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Neurodiversity in Early Years

Understand neurodiversity in early years settings with this practical, strengths-based course. Learn signs, indicators, inclusive strategies, reasonable adjustments, early identification, and the roles of practitioners, SENCOs, and key persons.
Videos Running Time: 43 minutes
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Module Contents

  • Module 1 — Introduction to Neurodiversity
    Explains what neurodiversity means, the difference between neurotypical and neurodivergent development, and why early recognition matters in early years settings. 

  • Module 2 — Glossary of Key Terms
    Provides clear definitions of essential neurodiversity and SEND terminology to support accurate communication and effective practice. 

  • Module 3 — Neurodiversity Conditions, Signs and Indicators in the Early Years
    Covers the key neurodivergent conditions, early signs, sensory differences, communication patterns, and learning indicators practitioners should recognise. 

  • Module 4 — Early Identification
    Explains how to observe development, track progress, identify barriers, discuss concerns sensitively, and follow the Graduated Approach. 

  • Module 5 — Inclusive Care and Education
    Shows how to create inclusive environments using visual supports, sensory-aware practice, child-led learning, language scaffolding, and co-regulation. 

  • Module 6 — Reasonable Adjustments
    Sets out legal requirements and practical adjustments such as sensory breaks, adapted transitions, visual timetables, and flexible expectations. 

  • Module 7 — Parent Partnerships
    Guides practitioners in sensitive communication, shared decision-making, co-creating plans, and maintaining positive relationships with families. 

  • Module 8 — The Role of the Key Person
    Explains how the key person builds trust, supports emotional regulation, monitors development, and collaborates closely with parents and the SENCO. 

  • Module 9 — The Role of the SENCO
    Details the SENCO’s responsibilities in coordinating SEND support, leading early identification, liaising with professionals, and advocating for children. 

  • Module 10 — Working With External Agencies
    Outlines the roles of health visitors, SALTs, OTs, paediatricians, EPs, and Early Help teams in supporting early intervention. 

  • Module 11 — Safeguarding and Child Protection
    Explores why neurodivergent children are more vulnerable, indicators of risk, escalation pathways, and safeguarding duties under the EYFS. 

  • Module 12 — Inclusion and Belonging
    Covers how to create environments where neurodivergent children feel safe, valued, included, and supported to thrive.

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