At Navigating Neuodiversity we are aware of the difficulty in ensuring that barriers to learning are successfully removed for neurodiverse pupils as mainstream schools struggle to keep up with the ever-changing expectations around neurodiversity. We are aware of how, just a few changes both in the classroom, pre-conceptions of teaching staff and leadership and individualised training can have a huge impact on the progress of neurodiverse pupils within schools allowing them to achieve their full potential with their self-esteem intact.

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The Navigating Neurodiversity team of educational consultants share their combined experience of supporting SEN pupils in school, with backgrounds in teaching, SEND, clinical psychology, educational psychology, Local Authority SEN/EHC plan writers and Inclusion leaders. Drawn together by shared  personal experiences within education either as neurodivergent themselves or parents of children with ASC.
 
Our ongoing research into inclusion and supporting children with ASD & SEMH allows us to shape our offer of a range of support services for schools to help them to implement best practice and provide a fully inclusive educational experience for all learners. Our academic research includes the teaching strategies and pre-conceptions of teachers and their effect on supporting pupils with ADHD, ASD & SEMH needs.

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Extensive experience of working on EHC assessment panels, including sitting on both local and county decision panel meetings, informs us of what the EHC panel require for an application to be successful, thus avoiding frustration, when children clearly deserving of extra support haven’t been granted with the reason stated by the LA as 'lack of evidence'. We know, from working within schools, that it is not lack of care/preparation of the leadership team/teachers that causes this but rather the lack of clarity of what is required during the application process and our aim is to de-mystify what is required for a successful EHCP application. Our child centred reports, and log of involvement are hugely effective in gaining a 'yes to assess'. With a 97% positive outcome for an EHCP application, well above the national average.
 
Our bespoke in-school and online training ensures all staff understand the concept of neurodiversity, including providing support with effective assessment, support strategies, interventions and progress monitoring of neurodiverse pupils. Working on the theory that as part of quality first teaching, more than one way of neurocognitive functioning should be considered when ensuring progress for pupils with ASD, ADHD, Dyslexia, Dyspraxia, Discalculia, Tourettes, selective mutism and pupils with SEMH difficulties.
 

If you would like to talk more about any of the services that we offer, please do not hesitate to contact our team at any time.