with information about their child’s position on these spectrums. Are their challenges mild, moderate or severe? Do they experience a combination of different conditions: perhaps ASC, Attention Deficit and dyslexia?
Knowledge is power. When parents are in possession of the information gained as a result of an assessment of their child, they will be better able to respond to the challenges created by the educational system. These challenges will include: –
- An emphasis placed on the child adapting to the school, rather than the school making accommodation for the child. This increases the likelihood of the child ‘masking’. Masking refers to the action taken by the child to suppress their own emotions and mimic the behaviour of others in order to fit in; realising that they will have to adapt to the neurotypical world in order to survive. The perfect example of a square peg in a round hole.
- Querying the value of labelling a child. For many children and their families an explanation of any difficulties comes as a relief. A label will help a school to better support and accommodate the child’s individual needs.
- A misunderstanding of the child’s behaviour, as revealed by such comments as: ‘Everyone has to do things they don’t want to.’ ‘The school cannot make exceptions for one child.’ ‘She needs to learn how to control her anxiety.’
- Claims that the parents are at fault: ‘You really need to set firm boundaries and not be manipulated by him.’ ‘Your anxiety is rubbing off on her.’ ‘We don’t see these problems at school.’
- Claims that the home situation is the problem: ‘Is something going on at home that she’s worrying about?’
- Misconceptions of neurodivergent presentation, for example: ‘He can’t be autistic; he has good eye contact.’
- The support a neurodivergent child will need when transitioning from primary to secondary school. This is a big ask for most children, let alone the neurodivergent. The child may manage at primary school with familiar peers, teachers and support staff, and fewer transitions around a smaller building. The increased numbers of unfamiliar pupils and adults in secondary schools, with regular moves between different rooms, and a need to navigate a larger campus with noisy, busy areas may prove more difficult.
‘Unless someone like you cares a whole awful lot, nothing is going to get better. It’s not.’
(Dr Seuss)
Pat Guy Education Specialist & Author 