Summary
A selection of responses we gave to the government's enquiry, particularly highlighting the need for the education system to support neurodivergent people.
a) We advocate that:
– the curriculum include teaching all children about neurological diversity: It is important that all children learn that they, their peers and the rest of society have minds of all kinds, and that this diversity is welcome and to be accepted.
– children are facilitated to study subjects that interest them. Many neurodivergent children have intense special interests, and can gain broader skills and knowledge by being allowed to pursue their interests.
– no form of Applied Behaviour Analysis (ABA) or Positive Behaviour Support (PBS) is used in the curriculum for neurodivergent students, as it is a form of conversion therapy and has been linked to PTSD amongst children subjected to it.
– the curriculum is taught in a way that suits each child’s learning style, with the understanding that children learn in different ways.
– smaller classes (with a legal maximum) to enable the curriculum to be delivered effectively.
– materials used to teach the curriculum are inclusive – for example, printed materials are produced in dyslexia-friendly print layout; alternative formats eg. video and audio are made available.
– all teaching and support staff receive adequate training about neurodiversity, led by neurodivergent trainers, to enable them to deliver the curriculum to all children.
– disability history to be included in the history curriculum, for example Aktion T4 specifically taught when teaching the Holocaust, with clear guidance
provided.
– PDS (PHSE) to include the social model of disability.
– provision in the curriculum for mainstream schools to teach life skills such as travelling on a bus.
– inclusion of British Sign Language lessons as part of the curriculum and giving all students access to this qualification at KS4
b) We advocate that:
– unnecessary testing such as SATS are scrapped; they cause significant distress to neurodivergent students and direct teaching away from engaging learning towards training children to pass tests.
– the use of examinations is reviewed and significantly reduced; neurodivergent children are seriously disadvantaged in exam settings, which is only partly ameliorated by adjustments such as extra time.
– alternative assessment methods are used, including alternative methods of recording and alternative methods of assessment
– phonics assessments are scrapped and replaced with a more holistic assessment
c) We advocate:
– equal weighting and importance are given to qualifications such as Asdan or entry level, which a lot of schools dropped because the floor targets excluded them.
In the current curriculum, assessment system and qualification pathways, are there any barriers to improving attainment, progress, access or participation (class ceilings) for learners experiencing socioeconomic disadvantage?
Learners experiencing socioeconomic disadvantage:
Yes. Working-class children’s disadvantage in education is well-documented. It is exacerbated for neurodivergent working-class children, as their families are less likely to be able to afford, for example, assistive technology.
For example, a study (Macdonald S. J. (2009). Windows of reflection: conceptualizing dyslexia using the social model of disability. Dyslexia (Chichester, England), 15(4), 347–362. https://doi.org/10.1002/dys.391) shows that working-class dyslexic people are:
• less likely to access additional, specialist teaching
• more likely to leave school with low qualifications
• more likely to be unemployed or in unskilled or semi-skilled employment
• less likely to develop coping strategies
• less likely to access enabling technology
and concludes that they are “generally more susceptible to discrimination due to dyslexia compared with their middle-class counterparts.”
In the current curriculum, assessment system and qualification pathways are there any barriers to improving attainment, progress, access or participation which may disproportionately impact pupils based on other characteristics (e.g. disability, sexual orientation, gender, race,
religion or belief etc.)
Barriers based on protected characteristics:
There are systemic and serious barriers to neurodivergent learners. These include:
– the sensory environment in schools (noise, lighting, etc)
– teaching styles that do not suit the learner’s neurotype
– school-related anxiety
– bullying and social exclusion
– inaccessible learning materials
– unsuitable assessment methods eg. exams
– cruel and inappropriate punishments and behaviour regimes.
In the current curriculum, assessment system and qualification pathways, are there any barriers in continuing to improve attainment, progress, access or participation for learners with SEND?
Barriers based on SEND:
See above. Additionally, learners with SEND are significantly more likely to be excluded from school; and schools do not receive sufficient funding to meet their needs.
In the current curriculum, assessment system and qualification pathways, are there any enablers that support attainment, progress, access or participation for the groups listed above? [e.g. socioeconomically disadvantaged young people, pupils with SEND, pupils who are otherwise vulnerable, and young people with protected characteristics]
Enablers:
– significantly higher funding
– all schools being publicly-run and publicly-accountable
– well-trained staff who are valued, well-paid and not overworked
– smaller class sizes (and smaller schools)
– one-to-one learning and support where needed
– dyslexia-friendly print layout and learning materials
– designated quiet spaces
– a benign sensory environment
– scrapping cruel and punitive behaviour regimes eg. isolation booths
– assistive technology eg. talking calculators, speech-to-text software
– well-supported, open neurodivergent staff in schools who can be role models for students
To what extent does the content of the national curriculum at primary level (key stages 1 and 2) enable pupils to gain an excellent foundation in a) English and b) maths? Are there ways in which the content could change to better support this aim?
The curriculum needs to accommodate the learning styles of students with specific learning difficulties such as dyslexia or dyscalculia.
To what extent do the English and maths primary assessments* support pupils to gain an excellent foundation in these key subjects? Are there any changes you would suggest that would support this aim?
*These include SATs at the end of key stage 2, the phonics screening check and the multiplication tables check.
In our view, they do not support students. Rather, they cause distress and anxiety, and distract away from engaging learning and towards ‘teaching to the test’.
To what extent does the content of the a) English and b) maths national curriculum at secondary level (key stages 3 and 4) equip pupils
with the knowledge and skills they need for life and further study? Are there ways in which the content could change to better support this aim?
The curriculum needs to accommodate the learning styles of students with specific learning difficulties such as dyslexia or dyscalculia.
To what extent do the current maths and English qualifications at a) pre-16 and b) 16-19 support pupils and learners to gain, and adequately demonstrate that they have achieved, the skills and knowledge they need? Are there any changes you would suggest that would
support these outcomes?
They are not very effective at all in this regard. Neurodivergent children systematically under-achieve in these areas due to the curriculum, teaching methods and assessments being unsuited to their learning styles. This has a negative impact on their self-esteem and their life chances.
How can we better support learners who do not achieve level 2 in English and maths by 16 to learn what they need to thrive as citizens in work and life? In particular, do we have the right qualifications at level 2 for these 16-19 learners (including the maths and English study requirement)?
By accommodating the needs of learners with specific learning difficulties eg. dyslexia, dyspraxia.
Are there particular changes that could be made to ensure the curriculum (including qualification content) is more diverse and representative of society?
Include learning about neurodiversity
