Joshua is a 10-year-old boy with autism and ADHD who was devastated not to pass the 11+ exam last month. Kent County Council (KCC) rejected the school’s advice that Joshua be given additional time on the exam. This final decision left Joshua feeling disappointed and angry.
His school is cognizant of the myriad challenges he faces with his conditions. They even went so far as to formally request that he be given at least 25% extra time on the test. This modification was considered essential for enabling him to compete at the highest levels of his sport. KCC didn’t follow this request through, causing Joshua to miss out on passing the 11+ exam.
“I studied my butt off to get that exam!” said Joshua. “I was devastated,” he continued, bringing home just how deeply this experience has affected him emotionally. Nicky, his mother and an experienced educator, is the Special Educational Needs Coordinator (SENCo). She’s convinced that if KCC had listened to the recommendation, Joshua would have blossomed.
Nicky has claimed that KCC has discriminated against her son, claiming that they have continually failed him. She stressed that not giving students at least 25% additional time, particularly those with ASD and ADHD, shoots for inclusivity in the foot. Such measures are important for better supporting these children and young people who have these diagnoses. She wanted to know why all those adjustments on GCSEs and A Levels weren’t applied to the 11+ exam. She further explained that “They are allowed more time in their GCSEs, in their A Levels and even in their degree. But then, why shouldn’t they be allowed to have it in the 11+?”
Given these issues, Nicky intends to challenge Joshua’s Kent Test outcome. She calls on the local authorities to listen to families’ needs. She argues that they still need to listen to feedback from classroom teachers who understand their students’ needs best. Joey Nettleton Burrows, policy and public affairs manager at the National Autistic Society, agrees. He adds, “They are the ones who provide hands-on experience with that child, understanding what’s best, and providing the support that child needs to thrive.”
Jess Hendrickx is a neurodivergent independent assessor and published writer. She said there should be more education on how to serve neurodivergent children such as Joshua. Make no mistake, we are living in an incredible time! There’s never been a better time to engage with the public discussion about neurodivergence.
Despite his disappointment, Joshua remains hopeful. They don’t want to make it hard for people who need more time to access that more time,” he said. His belief is a testament to a rising demand for more understanding and inclusivity in America’s schools.
