SEN teen 'under performing' in English

[Hahadada]

Hello

I want to start by saying that I appreciate many parents on this board will be having to deal with far more material issues and this may be the SEN equivalent of a 'first world problem'. I would still really appreciate thoughts/advice.

DC is rapidly approaching GCSEs (think year 9/10 but not exams this year). They are diagnosed with ADHD (combined) and I have strong suspicions are also autistic with low support needs (I am myself), but they don't want to be tested.

They are academically very able. Since about age 8 they have underperformed at school in English compared to other subjects (which doesn't match the ed psych testing which identified English as the major strength). Initially we put this down to an issue getting thoughts down in writing, but as they've gotten older I've realized we're not seeing this in other subjects that also involve a lot of writing. They're absolutely flying in history and geography (predicted 9s and in English a 5/6).

I am wondering if anyone has any thoughts on what might be going on, to help DC crack this as I'm concerned about them wanting to do an essay based subject at university and their English GCSE grade holding them back.

I have a thought in the back of my head that this might be linked to autism, and struggling with the non-factual nature of English, but I don't know if I'm coming up with excuses and they just need to knuckle down more.

If you've gotten to the end of that, thank you!

[BusMumsHoliday]

This comes at your question a bit askance. I lecture in the humanities at a university. It's unlikely that a lower, but still solidly passing, grade in English would do anything to hurt their chances for entry to another essay-based subject. A 5/6 is still a B in old money - that's a good grade!

(This is assuming that written English and putting ideas on paper are of a good enough quality to get the A level grades in other essay subjects that the course requires.)

Without seeing work in detail, it's going to be hard to see where things are going wrong. Is it literature, language or both that they struggles with? Has their teacher identified anything in particular?

Much as I can understand wanting to see DC reach their potential, I'd be really tempted to let this go. Once they pass English - which it sounds like they are on track to do - they don't have to do it again. If written communication isn't holding them back elsewhere, is this worth the fight?

[Headfirstintothewild]

It could be related to ASD if DC does have that, especially if the difficulties relate more to fiction, the need to understand emotions/intent &/or imagination. Extended writing for subjects like history are far different to English language and English literature.

When was the ed psych asessment? Has DC ever had a SALT assessment?  
Has DC tried any assistive technology? Have you spoken to the SENCO?

[Hahadada]

@BusMumsHoliday thanks for that perspective, it's really helpful. I'm going to speak to the teacher, but the issue is I've been struggling (for years now) to get school to see that there actually is any achievement gap, and I feel like 'that' parent who thinks their little darling is more exceptional than they are. I do think it's a stark difference now. Equally I completely take your point on letting this go, I do probably need to. They're a good kid and there's a lot of pressure coming up from GCSEs as it is.

@Headfirstintothewild the ed psyc was back in 2020 (we've since had the ADHD confirmed by a psychiatrist last year). No real adaptations in school (they get to type more in theory and get 20% extra time but school are rubbish in remembering they entitled and they don't like to point it out and stand out). We're not at the stage yet where I need to discuss exam recommendations. Worst thing for them would be if they had some adaptation which meant they were in a room on his own - they really need to be around others to work. No SALT and they are very resistive to more testing, and blew up when I mentioned autism. It's not something school are picking up (but they didn't on the ADHD either - they're strongly inattentive, even though it's combined), and they actually have a long term SEN tutor who disagrees with me on the autism. So I don't know if they even are autistic, it's just they are so similar to me in a lot of ways! We don't really know what NT looks like in this family 😀

Thank you both for your input.

[Headfirstintothewild]

If DC is in Y10, the extra time needs to be in place now/soon. For students to have it for exams, it must be their normal way of working. If DC is in Y9, it needs to become the normal way of working over the coming months. If DC would be amenable to a new EP assessment, that would be a good idea, I think.

[Hahadada]

DC is year 9. I think the only likely adaptations will be extra time (gets in theory currently), and potentially typing exams (not sure how much they get this in class as I haven't been pushing for it - I'm keen to strengthen handwriting ability). We have another child going through assessment now (that one asked for it, they also have some signs of ADHD and autism, we have the means to pay privately and I'll never forgive myself if we don't and they end up diagnosed much later in life). After that I may just have to force year 9 DC through another EP assessment whether they like it or not.

[Headfirstintothewild]

You could also consider a prompter if DC is accepting of that.

[TeenDivided]

My DD1 has dyspraxia diagnosis though her traits certainly overlap a bit with ASD.

She was getting As for English coursework, but bombing out in the exams.

She could not answer anything on why she author used certain language etc etc. How would she know what they were thinking??

We threw massive effort in. Came up with step by step for each question.
Eg how is language used for effect?

1. What is your overall impression
2. What words help give that, you can tell which words as if you try changing them the overall effect is changed. Eg consider a car crashing or smashing into another versus bumping or knocking.
3. OK now you have identified key words etc you can write about it.