Podcast Summary:

The Neurodivergent Experience
Episode: Hot Topic: Are Schools Really Supporting Autistic Children — Or Just Moving Them Aside?
Hosts: Jordan James (The Autistic Photographer) and Simon Scott
Release Date: February 6, 2026

Overview

In this episode, Jordan and Simon debate the growing trend of UK primary schools opening specialist units for autistic children. They analyze whether such moves are genuinely supportive or merely a way of sidelining neurodivergent students. Drawing on their personal experiences and broader systemic critique, they interrogate the premise and implementation of specialist provision for autistic pupils, particularly in the wake of a new proposal from Surrey County Council. The tone is candidly impassioned and sometimes humorous, but always critical of tokenistic or misguided educational practices.

Key Discussion Points & Insights

Introduction: Hot Topic and Rants (03:15–05:46)

• The episode kicks off with banter, emphasizing the 'hot topic' nature of the conversation and setting expectations for critical engagement.

• Jordan signals early frustration with current educational policy, especially budget cuts affecting neurodivergent support.

  "They're basically saying, we aren't worth the money. Helping us is not worth the money. And it's not. Okay..." — Jordan (04:07)

The News: Specialist Autism Units in Schools (06:07–08:13)

• Simon summarizes a BBC article: Surrey County Council plans a dedicated classroom for up to 25 autistic pupils (ages 4–11) at St. Paul’s Church of England Primary (target date: September 2026).

• Hosts express skepticism about the strategy of grouping all autistic children, treating them as a homogeneous category.

  "It’s like chucking all the autistic children — 'So you’re autistic, like they’re all the same.'" — Jordan (07:02)

  "It’s like, oh, you know, like ginger hair. Just get in there." — Jordan, humorously (07:12)

Critique: Segregation or Support? (08:13–10:57)

• Jordan expresses concern that creating units may amount to isolating autistic students from their neurotypical peers, not integrating or actually supporting them.

• He likens the practice to “prisonizing” autistic kids for neurotypical comfort.

  "This feels like a classroom set up almost like a prison. Like, 'let’s just get them out of the way and then we can carry on with the proper learning.'" — Jordan (07:48)

• Simon points out cost differences: independent specialist placements can cost over £50,000 per year, while council-run provisions are about £23,000.

• Hosts suggest decisions may be financially rather than educationally motivated.

  "So are they lumping them together because it’s cheap?" — Simon (09:55)

Systemic Problems: EHCPs & Real Access (10:57–14:52)

• Discussion moves to barriers in accessing support: only students with an Education, Health, and Care Plan (EHCP) can access these units.

• Jordan notes that obtaining an EHCP is a long, difficult process, frequently excluding many who need help.

  "It’s not easy to get an EHCP. You could be fighting for years… Is it the correct one? Is it the one that actually gives that child its needs?... Every child is different." — Jordan (15:00)

• Critique that “autistic” does not mean one uniform set of needs; the need for truly individualized support is emphasized.

Personal Experience: School Training & Misconceptions (10:57–14:52)

• Jordan recounts giving talks at special schools and encountering shocking misconceptions—such as a head teacher claiming ADHD doesn’t exist in adults.

  "They literally teach them that they will grow out of ADHD." — Jordan (12:23)

  "I actively went out of my way to try to fix this problem because I was so enraged..." — Jordan (12:36)

• Jordan shares the importance of representation and advocacy, mentioning how much he enjoyed assemblies where he could show students that being neurodivergent is something to be proud of.

  "They need adult representation… They just feel better when there’s a guy standing there, showing them all my photography and saying how awesome it is being neurodivergent." — Jordan (13:50)

Infantilization & the One-Size-Fits-All Problem (17:01–18:17)

• Criticism of mixing all ages (4–11) in a single unit, likely leading to infantlization of older children.

  "If you’re an 11-year-old with 4-year-olds, you are gonna feel infantilized, aren’t you?" — Simon (17:15)

• Questions the logic of putting developmentally diverse children together regardless of age.

  "Surely it should just be based on an individual child rather than the child’s age?" — Jordan (18:09)

Broader Reflection: The Value of Neurodivergent Kids (15:00–16:09)

• Jordan emphasizes that neurodivergent kids have immense potential and deserve a future where individuality is respected — “We’re not a different species, a different variation of the same species… to do amazing things.”

  "We are an incredible branch of human evolution. Not the next stage... We are not a different species, a different variation of the same species." — Jordan (16:09)

Notable Quotes & Memorable Moments

| Timestamp | Speaker | Quote | |-----------|---------|----------------------------------------------------------------------------------------------------| | 04:07 | Jordan | "They're basically saying, we aren't worth the money. Helping us is not worth the money." | | 07:02 | Jordan | "It’s like chucking all the autistic children — 'So you’re autistic, like they’re all the same.'" | | 07:48 | Jordan | "This feels like a classroom set up almost like a prison." | | 09:55 | Simon | "So are they lumping them together because it’s cheap?" | | 12:23 | Jordan | "They literally teach them that they will grow out of ADHD." | | 13:50 | Jordan | "They need adult representation... They just feel better when there's a guy standing there..." | | 17:15 | Simon | "If you’re an 11-year-old with 4-year-olds, you are gonna feel infantilized, aren’t you?" | | 16:09 | Jordan | "We are an incredible branch of human evolution… We are not a different species..." |

Important Timestamps

• 03:15 – Episode shifts to main topic and hosts set expectations for a "rant"
• 06:07–08:13 – News article summary and first reactions
• 08:13–10:57 – Discussion of segregating practices and 'prison' analogy
• 10:57–14:52 – Jordan's account of working with schools, hurdles of EHCPs, and advocacy
• 17:01–18:17 – Critique of lumping age ranges/infantilization
• 18:17–18:47 – Call for audience feedback and wrap-up

Tone & Style

• Candid, passionate, and critical: The hosts are unfiltered in their critiques and weave in humor and personal stories.
• Authentic voice: Jordan, especially, speaks from lived experience as an autistic adult, educator, and parent.
• Advocacy-focused: The episode reinforces the value, individuality, and potential of neurodivergent children, demanding more than tokenistic support.

Final Thoughts & Call to Action

The hosts urge listeners to reflect, share their opinions, and challenge educational systems that marginalize neurodivergent children under the guise of ‘support’. They invite community dialogue on social media and promise further in-depth conversations in future episodes.

"I’m fascinated to know… this has been your week’s hot topic." — Simon (18:17)

For more conversations, find The Neurodivergent Experience on Instagram, Facebook, and YouTube. If you’re neurodivergent, a parent, professional, or ally—this podcast is for you.