Luckygirl3
So many new diagnoses since I was a social worker in what is now CAMHS.
How do you make the distinction between those who represent a variant of the normal spectrum of characteristics that we all possess and when that spills over into a diagnosable condition that needs treatment and qualifies for benefits?
And if they all have diagnosable conditions then why is this epidemic happening? Is there some environmental factor?
It is all very worrying.
Part of the exponential growth in neural diversity diagnosese, is that it was not recognised or acknowledged in the past, so you have a population of people from 0 - 90 plus, who have lived with all kinds of minor problems and difficulties and now find there is an explanation.
However for DS and I, it started 40 years ago with DS's problems with writing. I read an article in the newsletter of asmall charity I was involved with about a university research project looking at bright children who were clumsy, cack handed, couldn't ride bikes and had writing problems. He was assessed, and recognised as being in the group they were looking at and given specialised exercises to do. I mentioned to the therapist that I had similar problems, she said she had noticed this and I had the same analysis and treatment.
A year or two later it was suggested DS had ADHD and we could both see that if he had it, I undoubtedly had it. We did our own research together with other members of the charity group I was involved in, but the problem wasn't recognised then so apart from giving us self knowledge, very useful, that was that.
How far those with neural diversity actually are so disabled they qualify for benefits, I do have doubts. I have never met anyone with neural diversity - autism apart, and autism does need to be seen very seperately who could not function in the normal world.
Caleo , concerning people who label themselves "victim" is it not the job of the education system to teach children how to take responsibility for themselves.
Yes, of course it is, why should it be other? But what has a label of 'victim' got to do with the education system teaching children how to take responsibility for themselves?
We have seen with DS and now DGS, just how minor adjustments or teachers just knowing about a child's difficulty can solvee the problem.
Our DGS has disautonomia, which means that if his heart rate gets out of sync, he may faint and at other times suffers from extreme fatigue. If he looks very tired in class or puts his head on his hands, the teacher will not reprimand him, or do anything to draw attention to it.
