Hi Blossom
I can understand how frustrated you feel.
You say 'she either is or she isn't'
Unfortunately it doesn't actually work like that.
Firstly,language difficulties are not illnesses. You can't say someone has an SLI (Spec Lang Impairment)in the same way that you can say somone has Measles or Chicken Pox for example.
Even when a diagnosis is made, there will be much disagreement. I know many people for example who have a diagnosis of ASD or SLI and I don't think this is the case. Conversely I know many people who don't have such a diagnosis but IMO definitely do have an ASD or an SLI. I know this is the experience of many therapists, teachers,psychologists and parents.
Secondly, even if a diagnosis is made we are still talking about a spectrum, in other words a wide range of distinguishing features. in other words some people are 'more' autistic than others. Your dd may be hovering at the lower end of the spectrum.
One theory is that we are ALL on the spectrum (I talked about this in another thread a few weeks ago-I think you were part of it?)
There is no doubt that Autism is a much bigger issue than it was 20 years ago. Why? Is there more Autism about or have the criteria for inclusion been extended? I tend to think that the latter is the case. Kids who would just have been considered 'different' 20 years ago, now probably get a diagnosis. It may be that in 20 years, children like your dd who are now considered 'borderline' may be definitively and promptly diagnosed with an ASD.
Some people think that there are sinister reasons behind a lack of diagnosis (ie thus avoiding funding) Is this true? I don't know. In your case it doesn't seem to be an issue as she attends a language unit and I'm sure you know that these are as rare as hens' teeth. I would be very very glad about that-you are one of the lucky ones!!
Finally consider this; does a diagnosis change anything (about your child or the help they get)? From the posts I read on this it seems that more and more schools are resisting them. I think this is good-sometimes a diagnosis serves no purpose, not least because people then often expect a child to behave in a certain way, instead of just seeing him/her as themselves.
With regard to my own daughter (4 with lang diffs) the HV (also a friend) has taslked about her undergoing a Ruth Griffiths Developmental Assessment, but at the moment I am resisting. What for? It won't tell me anything I don't know and as an SALT I am pretty confident that the 'therapy' she receives at home with me is the best possible thing for her...for now anyway.
I can see interesting parallels with some of the recent discussions here re antenatal testing. Those who chose not to have it seem to be saying 'What for? What difference does it make?!'
The same often applies a long while after the baby is born!!
Some parents really want a diagnosis, some don't. May interest you to know that 80 % of S/N is of 'unknown aetiology' (ie don't know what caused it, what the 'syndrome' if any is)
That figure fits with my caseload.Also to me, most of them were just 'John Jones' or 'Susan Smith' not '15 year old male with DS' or '5 year old girl with Autism'
One last thing-traditionally the relationship between therapists and teachers is rather charged! We love to contradict each other.
They think we 'swan in and out' and we (sometimes) think that they are didactic and unimaginative in their approach and constantly moaning about their work...we would LOVE to have all our caseload (usually a 100 or so) in the same place at the same time!!!
(Don't have a go at me now you teachers!!! I work with some FAB ones, and a lot of my family teach. Just trying to describe a common scenario!!)
Blossom, don't know if this has helped. Hope so!!