imagine yourself
in
our shoes:
SENDism can be difficult to recognise when it is built into everyday systems.
When viewed from a different perspective, the imbalance becomes clear.
what people say:
Kerri, year 9
If dyslexia was a physical disability PE was a core GCSE subject:
Would it be considered fair to give a physically disabled student extra time instead of changing the task itself?
anonymous
As a teacher and ADHD I struggle with paperwork, emotional regulation and organisation but I have always covered it up. I really love my job but it's becoming overwhelming. Understanding my own struggles means I can see that we discipline (ADHD) students all the time for being late or forgetting equipment so I'm scared I might loose my job if I'm too honest. Poor kids...
Alison, Hertford
I struggle with maths but imagine instead that Art was the core subject:
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Every student is expected to (at a minimum) pass Art before they can progress onto further education & if they don’t, pass Art the first time they just have to keep retaking Art until they actually do pass.
I agree that maths is needed by everyone but I know enough to get a job plus we have calculators now.
Razi, director
I did terribly at school, I always felt stupid, they never wrote it down but it was obvious by the way I was treated by most of the staff and by my so called friends but now I run two successful business and mentor people like me. What shocks me now with the kids is that nothing seems to have changed in 20. I still carry all of that stigma around with me. Its appalling kids are still viewed this way today.
what this shows
When expectations are fixed and systems remain unchanged, difference becomes disadvantage.
Without recognising SENDism, these experiences are often accepted as normal even when they are not fair.
yes the education system needs reform - no-one disputes that, but until SENDism is acknowledged and understanding is re-framed, across all sectors the changes proposed will continue to uphold discriminatory practices
SENSORY + INTEROCEPTION
A child becomes overwhelmed by noise, light, or their physical environment, but this is not recognised as a sensory response.
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Instead, their reaction is interpreted as behaviour that needs to be managed or corrected.
When this difference is misunderstood, the child is disciplined instead of supported, leading to increased distress and escalation.
A person struggles to recognise internal signals such as hunger, thirst, or emotional distress, but this is not visible to others.
Instead, their needs are overlooked because they are not expressed in expected or recognised ways.
When these differences go unseen, support is delayed or absent, leading to prolonged discomfort and avoidable harm.
Schools and workplaces often rely on fixed rules that control when people can eat, drink, move, or use the bathroom.
However, some neurodivergent individuals may not recognise these internal needs in a predictable or timely way.
When systems ignore these differences, basic needs are restricted, leading to loss of self-awareness and avoidable physical harm.
the legal gap
why this matters
Neurodivergence is not clearly defined, nor recognised as a standalone protected characteristic in law.
This legal gap allows this specific form of discrimination to remain unchallenged
because it is not understood that it's discrimination in the first place.
As a sub-category of 'ability', the discrimination is hidden.
Although the system is not designed for difference, people are still expected to fit it
regardless of the cost.