EXCL: Black special needs kids failed by schools. Parents reveal struggle to get assessment and support. S_Fleary1 investigates:
Black special needs LOVING CARE: While children are supported at home, it is another story in our schools
A lack of understanding of cultural differences, racism from teachers and ineffective classroom management are among possible factors cited in the report as possible reasons for the over-representation. Natasha Lynch, is a mother-of-four from Shepherd’s Bush, west London, whose children are aged 20, 14, five and two. Her five-year-old son, Natai, was diagnosed with autism two and half years ago.
“He’s in full-time now and they have bought in a one-to-one to work with him, she’s amazing. She’s a young black girl, whose only 19. She’s with him all the time, so I feel confident,” she added. She added: “He tries to climb out of the window, he doesn’t have any sense of danger, he will run out into the road.
“He was biting his hands and was just doing things that I had never noticed with my other two kids and I just knew this is not right.” Under immense pressure, she said she wrote to local MPs, her doctor and social services for assistance. Meanwhile some black parents are not requesting assessments because they don’t want their black child labelled, which puts them at additional risk of exclusion due to the lack of diagnosis and extra support.anonymously, revealed that her son, Simon, was permanently excluded from primary school at the age of six because of behavioural issues but was later diagnosed with ADHD and autism.
Ms Thompson says the lack of patience given to her son and his needs was because he is a little black boy. “I was told it would only be for an assessment period. Why would I send him to a place where they lock children into classrooms?” As a last option, Ms Thompson decided to try a school for children with Social and Mental Health needs as well as ADHD and autism. “When there are children with lots of trauma they shouldn’t be in the same setting, with children that only have a neurodivergent condition.
Looking to the future, Ms Thompson said: “I would not consider a mainstream school again because the teachers do not have the time, there tends to be a lot of children who need extra provisions and I think a class of 30 wouldn’t work.”“The resources are just not there, it’s not the environment that he would feel comfortable in.”
She said: “If you feel something’s not quite right, push for that Paediatric and Educational Psychologist assessment because then that informs everything else.” She said the disproportionate rate that Black Caribbean children are being mislabelled as disruptive is a “major concern.”: “The lenses through which Black children are viewed is that of being disruptors and they are seen as having behaviour problems, whereas if we were looking at white children, schools would look at their needs and they would look at the barriers to learning.
“When children are referred to educational psychologists, what often happens is educational psychologists collude and go along with that label of the disruptive Black child and they don’t ask what are the key barriers to learning?” According to government figures, black Caribbean pupils had the second highest permanent exclusion rates between 2018 and 2019.
“Sometimes all they need is a bit of attention and care, so that they can overcome that but they are not given that they are just labelled as disruptive, badly behaved or the parents are blamed and social services is the number one speed dial for a lot of schools.” “There are many children who need additional support, sometimes English is not their first language and they are not accessing the support or parents turn it down through fear of that label of their child being different – most parents see shame in that.”
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