Dave Clements is a policy adviser, writer, and parent of a child diagnosed with ADHD and autism spectrum disorder (ASD). Despite a longstanding scepticism about the claims made about the increase in these and other similar conditions, since becoming a father he has been forced to question his views. Clements describes his son’s condition as something that ‘runs through him like a stick of rock’. ASD, in particular, can have a profound effect on children and their families. And yet, as Dave tells us in his f...
Dave Clements is a policy adviser, writer, and parent of a child diagnosed with ADHD and autism spectrum disorder (ASD). Despite a longstanding scepticism about the claims made about the increase in these and other similar conditions, since becoming a father he has been forced to question his views. Clements describes his son’s condition as something that ‘runs through him like a stick of rock’. ASD, in particular, can have a profound effect on children and their families. And yet, as Dave tells us in his forthcoming book, there seems to be something else going on, too. He is struck by the record numbers of pupils being labelled as ‘neurodiverse’, having special educational needs (SEN) or struggling with anxiety and attendance issues. Do we know what normal is anymore, he asks?
The book is less about providing answers than posing uncomfortable questions. Are we in danger of making identities out of disorders? Why do some parents appear oddly eager that their children be labelled neurodiverse? Has SEN become a hold-all category for too many different kinds of issues and conditions, and thus an unhelpful term? At a time when schools struggle to fund SEN provision, is a growing ‘awareness’ of neurodiverse, and other similar conditions, part of the problem or the solution? Are there other reasons for the increasing rates of referral and diagnosis, and for rising numbers of children needing support in class?
As the SEN agenda becomes a greater part of the school experience, is teacher autonomy being undermined by the expectation that they follow scripts produced by SENCOs and SEN departments for some pupils and lessons? How are mainstream schools expected to cope with students who are unable to regulate themselves against sudden, intense, and uncontrolled expressions of emotion or aggression? Instead of experts being brought in to teach teachers how to teach pupils with neurodiverse conditions or other special educational needs – wouldn’t it be better if experts taught these kids in specialist schools? Or is the problem of inclusion, and the variety and nature of the needs children bring to the classroom, more complicated than that?
SPEAKER
Dave Clements
writer and policy adviser; contributing co-editor, The Future of Community
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