[bigfont]

It sounds like the diagnosis marked a point of positive transformation. Before the diagnosis, your daughter attributed her math challenges to global stupidity and laziness. After the diagnosis, she attributed it to a specific difficulty with math. That reframing does sound healthy and helpful. It also sounds like the diagnosis helped you accept the situation and adapt your teaching modality.

Certainly, funding for treatment and acceptance of accommodation can make a life-changing difference. That in part motivates many caring and concerned practitioners to widen diagnostic criteria, so that more people can access benefits. I can see how I came across as trivializing those benefits. Quite the contrary, though, I meant to express that yes, diagnostic labels can bring positive results, and we need to weigh those against the negative results, especially when other options exist.

[jrflowers]

> Quite the contrary, though, I meant to express that yes, diagnostic labels can bring positive results

This makes sense. By saying:

>Why bother?

You were describing how helpful a diagnosis can be.

[bigfont]

By saying why bother, I meant to discourage diagnosis, while acknowledging its benefits and costs.