AIBU to worry about the surge in school-suggested ASD diagnoses?

[cremebrulait]

Fellow mums, I'm worried about a trend I've noticed in our schools. It seems some are pushing parents to seek ASD diagnoses to secure funding for support. While I absolutely believe children with autism deserve all the help they can get, I'm concerned about the following:

1. The high rate of suggested ASD diagnoses in some classes (much higher than average)
2. Schools advising parents to get diagnoses to continue enrollment
3. Long NHS waiting times leading to private evaluations

I worry this might lead to:

• Misallocation of resources
• Inappropriate interventions for children
• Overlooking other potential issues
• Psychological impact on misdiagnosed children

Shouldn't there be equality in support for children with other learning or developmental issues too? Like ADHD, emotional and behavioural disorders, sensory impairments, physical disabilities, intellectual disabilities, developmental delays, health conditions, sensory processing disorder, specific learning differences, or twice-exceptional children?

AIBU to think this system is flawed? Has anyone else experienced this? Am I overreacting, or is this a genuine concern? What are your thoughts on how we can ensure all children get the right support without resorting to potentially inaccurate diagnoses?

(I'll post more thoughts on misdiagnosis in comments.)

I'm not biting !
Goady post

"So is it completely different from how it was in 2012? We knew at least 4 kids referred to local child development clinic. In our case the school suggested an assessment as DC allegedly had a few issues. GP was reluctant, but thought it best to support school recommendation. Child Development Clinic (state not private) sent us behavioural descriptors to fill in. The school only showed us what they had answered to each question etc. after they had sent it. Private school, so zero commitment to accountability. We had a full set of clinic appointments over an intensive morning. Then there was a meeting with the Consultant Paediatrician. She asked me what I thought of how the school filled in the descriptors. I said, I felt they didn’t seem to be about my child. She said she did not think so either and said we should get his IQ tested as soon as possible as he was a very intelligent boy. The school still didn’t agree with her. She reluctantly agreed to visit the school. They then - sort of - shut up but he was still not being cared for well by the school. We left to village school and never had a problem again."

Yes I think it must be. I don't recognise anything you've written. But then it wasn't like that in 2012 in my area either.

Why on earth did they suggest an IQ test? It's decades since anyone attached any significance to those.

It sounds as if the school saw concerning behaviours at school that you didn't see at home, or that you didn't see as concerning. So they were right to refer and seek an explanation even if it ultimately came to nothing and your son sailed through the rest of his education without incident.

Yes, as a paediatric specialist I appreciate that schools cannot diagnose, but they refer with 'concerns about behaviour strongly consistent with autism' or similar phrases. I work more with physical disabilities, but work closely with my colleagues who cover the SOCA pathway.
I am aware that it varies widely, some of our local schools make very appropriate referrals and some very inappropriate ones, it very much depends on the knowledge and skill of the child's teacher and SENCo.
My daughters school (with an ARP for children with ASD and ADHD) referred 5 in her class of 22 for an assessment. They also suggested refering my daughter but we declined. Only 1 came back with a confirmed diagnosis. This was all in year 2, with no concerns about any of the children (except the one who got a confirmed diagnosis) raised in pre school, reception in year 1, but in year 2 suddenly a quarter of the class apparently presented with behaviours consistent with autism. 1 very biased teacher led to parents spending thousands on private assessments due to high local wait lists, months of unnecessary worry and many parents asking themself 'what have I missed'.

Absolutely agree that early diagnosis and support is crucial. But the inappropriate referrals cause longer delays in the system, which can delay those who do need support from getting it.

I’m not making anything up.
www.nottingham.ac.uk/news/adhd-and-school-age-study

What do you mean by 'get more support'? Maybe we are misunderstanding you. Could you explain a bit more?

"more likely to be diagnosed" is NOT synonymous with "overdiagnosed".

You know your title, your OP and subsequent posts are suggestive of this being a widespread phenomenon, and didn't make it at all clear that you (apparently) meant the ONE school that you have personal experience with. You are being deliberately obtuse because you were either looking to cause froth, or weren't quite expecting the pushback you've had from responders.

edit punctuation to confirm quoted phrase

I’m concerned because a much higher than normal % of students appear to have an ASD diagnosis. I have a child with developmental delays that have another reason. DC has been evaluated outside England. Not everyone is aware of that and have come to me insisting ASD. They’re not qualified to make a diagnosis. This concerned me. I then heard other parents discussing same situation. I have had people tell me it is a thin to get a diagnosis for funding. Parents I know then disclosed it’s happened to them.

In another country I had to fight for the right support. I have seen what happens when kids get the wrong diagnosis. I thought maybe others would agree. It turns out some do. If you look through the comments a paediatric professional said what I described happened to her. Some others have said teachers have insisted to many parents.

if anything some of the responses on here remind me of how quick people are to judge. Social media seems to cause people to fill in the blanks rather than ask questions. No innocent till proven otherwise here.

i was compelled to ask - and asked AI to summarize my original far too long post because I think there has to be a better way to get OUR children help. Why anyone would assume I’m against getting children appropriate help is beyond me. not here but abroad I’ve spoken at events about the impact of my DC not getting the right support. However having moved abroad before my DC started primary and having been back less than a years some of this is new. Still that doesn’t justify anyone here attacking me.

So no. No arse talking.

I've taught Year 2 for many years and also refer quite a few children every year. It becomes very apparent throughout the end of Year 1 and into Year 2 that additional needs are present.

This has been my experience for over 20 years as the curriculum expectations and independence levels increase and teachers observe before speaking to parents.

If I have concerns and they match what parents see, I will always encourage parents to seek support and outside agencies.

If issues aren't highlighted early then children can be in secondary school when support and understanding is achieved.

@cremebrulait and I have experience of plenty of parents that refuse to accept that anything AT ALL is going on with their child. Ironically, the vast majority of them came back crying when for different reasons they couldn't manage anymore and asking for help. Then frustrated it takes so long and their kid is headed to secondary or whatever and needs it NOW!Well.. we did mention it in y2.

Should I start a thread staring that I'm concerned so many parents refuse to accept their children's needs? Or accept that there is a variation in circumstances and people and presentations and not generalise and pretend it's a wide spread phenomenon?

But you still haven't explained what you mean by an ASD diagnosis gets the school more support? In what way? What support?

I worry that this thread will put off parents and teachers from seeking support. My advice would always be to seek support and diagnoses if you feel your child might need it and benefit from it. The waiting list is long due to funding and need not because parents and teachers are stupidly (sadly implied on this thread) referring for no good reason.

I've not read the whole thread but as it has taken years for my blatantly obviously autistic son to be diagnosed and get support that he needs yes I think you're being unreasonable!

Who the hell are you to 'be concerned' about this?

OP, are you concerned that your child is not getting the support you’d like, due to too many other children being diagnosed with conditions?

@cremebrulait

Are you somehow offended that it's been suggested your child may be autistic instead of "gifted" like some of his relatives?

@cremebrulait but an ASD diagnosis on its own won't bring in extra funding to a school, only if a child has significant needs and they apply for an EHCP (or in my day it was a statement). This has no relationship to what the actual diagnosis is so it could be ASD, ADHD, Dyslexia, Dyspraix, metal health needs, medical needs a combination of the above or something else entirely.

There is therefore no advantage in the school encouraging any specific type of diagnosis, just the correct one for the child. I believe the reason why the system was changed from the old system in the first place.

This is what I’ve heard. I don’t know what to tell you. I think I’m going to forget trying to help anyone else and just advocate for my own DC as I have been.

I think this may be what they’re after?

Mainstream schools
Mainstream schools are funded based on how many pupils they have. This is called 'element 1' funding.
They get extra funding for pupils with additional needs. This is called 'element 2' funding.
The school can apply to us for additional funding for pupils with more complex needs. This is called 'element 3' or 'top up' funding.
source:
www.bristol.gov.uk/bristol-local-offer/parents-and-carers/education/funding-for-sen-in-schools-and-educational-settings#:~:text=Mainstream%20schools,-Mainstream%20schools%20are&text=They%20get%20extra%20funding%20for,or%20'top%20up'%20funding.

None of that funding is based on having a diagnosis.

It’s a two year wait to get an autism assessment in my area. So two years of not having his needs met

I’m not sure what you mean?

That’s what they’re saying. Not I.

@cremebrulait you do know schools have to cover the first 6k of that funding ,right?

Op I don't think you understand, element 1 funding is the funding all schools get, element 2 funding is funding schools have to apply for the EHCP's. There is no requirement for a diagnosis for this funding anymore (I believe there was under the original statement system but that was many years ago). The school just has to evidence need as the funding can cover many different needs not just educational, possibly medical, adaptions for physical needs/disabilities ect. Element 3 is a higher need probably for special school provision.

https://suffolksendiass.co.uk/education/sen-funding/schools-funding/