Children with Autism (Education)

Debate between Steve Rotheram and Gordon Birtwistle

Thursday 17th July 2014 Commons Chamber

[Gordon Birtwistle]

I am grateful to my hon. Friend, who makes a valid point. In my constituency, there are many people, such as church groups and voluntary groups, who do just that. However, we need the local education authorities to recognise the problems. Children with autism, like children without autism, should have an equal right to access good-quality full-time education.

Let me look directly at my own constituency, which is in Lancashire. Lancashire county council, in my view and in that of my constituents, has failed to ensure that appropriate education and support are provided for numerous autistic children. I will give three examples later in my speech. To put it simply, its oversight is causing too many children with autism to miss out on much of their valuable education. Despite local authorities holding the legal responsibility to ensure that all children with special educational needs in their area are identified and supported, it is evident that that is not being fulfilled. In Lancashire no one is accepting responsibility or taking the time to understand the needs of these children. That is happening across the country, so many of the 70,000 school-age children in England are not accessing the education they need to learn, achieve and, more importantly, thrive.

I draw the attention of the House to three of my constituents. One of the cases is especially moving. When I first heard about it, I was distressed, to say the least. It concerns a young lady named Chloe, who is 17 years old. She is now on suicide watch as a result of repeatedly being failed by Lancashire county council since the age of 11. The detrimental impact of Chloe’s lack of education and development as an individual is clear. She was threatened with exclusion from her mainstream school placements up to the age of 13, when she was finally diagnosed with attention deficit hyperactivity disorder and autism.

Children with statements of special educational needs are eight times more likely to be excluded than their peers, and children with no statement are 11 times more likely to be excluded. When Chloe was 14 her family was advised that she would receive a statutory assessment of her educational needs. Lancashire county council failed to undertake this, despite it being recommended by professionals and her parents’ insistence. It took years—not weeks or months, but years—for Lancashire county council educational psychologist Yakub Padia to assess Chloe. After a 20-minute consultation he disagreed with the findings of experienced psychologists who had spent prolonged periods with her, and it was recommended that she be placed in a pupil referral unit, rather than the specialist school recommended by the professionals. Lancashire county council disregarded this and even the advice of the head of the pupil referral unit, who thought it was not suitable for Chloe.

As a teenager Chloe was passed from pillar to post, with a total lack of accurate assessment. Lancashire county council let her down. Chloe felt worthless and rejected. That led her to self-harm and to suffer from depression. She has ended up in a specialist psychiatric unit on suicide watch. Her brothers have had to watch her attempt to hang herself in the family home. Chloe is now emotionally and mentally damaged. Without question, missing out on education leads to poor life outcomes for the child involved and for their families. Chloe’s mum is one of the 50% of parents of disabled children who say they have had to take up part-time work as a result of their child’s exclusion. Chloe is a very sad case.

[Steve Rotheram (Liverpool, Walton) (Lab)]

I congratulate the hon. Member for Burnley (Gordon Birtwistle) on bringing this important issue to the attention of the House. I was hoping he would go on to paint a picture of how we as parliamentarians can help to destigmatise the condition and break down some of the barriers that people face in their everyday lives in respect of employment and perhaps even diagnosis of their condition. All we have heard up till now is an attack on Lancashire county council. I hope the hon. Gentleman will focus on what we as parliamentarians can do to assist people who have the condition.

--- Later in debate ---

[Gordon Birtwistle]

I agree with everything that has been said. Why cannot these diagnoses be done quickly? Why cannot we solve these problems?

Jack received a statement of educational needs at the age of three due to his prematurity and his visual impairment, so his parents should have received adequate support and his needs should have been met as he wanted. Conversely, he has been subjected to humiliation in the school environment, with unfair treatment by a teaching assistant and his recent forced removal from the mainstream school that he had attended for four years. Jack was officially diagnosed with autism in 2012 when he was seven, but he had a problem when he was three. The school declared that it could no longer cope with Jack, who struggled with the transition from infants to juniors.

After several meetings with the county council education authority, Jack’s parents worked well with the school—a state school—to create a suitable environment with the input of a teaching assistant providing additional facilities. Jack thrived and his marks improved. However, the county council has taken away the special needs teacher and now he cannot manage at school. His parents have no trust in placing him in this environment and are currently appealing against his placement. It is wrong that the county council, instead of encouraging Jack’s development, has not considered all his needs. That is what it is all about—considering the child’s needs.

It is more than alarming that the parents had to face more battles to get the county council to amend Jack’s statement to include autism as part of its diagnosis. Why should the parents have to argue with the experts to get a proper diagnosis of the child’s illness? Why on earth do they have to do this? Is it not delivered automatically? Are we not paying the experts within the education authority to deliver this service to my constituents—the parents and the child? That is the big problem.

[Steve Rotheram]

I want to go back a step or two and express my gratitude to the hon. Gentleman for raising this issue, but not necessarily for the manner in which he is doing so. He is, of course, absolutely right to illustrate the cases of his individual constituents, but an immediate member of my family who has autism went through a similar experience to the one he is describing when Liverpool had a Liberal Democrat council. I say that not because I want to make a party political point, but because this is widespread and happens all the time. We have to understand that this is a condition—it is not a disease—with a spectrum of different conditions within it. It is very complex. That is why early diagnosis and assessment followed by a support package based on the individual needs of the child is the most important thing we can do. I hope we will get to the point where we can work with the Government to see what we need to do better to enable people to get the best start possible in life.

[Gordon Birtwistle]

I am grateful for that intervention. My only aim is that we all work with the Government and education authorities to come to a conclusion on how to address early diagnosis and to deliver for these young people—who in the main have amazing talents—educational facilities that will take them on, help them succeed and be superb members of the community, and enable them to live normal lives. My argument is that we are not doing that, and the hon. Gentleman obviously agrees with me.