Neurodiversity

Supporting Neurodivergent Children

We understand that the spectrum of neurodivergence is vast, and every child’s lived experience is unique. Recognising and supporting children with learning differences starts with an individualised approach to ensure that their needs are properly understood and addressed.

We acknowledge that learning environments can often propose challenges to neurodivergent young people and create barriers to their education. It is therefore helpful to offer tailored support that nurtures their strengths and addresses their specific needs. This journey begins with SEN Support (Special Educational Needs Support), which aims to provide the right support and accommodations to enhance their development and success, both in school and in life.

Education providers within Hampshire have access to an abundance of resources and training opportunities in relation to this area and can be accessed via their learning zone Moodle.

To help you on this journey, we have also compiled a list of neuroaffirming resources. These can guide you in creating collaborative conversations for your child or young person with anyone who interacts regularly with them and assist in adopting practices at home.

A great place to start is this article written about how ‘Neurodiversity Can Explain Differences in How People Experience Everyday Life’.

Together you can start creating an environment that aligns with their personal strengths and needs.

Many reasonable adjustments are inexpensive and involve small adjustments in practice rather than expensive equipment or additional staff. Small, considered changes can have a big impact on a student’s education and can benefit all students.

Examples of reasonable adjustments

• Offer alternatives to writing as a key method of recording
• Provide handouts that contain the key learning points rather than asking pupils to copy text from the whiteboard or take notes
• Repeat instructions/information and check for understanding of tasks
• Use visual timetables with colour coding and symbols
• Alter format options onscreen or on an interactive whiteboard
• Encourage peer support to record homework tasks in the planner
• Provide access to assistive technology such as a computer for pupils who find it difficult to read large amounts of text or to write quickly enough in class
• Use multi-sensory ways of teaching including positioning in the classroom, fidget aids and movement breaks.
• Allow time to respond as some students are slower to process information
• Break information and instructions into smaller ‘chunks’
• Safe places and people the young person can access to support regulation.
• Regular communication between home and the education setting to ensure changes are effectively communicated.

Below are a list of links for further neuroaffirming resources that provide a more extensive information, advice and guidance.