Consulting

Through our consulting services, we support educational settings and professionals in developing practices that promote inclusion and respond to children's needs. We provide consultations at both a systemic and individual level, through a collaborative and neuro-affirmative approach.
Our services are provided online or in person.

Consulting for schools and organisations

We work with schools, nursery settings, educational centres and organisations, to support inclusive practice and organisational changes. Our consulting focuses on shaping sustainable change, through collaborative processes of the Appreciative Inquiry approach.

Our consulting services may include:

• Reflection on current practice
  We create safe spaces for reflection with the groups, through discussions, questionnaires or reflective circles, in order to highlight what is already working, the tensions experienced in practice and the points where there is a need for support and development.

• Supporting the design and reviewing current practice, including approaches and interventions
  We work with leadership (e.g., headteachers, heads of service, directors) and educational staff to examine whether existing approaches, routines, and specialised programmes or interventions align with neuroaffirming and inclusive principles. Our aim is to design adaptations that are realistic and applicable in practice. 

• Adaptations in the environment
  We examine the physical, sensory and social environment of the setting (classrooms, playground, routines, transitions, ways of communication) and support changes that facilitate the meaningful participation of all children. 

Individual consultations and supervision

Individual consultations and supervision is aimed at professionals who:

• want a framework for reflection and professional support,

• work with children with different ways of communicating, regulating and participating,

• strive to align their practice with neuro-affirming and inclusive values.

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Individual consultations and supervision may include:

• Initial discussion
  We begin with a detailed discussion about the child, focusing on their strengths, traits, interests, and the ways in which they participate and communicate. We also discuss the different support needs that emerge in daily routines and learning contexts.

• Mapping existing practice
  We examine what has already been tried: what strategies or interventions have been implemented so far, in what context, and what impact they had on the child's experience and participation.

• Co-development of a personalised programme or curriculum
  Based on the above, we support  the development of a personalised program for the child based on their strengths, interests and aspirations. 

• Supporting the implementation
  Implementation remains in the hands of the professionals. We provide regular support as reflective partners, through discussions, check-ins and adjustments, so that strategies are gradually and consistently integrated. 

• Reflection and revision
  Each cycle concludes with a reflective meeting, where we review the implementation, impact, and next steps.