FEATURE
Are We Neurodiverse? Be You focuses on neurodiversity and the Learning Enrichment Department
In the future, Learning Enrichment is looking to provide a more ‘holistic’ approach for students including having Cognitive Behavioural Therapists on site, so students can On 4 February 2022, Onyinye Udokporo, CEO and founder of Enrich Learning, gave an assembly on neuro- have someone outside of the school staff to talk to. They are also hoping to bring more autistic spectrum disorder diversity and dyslexia. Listed as one of the top 150 future leaders, Udokporo aims to achieve equality in education. (ASD) awareness, and gain the Dyslexia Aware Schools Quality Mark, which aims to improve educational quality Her powerful and influential assembly has brought up for all students. This award shows that a school’s teachquestions on what we are doing as a school to become ing is ‘an integrated, whole school approach’. To achieve more neurodiverse. I had the opportunity to talk to the this, the college is looking at changing the paper to recyLearning Enrichment department to find out more. cled paper, as many people find the glare of white paper interferes with seeing text clearly. This interview with Mrs Smith has really illustrated to me how inspiring the work of the Learning Enrichment Department is, and offers a glimpse into the bright supportive future for our school.
Out of Eastbourne College’s 630 students, 170 are known to have dyslexia. Dyslexia is much more common than many people realise. Currently, the department provides around 50 students (and many more during exams) with learning and exam assistance, such as reading pens and technology, coloured filters, scribe technology, exam readers, and extra time in examinations. The assistance provided is tailored to the individual needs of the student. Although the department’s building is small, and they only have a team of four; they provide a great deal of assistance. They provide one-to-one sessions and cognitive tests. These tests sound quite intimidating but are really quite the opposite; they check how you read, write, spell, your speed of work, and how you learn. The tests also check for signs of dyslexia and ADHD. The department will then set up an Individual Education Plan (IEP) outlining the nature of what you need and how teachers can support you. Mrs Smith, Head of Learning Enrichment, mentioned how some students have referred themselves for these tests as they feel they are struggling and want to establish if there is anything more.
Above: Onyinye Udokporo Emma Birch, Year 10, Watt House
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