Navigating Neurodiversity

13/06/2026

https://www.navigatingneurodiversity.co.uk/post/evidencing-provision-above-ordinary-available-provision-for-ehcp-applications

When schools, parents and professionals are considering whether a child may need an Education, Health and Care Plan, one of the most important questions is:Is the child’s need being met through the school’s Ordinary Available Provision, or are they requiring provision that is additional to and d...

09/06/2026

All teachers know the signs of children who are slowly disengaging in school, but what we’re not good at is stepping in to support them before they reach crisis point, says Gloria Dalafu

09/06/2026

Improving life satisfaction is ‘likely to yield the greatest benefits’ for school attendance, NFER researchers find

09/06/2026

https://www.navigatingneurodiversity.co.uk/post/beyond-the-classroom-walls-why-outdoor-learning-can-unlock-potential-for-children-with-sen

For many children with special educational needs and disabilities, the classroom can be a busy, demanding and sometimes overwhelming place. Noise, transitions, sitting still, written tasks, social expectations and sensory overload can all become barriers to learning. But what happens when learning m...

09/06/2026

A school leader who took a sabbatical at a classroom-design company explains the benefits of a few simple design fixes

08/06/2026

https://www.navigatingneurodiversity.co.uk/post/adaptive-teaching-for-neurodivergent-pupils-why-the-eef-five-a-day-matters

Adaptive teaching is not about lowering expectations. It is about removing barriers so that every pupil has a fair chance to access learning, participate meaningfully and experience success. For neurodivergent pupils, including autistic pupils, pupils with ADHD, dyslexia, dyspraxia and other differe...

07/06/2026

https://www.navigatingneurodiversity.co.uk/blog

Navigating Neurodiversity, a workplace solution to assist you in providing a truly inclusive organisation. Make your workplace a better place for all

07/06/2026

Before asking the child to change, look at the classroom! Recent research reminds us: calm, organised and predictable environments help pupils listen, learn and feel safe. https:/www.navigatingneurodiversity.co.uk/post/calm-classrooms-clearer-thinking-why-reducing-distractions-matters-for-children-with-adhd

For children with ADHD, the classroom environment is not just a backdrop to learning it can directly affect attention, listening, wellbeing and participation. Bright displays, background noise, cluttered workspaces, constant movement and unpredictable transitions can all increase the cognitive load....

07/06/2026

Zazzi and Faragher explored autistic students’ views of classroom “visual clutter.” Their findings identified themes including colour palette, feature congestion, affordances, and spatial size, each linked to negative emotional responses from the students. The study supports involving autistic...