Recently, a fellow specialist teacher, on one of the professional FB groups I belong to, posted about the dangers of using diagnostic labels within the field of special educational needs and disabilities (SEND). Needless to say, this ignited the flame of heated debate and elicited some very strong opinions!
I have to admit that, over the years, I have hopped from one side to the other of the proverbial fence, rather than sat directly on it. Previously, as a SENCo in school, I generally wanted a world without labels, as I felt that we should simply spend our time (and limited financial resources) meeting students’ wide-ranging needs, instead of seeking (and waiting endlessly for) assessment for specific diagnoses, and that our world would be a much better place if we just accepted that we are all different, and needed different things to achieve our full potential.
But, whilst a small part of me still feels like this particularly utopian ‘fully-inclusive…you-don’t-need-a-label’ type world would be lovely, I do know from talking to those who have been formally identified as having dyslexia and autism (for example), that they genuinely feel they are better able to understand themselves, knowing how their struggles are related to a certain area of neurodiversity.
A friend recently told me that her 10-year-old daughter had ‘danced around the room’ when her dyslexia diagnosis came through, as she now felt that she could officially confirm that she was ‘not thick’. And since then, her self-esteem and confidence have increased tenfold. Similarly, it was only when my son was diagnosed with albinism at 13 months (after lots of waiting around…) that I felt we could ‘get started’ and ensure he always had what he needed to succeed in life.
So, it appears that diagnostic labels which can help describe particular patterns of strengths and weaknesses can serve at least one very important purpose. But, let’s be honest, there are many more reasons we need them…
- Identification and Understanding:
- Early intervention: Diagnostic labels can help identify learning challenges and developmental differences at an early age, allowing for timely intervention and support.
- Understanding the nature of needs: Labels provide a common language for teachers, parents, and other professionals to understand and discuss specific learning or developmental differences.
- Customised support:
- Tailored interventions: Diagnostic labels (or at least the assessment process) can assist in designing and implementing personalised educational strategies and interventions that cater to the specific needs identified.
- Resource allocation: Schools and educational institutions can allocate resources more effectively when they have a clear understanding of the specific needs of their students.
- Legal and Policy Framework:
- Access to services: Diagnostic labels often serve as criteria for eligibility for special education services and accommodations, ensuring that individuals with identified needs have access to the support they require.
- Legal protections: In many jurisdictions, individuals with specific diagnoses may be entitled to legal protections under special education laws.
- Communication and Collaboration:
- Communication with parents/carers: Labels provide a way for educators to communicate with parents about their child's needs, strengths, and challenges.
- Communication among professionals: Likewise, diagnostic labels facilitate communication among educators, special education professionals, and other key stakeholders, fostering collaboration to address the unique needs of each student.
- Research and Data Collection:
- Data analysis: Diagnostic labels enable researchers and policymakers to collect and analyse data on the prevalence and characteristics of various learning and developmental conditions, contributing to the improvement of educational practice, intervention and policies.
- Advocacy:
- Advocacy for individuals and groups: Diagnostic labels can be powerful tools for advocacy, helping individuals and families connect with support networks, community organisations, and advocacy groups that focus on specific conditions.
So, all of the above considered, there really can be no argument that we need specific terms for some of the neurodiverse presentations within our population. But, in the interest of balance, let’s just say that while diagnostic labels can be beneficial, it's important to approach them with sensitivity and avoid the pitfalls which can include stigmatisation, limiting expectations and focusing on deficits, and a dependency on the label, which can then detract from an individual’s unique characteristics, preferences and learning styles.