Who is this for: Parents
Cost: From £16.42
Booking: Required - Looking Beyond The Diagnosis: Understanding How Children Learn Tickets, Tuesday, October 20 • 7 PM - 9 PM GMT+1 | Eventbrite
Join this webinar to explore how neurodevelopment impacts learning and to discover practical ways to create better learning opportunities
Looking Beyond the Diagnosis: Understanding How Children Learn
Why do some children embrace learning while others avoid it, become distressed or appear unable to engage? Why can two children with the same diagnosis respond so differently to the very same learning opportunity?
This webinar explores a different way of thinking about learning. Rather than asking "How do we get this child to learn?", we'll ask a more fundamental question: "Have we created the right conditions for learning?"
We'll begin by exploring the important differences between autism, learning disability, Global Developmental Delay (GDD) and rare genetic or chromosomal conditions. Understanding these differences is essential, but a diagnosis alone rarely tells us how an individual child learns. Instead, we'll consider the factors that influence learning across different neurodevelopmental profiles, including communication, information processing, executive functioning, sensory processing, anxiety and the learning environment.
A central theme of the session is developmental readiness. Together, we'll explore whether children have the prerequisite skills needed for the learning being asked of them and consider what happens when expectations exceed developmental capacity. Behaviour such as refusal, avoidance or distress is often understood as a problem to manage. This webinar will explore an alternative perspective: that these behaviours may be telling us something important about the match between the child, the learning task and the environment.
Drawing on both professional practice and lived experience, this session offers a practical framework for understanding the barriers that can get in the way of learning and how adults can adapt expectations, environments and support to create meaningful opportunities for success.
Participants will leave with greater confidence in looking beyond diagnostic labels, recognising developmental readiness, and creating the conditions in which children can communicate, engage, participate and achieve their potential.