“Neurodiversity is the brand new regular”
Suzanne Marino for the electricity
Note: Mission accomplished. The world is happy to be autistic. Our children were early adopters. We could all use a padded cell – I mean, “room of the senses”.
By Anne Dachel
Last week’s stories present two views on the decline of children around the world as posted on my website. Loss of brain confidence.
First of all, there is nothing-is-really-wrong with children who cannot speak, behave, or learn as children have always been expected to do. They are the new normal of the enlightened 21st century.
We see this positive attitude in stories about neurodiversity and in the promotion of “sensory spaces” in schools, also called “calming spaces”, for children who cannot deal with stress today.
A story of Northfield, New Jersey showed a brightly colored, toy-filled room with four smiling adults. We were told, “Studies have shown that the spaces are useful for reducing and managing stress and aggression.”
A similar report by Woodstock, Virginia announced the benefits of a $ 5,000 room known as the Chillville that allows students to “calm down for a few minutes when frustrated, angry, or tired.”
In Talladega County, AL, The school board has transformed a decommissioned school bus into a “sensory space” in which “pupils with disabilities can escape when they are overwhelmed by everyday school life”.
“We wanted a mobile sensory space that we could bring to all 17 schools in our county,” said Michelle Head, special education coordinator at TCBOE.
In addition, there were stories that reminded us that we literally have to “celebrate” all of the neurologically impaired students who flood our schools.
Maldon, England Standard told the story, the Plume Academy celebrates “superpowers” for ADHD Awareness Month.
A SCHOOL started a project that celebrates the “super powers” of its neurodiverse students and students with disabilities. This year employees and students of the Plume Academy in Maldon started an exciting project to support ADHD Awareness Month….
Hannah Wells, Plume’s Deputy SENCO, said, “ADHD Awareness Month is designed to highlight the positive aspects of neurodiversity – which means that all of our brains work slightly differently, and that is what makes us brilliant and unique.
AUTISM is one of these “super powers”.
“Neurodiversity encompasses many diseases such as ADHD, Obsessive Compulsive Disorder, dyslexia, dysgraphia, autism and more …”
It’s the ultimate absurdity “celebrate” the conditions that hinder a generation of children in the modern world, but we are routinely told we should.
On the English-speaking island Malta In the Mediterranean, there was more positive news about neurodiversity.
We were celebrate Neurodiversity in all its shapes and sizes. Activities are held at our school to raise awareness of the strengths and challenges of neurodiverse people. …
Neurodiversity is the new normal, we forbid the average and celebrate the wondrous diversity in an inclusive school that everyone can fit into.
Instead of worrying about what is happening to millions of children around the world, we give in to it. We pretend nothing is wrong or we actually take the nightmare and declare that it is something to be excited about.
That is of course nonsense. All of these sick and disabled children mean that schools have to offer them costly support.
In the real world, especially in the UK, there is another side to it. The financial implications of all this “neurodiversity” have resulted in increasing debt.
Devon is a county in south west England where additional funding from the UK government is simply not enough to cover the COSTS of disabled students.
ADDITIONAL funding for schools in Chancellor Rishi Sunak’s budget on Wednesday last week was welcomed by the Devon District Council – with the caveat that the additional funding will not be enough to bring the district’s schools up to par with the rest of the region Country….
The extra money for special needs education with more places for our most vulnerable children is also welcome, but it doesn’t seem to fix the persistent inequality in funding we receive and which increasing demand we have to be satisfied. …
It gave out a different story Devon about special education expenses that revealed really scary cost numbers.
Another £ 36 million [$48M] Expected to be added to debt Leading Devon councilors urge government to clarify funding for special education after county over-spending on the service is expected to reach £ 85 million [$114M].
You have developed a DEBT ARRANGEMENT regarding SPED costs.
Councils have been instructed to put overspending on Support for Children with Special Educational Needs and Disabilities (SEND) in separate accounts for three years through April 2023. This means the shortfall does not currently count towards Devon’s main sales numbers.
The county council started this fiscal year with a total spend of £ 49 million [$66M] in his segregated SEND account. Another £ 36 million is expected to be added [$48M] on the debts in 2021/22, according to the last budget report. But it is not yet known what will happen to the debt when the deal ends.
Moving the debt down three years ignores the fact that there will be MORE SPECIAL NEEDS CHILDREN. Is always available. It is taken for granted now.
You can see that:
… this year’s forecast overspend for SEND of £ 36 million [$48M]up nearly £ 3 million [$4m] from the last update in September, mainly due to rising demand for new applications for education and health plans (EHCPs) …. …
As a result of the additional demand, …
I am not an economist, but this practice cannot possibly work in the long term.
Other stories continue the decline and higher cost scenario.
The press in Ipswich, a town in the south east of England, a brief announcement of another new special school.
In the summer, the Ministry of Education submitted an application for a 60-place SEN school to accept children between the ages of nine and 16 …
A preliminary motion raised no objections from the district council amid an “urgent request” for SEN schools across the area. …
This includes increasing the number of school places, …
The BBC reported that Ofsted, the bureau that oversees educational standards, advised the council in Wolverhampton , a town of about 250,000 people in the West Midlands of England, that they abandoned “many families” with children with special needs.
Major concerns raised during the inspection included long waiting times for child needs assessment, quality of education, health and care plans to be “too variable” and transitions in a child’s life not well planned. …
The inspectors also said that many families “do not know who to turn to for assistance” …
200 children are on waiting lists.
Another story of Ipswich a MP who called for special expenses to be made “a priority in school inspections,” and that ‘All mainstream schools should be SEN schools.’
The MP said: “I was pleased that the State Secretary for Education agreed with me that” all mainstream schools should be SEN schools. “
Mr Hunt welcomed the £ 2.6 billion budget announcement [$3.5B] new funds in the next three years for new school places for children with SEND.
from East Anglia There was a story about the mother of an autistic son who was “rejected by eight different schools in Norfolk and Suffolk.”
This special child is not alone.
Across the UK, three quarters of parents said their child’s school place did not meet their child’s needs, which has doubled since the previous education report was published in 2017, according to the National Autistic Society’s School Report, released in 2021.
Parents also reported facing major struggles to get help, with 57 percent saying they had to wait more than a year for support and 26 percent said they had to wait more than three years.
The mother in the story was quoted as saying: “The system is broken, the government must act.”
This was the county’s answer:
A Suffolk County Council spokesman said: “Through our capital city program, the council has created 210 additional school places for high-need children this year and will add another 260 places next year.
Seriously, we have to stop the steady rise and look for the causes.
Why is it never discussed?
We are seeing massive changes in the health and development of children, but we are not doing anything to find out why this is happening.
In Wiltshire, in southern England, they are planning a $ 39 million special school. The contractors are “enthusiastic”.
Another special school has been announced for Peterborough in east England, something that’s pretty much a routine on the UK news
The school itself would be limited to a maximum of 21 students between the ages of 9 and 19 …
Finally, in a bizarre letter to the editor of the Irish Times, a school principal in Mullah, Co. Cavan, Ireland complained about the lack of special needs education regular university teachers receive.
[T]Everyone is not necessarily trained to work in specific classes by the time they leave college. This certainly begs the question, why not?
The question actually arises: Why do regular teachers need to be trained to work in special classes today?
The reality in schools today is that regular classes are now special classes.
Principal Ronan MacNamara acknowledged that THERE ARE MORE DISABLED STUDENTS (but that, in his opinion, is not the problem).
[A]s the number of special classes is increasing, [there is] the very significant increase in students who now access special class places….
Young prospective teachers attend teacher training colleges for four years. It is imperative that their training prepares them for work in our inclusive education system of the 21st century.
The “very significant increase” is not really a problem. In fact, Rector MacNamara named the explosion in a special issue “A most welcome development in Irish education.”
I have to put an end to that. At the same time, the numbers and costs are unstoppable, educators and news reporters see no real problem. This scenario can go on forever as it seems. The celebration of neurodiversity will make everything go away.
- The British isle of outsiders …. children
- There is no problem – this is normal
- The special education pandemic