SUPPORT
tend to favour the child who fits easily into the system. Parents’ and teachers’ expectations are often based on certain assumptions – such as that children will get on socially, flourish academically and throw themselves into all the amazing activities that schools have to offer. Neurodiverse children don’t, however, fit into neat little boxes. They may not make friends or succeed in mainstream classes – so school isn’t always a happy place. That’s isolating, not just for the child but for parents as well; it’s not easy to hear a child has learning differences. For parents, it can make neurodiversity feel like something that isn’t positive, or like their child is being given a label. However, a supportive school can make a huge difference, particularly where there’s an experienced head of learning support or special educational needs coordinator (SENCo). With their help, children who need alternative provisions can be identified early and support can be put in place. With suspected dyslexia, for example, assessments usually happen from the age of around seven, when it becomes apparent if a child is struggling with some aspects of literacy.
CAMBRIDGE EDUCATION GUIDE 71
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