Neurodiversity & Education

Neurodiversity describes the idea that people experience and interact with the world around them in many different ways; there is no one "right" way of thinking, learning, and behaving, and differences are not viewed as deficits. The word emerged during the 1990s, aiming to increase acceptance and inclusion of all people while embracing neurological differences and refers to the diversity of all people, but it is often used in the context of autism, ADHD and dyslexia.  

Neurodiversity also includes, but is not limited to, the following:

• Attention Deficit Hyperactivity Disorder (ADHD)
• Autism (including Pervasive Developmental Disorder - Not Otherwise Specified and Pathological Demand Avoidance (PDA), part of the autism spectrum)
• Sensory Processing Difficulties
• Dyslexia
• Dysgraphia
• Dyscalculia  
• Dyspraxia (Developmental Coodination Disorder)
• Tourette's syndrome and tic disorder
• Low mood and anxiety 
• Depression
• Obsessive-compulsive disorder (OCD)
• Oppositional Defiant Disorder (ODD) 
• Attachment disorder
• Borderline Personality Disorder
• Bipolar Disorder

Yes.  I'm a qualified teacher with 20 years experience working in secondary, primary and special schools.  As a qualified SENDCo and former Headteacher, with a MSc in Psychology, I have extensive experience teaching children with:

• ADHD
• Autism (including Pervasive Developmental Disorder - Not Otherwise Specified and pathological demand avoidance (PDA), part of the autism spectrum)
• Speech, language and communication difficulties 
• Dyslexia, dyscalculia and dyspraxia
• Low mood and anxiety 
• Obsessive compulsive disorder (OCD)
• Oppositional demand avoidance (ODD) 
• Attachment disorder.  

Before working with a child / young person, I gather information about individual needs using short questionnaires  - adding to notes taken during our initial discovery call.  Sessions with children / young people are usually an hour long and a programme of six sessions may be recommended.

Coaching for children and young people is most effective after 8 years of age.  

My approach to working with children is trauma-informed, drawing on the ‘best bets’ from research and the child's individual needs.  I work with children either in school or in a therapeutic setting, online or face-to-face.  Sessions focus on identifying and developing strategies to overcome - or navigate - barriers to learning, building resilience and growing relationships within the school, or wider environment.  Whilst my work is therapeutic, I do not offer psychotherapy or counselling. Sessions with children / young people are usually an hour long and a programme of six may be recommended.  

Yes. I work with adults in many different ways, depending on individual need.  I have experience working with adults, who have diagnosis of (or who are awaiting diagnosis of):

• ADHD
• low mood and anxiety
• autism
• dyslexia

Identifying supportive strategies and resources, signposting to pathways for diagnostic assessment as well as advocating for neurodiverse adults in the workplace are some of the many ways we work together either face-to-face online or in-person.  Before we begin working together, I gather information using short questionnaires as well as information from our discovery call.  Sessions with adults are usually an hour long and a programme of four to six sessions may be recommended.

Yes.  I work with schools, Universities and corporate organisations to create a bespoke programme to best meet their needs.  I work with individual staff to support wellbeing in the workplace as well as delivering presentations as part of whole workplace planning. Examples of training I have delivered include GRIT; Mindset; Understanding ADHD in Women; Understanding Autism at Work; Boundaries not Burnout; Post-Traumatic Growth; Positive Psychology - The PERMA Model.

Yes.  I enjoy presenting at conferences around the UK and across the world both online and face-to-face about topics including SEND, inclusion, positive psychology and neurodiversity. 

No.  I work with children, young people and adults to map needs and identify strategies and resources that may support, signposting to diagnostic assessment if this is needed.  I can provide screening tools and resources to support discussions with health professionals including your GP.  Where appropriate, I provide advocacy to communicate individual needs to others including requests for reasonable adjustments, for example to schools or workplaces.

Know what you need?  Email elizabethswanuk@gmail.com to book your first session. 

Not sure where to start?  Book a 15 minute, no obligation ‘discovery call’ here.  We can then review your needs and shape a plan together.