Autism, ADHD, dyslexia… The importance of diagnosing learning disorders

There is a protest in many schools: “Please stop stigmatizing children with so many diagnoses! It only serves to treat and sell more drugs.” Indeed, this is a protest expressed by some parents, but also by some educators.

In just a few years, among other neurodevelopmental disorders, the prevalence of attention deficit hyperactivity disorder (ADHD), dyslexia, or high-functioning autism spectrum disorder has increased. And a completely logical question arises: are we pathologising normality? Are we victims of a mercantilist strategy?

A big step towards equal opportunity

The answer is no. There will always be misdiagnosis or misdiagnosis, but in general we see a big step forward. Perhaps the best way to understand this is to look at what happens when we deny evidence!

Take this real case as an example. Kindergarten boy, three years old. The special education teacher perceives social inhibition behavior: does not make eye contact, does not play symbolic games, does not point fingers at toys… The teacher thinks she may have an autistic disorder, but otherwise her colleagues do not agree to a specialized assessment. “He’s too small to bear that stigma,” they say.

Result: waste of time developing effective educational strategies with scientific evidence. It is also a missed opportunity to reach out to a support specialist for the next course, the help that this child was entitled to.

This case is no less suggestive: a teacher trained in learning disabilities may be able to suspect this and other problems. We can leave the final diagnosis to the pediatrician or clinical psychologist, but perhaps over the years this professor has a very good semiotic perspective (especially if he teaches it) and less experienced colleagues should pay attention to him.

Teachers can perform a very important task, since early diagnosis improves the prognosis and social integration of almost all victims. Brain plasticity has some age windows that we need to take advantage of.

This case has the merit of pointing to the answer to the question with which we began the article: it’s not that there are more children with ADHD, dyslexia or autism, it’s just that now we pay more attention to them and know more how to diagnose it. strictly.

Fortunately, society has moved and is moving towards a more understanding attitude towards diversity, whether it be lifestyle, sexual inclinations or neurodiversity.

This approach should also become the subject of public policy. Nervous system developmental disorders should be taken into account when drawing up specific educational plans, as they can account for 11% to 15% of students.

Full life

Does the person making the diagnosis stigmatize? A simple answer could be: stigmatize those who do not know the relativity of the diagnosis and see the negative side without seeing the positive.

Consider the case of dyslexia, which is usually accompanied by compensating forces. These are smart children who also have a remarkable ability to navigate in space. Many overcome the problem with their own strategies.

Not only did this disorder not deprive them of a fulfilling life, but it also strengthened metacognitive strategies that would be useful to them for other tasks. But the percentage will not be able to overcome this with their own strategies: diagnostics and support will be key for them. And, unfortunately, prejudices about social class and the type of family in which the child is placed come into play.

It is a mistake to think that a diagnosis defines a person. We don’t make a diagnosis for that: we do it in order to determine what is general and generalizable going on in a person. Therefore, diagnosis is always a reduction and simplification necessary to activate therapeutic plans or social assistance. But it is always necessary to apply clinical guidelines and protocols, taking into account the patient’s environment and characteristics.

In conclusion: a good educator, a good pediatrician, a good family doctor, a nurse, a psychologist or a social worker have one goal – to lay the foundations for a fulfilling life for every person. A deep knowledge of neurodiversity offers every child – and perhaps every adult in the future – the opportunity to re-educate the ability to better adapt to the environment, interpersonal relationships and, thus, reduce inequality of opportunity.

Vicente Morales Hidalgo, pediatrician and member of the Group for the Treatment of Diseases of the Catalan Society of Pediatrics, contributed to this article.

Francisco Borrell Carrio, Group for the Humanities Research in Science and Technology (GEHUCT), recognized and funded by the Generalitat de Catalunya, reference 2017 SGR 568., University of Barcelona and Eva Peguero-Rodriguez, Family Medicine Specialist, Professor at the University of Barcelona, University of Barcelona

This article was originally published on The Conversation. Read the original.