NEURODIVERGENT, GIFTED and 2E LEARNING SUPPORT
Your child’s story is in pieces. Let’s bring it together.
You may already have reports, diagnoses, teacher feedback, school meetings and years of your own observations. And still find yourself thinking: I know my child. Why does none of this quite explain them?
I work with neurodivergent, gifted and twice-exceptional learners and their families to bring those pieces into one useful educational picture, then work out what that information means for real life.
What we already know counts.
I look across professional reports, school history, teacher feedback, parent observations and the learner’s own experience, including their strengths and the places where things keep falling apart.
The work is in understanding how those pieces relate to the child living the school day.
You don’t need to know which service you need.
Every new learning-support enquiry begins with a free one-hour conversation. Bring me what is happening, what has already been tried and what you are trying to work out. We use that first conversation to decide whether I can help and what would actually be useful enough to do next.
Where should I start?
I have reports, but I still don’t know what to do with them
Start with Report to Reality. We take what is already known and work out what it means for the learner’s actual school and learning life.
I need a clearer picture of my child as a learner
We bring the existing evidence and lived experience together before deciding what deserves attention.
School is where things are getting stuck
We can look at communication, school fit and learning pathways or the specific demands that are creating difficulty.
From report to reality
A report may explain a learner beautifully and still leave everyone wondering what Monday’s homework is supposed to look like. Report to Reality translates the learner picture into practical implications for school, homework, studying, written output, organisation, expectations and support.
Gifted and twice-exceptional learners
Ability can make the difficulty harder to see, while visible difficulty can obscure the ability. Either way, expectations can end up badly matched to the learner.
“A child can be technically capable of doing something and still be paying an enormous cost to do it.”
I’ve been on both sides of the school meeting table.
I came to this work as an educator, including years in gifted education, and later from the parent side of the table. That combination shapes the questions I ask now: what does the evidence tell us, what are the adults seeing in different environments and what is the learner actually experiencing?
BABS
Breaking All Barriers is the collaborative practice I share with Lauren Kyte and Kate La Trobe, bringing together learning support, NBI® thinking-preference profiling and coaching.
The Other Way In
Learning resources for learners who can engage with the material but may need another route into it.
The Neuroparenting Newsroom
My longer writing on neurodivergence, giftedness, learning, education and the realities families keep running into.
You don’t need to know what to ask for.
Start with what you are seeing. We can work out the useful question from there.