Page 74 - Issue 112 May-June 2021

74 ■ fig. 4 The top five co-occurring conditions are: 1. Connective tissue disorders (24.49%) 2. Gastro-intestinal disorders (14.29%) 3. Muscular-skeletal conditions (12.24%) 4. Autoimmune conditions (10.20%) 5. Epilepsy/seizure disorder (10.20%) All conditions indicated by respondents have the potential to make accessing education in a school setting difficult, particularly when unsupported. 25.93% of respondents with co- occurring conditions indicate that health conditions contribute to the autistic pupil’s non-attendance, yet most indicate that schools/professionals didn’t accept this. These attitudes further undermine the experiences of autistic young people, and are likely to exacerbate relational difficulties with the education setting, detrimentally affecting an autistic pupil’s mental health. ■ Educators want the best for all their pupils. “Retreating to home educating further marginalises families” Summary Our report indicates that there’s a stark difference in what is attributed by schools/ professionals to the non-attendance of autistic pupils, and what they and their families experience. Respondents indicate that schools/professionals are more likely to blame behavioural issues which suggest the ‘fault’ lies with the autistic young person and/or their parent/carers. Autistic people and their parent/carers, however, are more likely to ascribe sensory processing differences, mental health conditions, and lack of support. Even when autistic pupils are unable to attend school, our data suggests that support is not forthcoming, with many parent/ carers having to source external support at their own cost. This reported lack of support also indicates that the higher percentage of autistic pupils being educated at home – whether officially or not – is due to a lack of alternatives rather than being a choice. This further marginalises families as one or more parent/carers are forced to give up paid employment and/or reduce their hours in order to educate their children, potentially pushing them into poverty. In turn, the stigma associated with not being in paid employment can further isolate these families. We acknowledge that most educators truly want the best for all of their pupils, yet a lack of understanding, acceptance, and budget is contributing to long-term poor mental health, with worst-case scenario outcomes. As autistic adults who do not have a co-occurring disability are around 9 times more likely to die from suicide (with women being at higher risk than men) and autistic children are 28 times more likely to think about, or attempt, suicide, the concerns we’re raising need to be considered by educators at all levels. The inclusivity of the education system needs to be re-evaluated, with a particular focus on mainstream schools identifying what can change, including attitudes, sensory environments, appropriate training (delivered by Autistic trainers), etc. Furthermore, consideration needs to be made for autistic pupils who are unable to attend mainstream settings, particularly if they are screened out of specialist settings due to their academic profiles. This ‘missing middle’ are being failed by both a reactive system which lacks accountability, and ideological ‘inclusivity’ which has meant closure of specialist provisions for all bar those with the highest support needs. SEN112 senmagazine.co.uk Autism