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Original poster

Awaiting _____ diagnosis

167 replies

Bozzul · 23/11/2024 15:26

I work in a school and we obviously have pupils with SEND, who have certain strategies we use with them and a number of others to monitor and trial things to include them.

All of them have attached documents to let staff know what's needed, but there's currently a trend for adding a sentence to say huge numbers of pupils are awaiting a diagnosis - awaiting dyslexia diagnosis, awaiting ADHD diagnosis etc.

They're not. They're still awaiting being assessed, and often because someone unqualified to judge has decided it's possible or suits them. But it might not be the case that a diagnosis is made (I'm thinking that the chances our school have such numbers compared to national data aren't high)

I'm all for doing what works for each child, and if they have tendencies that are normally addressed in a certain way, then of course these things can be used to help them too, but I don't think it's helpful to staff or pupils to imply issues which haven't been diagnosed.

Edited, helpful TO either staff or pupils

OP posts:
FaceLikeACrackedScreen · 23/11/2024 16:06

Bozzul · 23/11/2024 16:06

At what point does it stop being extra?

Show quote history

I was thinking the same @OurPack .

That's not your decision OP, not remotely within your skillset.

Ra1nRa1n · 23/11/2024 16:06

Bozzul · 23/11/2024 16:04

Support, yes. Unnecessary preferential treatment, no.

Show quote history

What are you talking about. The reasonable adjustments my dd needed before diagnosis were much needed.

Does your school know you think this and are making such outrageous declarations when you are completely unqualified to do so?

Original poster
Bozzul · 23/11/2024 16:06

FaceLikeACrackedScreen · 23/11/2024 16:04

But yes, I agree that you are not in a posiiton to comment OP, I've been through the process with a team of professionals. Highly trained professionals.

You should be celebrating the fact that your school is trying to support any child who might need extra assistance.

At what point does it stop being extra?

OP posts:
OurPack · 23/11/2024 16:05

Bozzul · 23/11/2024 16:04

Support, yes. Unnecessary preferential treatment, no.

Show quote history

I’d be very worried if you were anywhere near any children.

Serencwtch · 23/11/2024 16:05

5128gap · 23/11/2024 15:51

Is the concern that allocating resources to DC who have yet to be assessed diverts capacity from DC with diagnosed and established needs? That unfortunately support capacity is finite and inadequate and that providing it to DC who may not require it takes it from those that definitely do? (Not sure thats how it works, just trying to understand where OP is coming from.)

Show quote history

It doesn't sound like OP is responsible for allocating any resources it's just a note on each child's record & seating plan which would help a teacher or TA understand the child.

Eg if a child is 'awaiting assessment/diagnosis' for ADHD the teacher could be more understanding of their needs. Mine were punished alot before diagnosis of autism/ADHD. Just having awareness of the condition can help avoid making the problem worse.

It wouldn't need allocating funding or equipment just awareness of how to communicate & understand that child.

For example having an awareness of sensory issues & offering an adjustment is not going to harm a child who turns out not to have autism. It also doesn't cost anything to be aware of.

FaceLikeACrackedScreen · 23/11/2024 16:04

But yes, I agree that you are not in a posiiton to comment OP, I've been through the process with a team of professionals. Highly trained professionals.

You should be celebrating the fact that your school is trying to support any child who might need extra assistance.

Original poster
Bozzul · 23/11/2024 16:04

OurPack · 23/11/2024 16:02

Schools are supposed to give support to any children based on their difficulties, regardless of whether they are diagnosed or not. OP would know this if she did work in a school. People like to chat shit about ND.

One of my children is autistic, I have no issue in children getting help even without diagnosis. My child wasn’t given much support until diagnosis which was shit and I wouldn’t wish that on any other child or parent.

Edited
Show quote history

Support, yes. Unnecessary preferential treatment, no.

OP posts:
OurPack · 23/11/2024 16:02

5128gap · 23/11/2024 15:51

Is the concern that allocating resources to DC who have yet to be assessed diverts capacity from DC with diagnosed and established needs? That unfortunately support capacity is finite and inadequate and that providing it to DC who may not require it takes it from those that definitely do? (Not sure thats how it works, just trying to understand where OP is coming from.)

Show quote history

Schools are supposed to give support to any children based on their difficulties, regardless of whether they are diagnosed or not. OP would know this if she did work in a school. People like to chat shit about ND.

One of my children is autistic, I have no issue in children getting help even without diagnosis. My child wasn’t given much support until diagnosis which was shit and I wouldn’t wish that on any other child or parent.

Original poster
Bozzul · 23/11/2024 16:01

TorturedParentsDepartment · 23/11/2024 15:55

The system is so fucked these days you don't get on the assessment waiting list without very clear indicators that the assessment is warranted and likely to result in the diagnosis being given.

One of my kids is in the "awaiting diagnosis" phase - she's glaringly got some neurodivergent condition going on - just not quite confirmed which variety(ies) she's got. School's approach is that the waiting lists are so bad - support as if she has it diagnosed in the interim.

I understand this case and I'm glad that's what's happening.

But if you can see it's glaring, and so can school then that's good enough. I'm saying these aren't glaring. And it can't be right that most children need rest breaks or extra time. It's detrimental to the ones who really do, as they don't get anything extra in the end.

OP posts:
FaceLikeACrackedScreen · 23/11/2024 16:00

I know @SleepyRedPanda, I paid privately for DC1 as the waiting list was 2.5 years. Cost me £5k by the end of the process. Even the private process had a waiting list (for the psychiatrist that was part of the assessment team).

SleepyRedPanda · 23/11/2024 15:58

FaceLikeACrackedScreen · 23/11/2024 15:58

I thought that a child does not need to have a formal diagnosis before support is put into place.

Just as well given the number of years some wait to get support!

FaceLikeACrackedScreen · 23/11/2024 15:58

I thought that a child does not need to have a formal diagnosis before support is put into place.

SleepyRedPanda · 23/11/2024 15:58

Bozzul · 23/11/2024 15:57

I didn't say I was qualified to judge or make a diagnosis. And I know that if there is undiagnosed need then the strategies still work before such time as this is made. But many won't be, because they're not even on the pathway. It's just a label and it's taking away from the minority who could be catered for if we were allowed to focus on them.

Show quote history

But you are just making an assumption that you aren’t in a position to correctly make.

Original poster
Bozzul · 23/11/2024 15:57

SleepyRedPanda · 23/11/2024 15:54

They're still awaiting being assessed, and often because someone unqualified to judge has decided it's possible or suits them

But you are also unqualified and making an assumption, without the education and ability behind it to judge whether it is possible or suits them.

I didn't say I was qualified to judge or make a diagnosis. And I know that if there is undiagnosed need then the strategies still work before such time as this is made. But many won't be, because they're not even on the pathway. It's just a label and it's taking away from the minority who could be catered for if we were allowed to focus on them.

OP posts:
TorturedParentsDepartment · 23/11/2024 15:55

The system is so fucked these days you don't get on the assessment waiting list without very clear indicators that the assessment is warranted and likely to result in the diagnosis being given.

One of my kids is in the "awaiting diagnosis" phase - she's glaringly got some neurodivergent condition going on - just not quite confirmed which variety(ies) she's got. School's approach is that the waiting lists are so bad - support as if she has it diagnosed in the interim.

SleepyRedPanda · 23/11/2024 15:54

They're still awaiting being assessed, and often because someone unqualified to judge has decided it's possible or suits them

But you are also unqualified and making an assumption, without the education and ability behind it to judge whether it is possible or suits them.

Original poster
Bozzul · 23/11/2024 15:53

IkeaJesusWept · 23/11/2024 15:51

So what’s your solution OP?

That we don't put those without any particular need in the same category as those who are entitled to something different from, or additional to, the norm.

Seeking accommodations when not disadvantaged only widens the gap between those who have significant barriers and those who don't.

OP posts:
ByHardyRubyEagle · 23/11/2024 15:53

Is it either because you don’t believe they ‘have’ anything or is it because you’d prefer the wording to be something along the lines of: ‘awaiting assessment for possible [autism]’?

if you’re treating a child as though they are dyslexic for example surely you’re going along with the fact they’re very likely dyslexic no?

The wait times as I assume you must know are long at the moment.

OurPack · 23/11/2024 15:53

It’s been a minute since the last goady ND thread. Are you snowed in and bored OP?

itsmabeline · 23/11/2024 15:52

In a situation of limited resources, I think you put most resources towards those with the strongest confirmed/diagnosed needs first.

5128gap · 23/11/2024 15:51

Serencwtch · 23/11/2024 15:46

Why would it matter if they are given adjustments & support before diagnosis?

I'd say most of the harm to my DC came in-between knowing there was an obvious problem & being diagnosed.

It's not like you are giving medication with harmful side effects without diagnosis. Every child should have their support needs met regardless of diagnosis.

Is the concern that allocating resources to DC who have yet to be assessed diverts capacity from DC with diagnosed and established needs? That unfortunately support capacity is finite and inadequate and that providing it to DC who may not require it takes it from those that definitely do? (Not sure thats how it works, just trying to understand where OP is coming from.)

IkeaJesusWept · 23/11/2024 15:51

So what’s your solution OP?

Original poster
Bozzul · 23/11/2024 15:49

CostaDelOrchard · 23/11/2024 15:45

They're not. They're still awaiting being assessed, and often because someone unqualified to judge has decided it's possible or suits them. But it might not be the case that a diagnosis is made (I'm thinking that the chances our school have such numbers compared to national data aren't high)

But you know this is untrue. Nobody unqualified has decided it’s possible nor that it suits them. To reach the criteria to join extremely long waiting lists there must be significant concerns and evidence that the child most likely has the condition to be assessed. Only professionals (SENCO, SALT, HV etc) can make referrals and must evidence these concerns.

I'm not saying they've definitely been referred, because lots haven't. This 'awaiting' is like saying expected at some point in the future, maybe...

OP posts:
Original poster
Bozzul · 23/11/2024 15:48

ChristmasisinManchester · 23/11/2024 15:44

So how many kids in a class on average do you think are awaiting a diagnosis of some form of autism/dyslexia etc? In your school

Show quote history

There were 17 in one class I covered yesterday. All had a little dot on the seating plan to say there was something I needed to know. And there were a mix of awaiting diagnoses.

This is on top of 1 diabetic, three slcn and and one eal pupil, which seems about average info over the years and for the ability profile.

OP posts:
Ra1nRa1n · 23/11/2024 15:48

Bozzul · 23/11/2024 15:26

I work in a school and we obviously have pupils with SEND, who have certain strategies we use with them and a number of others to monitor and trial things to include them.

All of them have attached documents to let staff know what's needed, but there's currently a trend for adding a sentence to say huge numbers of pupils are awaiting a diagnosis - awaiting dyslexia diagnosis, awaiting ADHD diagnosis etc.

They're not. They're still awaiting being assessed, and often because someone unqualified to judge has decided it's possible or suits them. But it might not be the case that a diagnosis is made (I'm thinking that the chances our school have such numbers compared to national data aren't high)

I'm all for doing what works for each child, and if they have tendencies that are normally addressed in a certain way, then of course these things can be used to help them too, but I don't think it's helpful to staff or pupils to imply issues which haven't been diagnosed.

Edited, helpful TO either staff or pupils

You are unqualified to comment .