Neuro Sense Rules aims to empower neurodivergent children by harnessing the power of neuroplasticity, in turn unlocking their full potential.
We are committed to facilitating specialised programs that are tailored to support the unique needs and abilities of each child. We aim to foster positive brain development, enhance cognitive skills, and promote a growth mindset, that inspires lifelong learning.
We have seen firsthand, the rise in school refusal, undiagnosed behavioural issues, and diminished self-worth. Neuro-divergent affirming children notice they are vastly different socially, and academically.
The Neuro Sense Rules Program, advocates for early intervention, enabling the timely identification of children who have fallen through the gap, irrespective of the reason, and making a lasting impact on the child and their family. Indeed, our positive intervention programs will surely ease the strain on our education system in the immediate and long term.
Our holistic approaches ensure we also take the deepest dive into working through the long-term effects of childhood adversity and trauma in schools for neuro-diverse children and their struggles in the 21st century.
Program content and activities are tailored to the individual needs of neurodivergent students within a mainstream school environment, aiming to reduce the stress on teachers, who already have a class of 19 to 24 other students without the additional needs of ASD, ODD, ADHD, FASD, Tourette’s Syndrome and Dyslexia.
Furthermore, Neuro Sense Rules programs are particularly agile to not only account for the individual needs of students but to also effectively integrate current and ongoing school curriculums.
All direct efforts these programs espouse will inspire students to be confident in their abilities to do assigned work without falling through the gaps or separating them from their peers and classroom friends.
We aim to have an inclusive class for all children succeed together.
Children with developmental delays often experience the wiring of neurons together in a manner that is “unhelpful “, causing them to struggle with communication, social skills, and other activities. These “unhelpful” connections need assistance to be rewired, which is challenging and takes time in a neurodivergent affirming way.
Amazingly, with neuroplasticity stimulation, the brain can re-build new pathways and build circuits that are helpful and functional.
The brain has a remarkable capacity for change and adaptation, but timing is crucial, the earlier we create the correct connections in a child’s brain the stronger those behaviours and skills are secured.
Autism, a subsection of neurodiversity, is a condition that is often characterised by difficulty with social situations, issues with processing and recognising emotions, and ‘atypical’ speech development patterns.
Childhood is the most formative for doing so, but we are aiming to target those children who have fallen through the gap and ensure that they are also allowed to succeed long-term in the mainstream school environment.
The pathways in our brains that process information can be blocked through childhood trauma, developmental coordination disorder and trauma and memory. We like to call this, their.. “New Ability”, that’s right the new framework should be changed to “New Ability”, not Disability!.
These students are neuro-divergent learners and can be classified as “atypical” or as we like to say “unique”, these students have developmental behaviours outside the norm of their peers their age, such as speech delay, low muscle tone or difficulty completing basic activities as well as social and emotional complex behaviours daily at school.
We aim to capture those children who have fallen through the gaps due to low socio-economic status, long waiting lists, and other contributing factors and assist them in our program until they have either a formalised diagnosis, NDIS funding, extra support, or regained confidence in their academic abilities to stay in school.
External support can be financially out of reach or potentially have waiting lists of months or even years. In this program students and their families can have access to formal diagnosis (where required) which then places them into a correct learning space organised in this program and the correct external assistance if required also.
Now, let’s talk about the magic that happens in this program called Neuroplasticity learning Stimuli repetition. Using neuroplasticity stimuli in a regulated exposure, a child’s brain can adapt and strengthen its neural connections because of the high plasticity that is present during this time at a young age.
Utilizing the brain’s plasticity in the early years of life allows for the best probability of improving complexities, that a child may be facing because of ASD, ADHD and dyslexia.
Certain processes are interrupted and disrupted because of Autism but fortunately these disruptions can be significantly diminished thanks to neuroplasticity and our current research and understanding of it.
The brain remains malleable and plastic throughout life, so the harnessing of this ability can always be applied and used to an individual’s advantage.
The brain’s resilience is nothing short of incredible, and the fact that it can still rewire itself and strengthen its neural networks when faced with neurological disorders is spectacular.
Detecting disorders such as autism at the earliest possible age ensures that the highest level of plasticity is harnessed – which means that the biggest strides and improvements can take place during this time, and with the necessary therapy and cognitive training are applied, significant changes can occur.
In conclusion, our program duration takes time and repetition for the brain to strengthen and grow neural pathways best fit for the students either low or high on the spectrum or who have tested with dyslexia. The program itself is individualised and fosters, a strength-based approach for each student based on their rate of progress and their overall cognitive profile.
Our program target the lower grades in primary school.
It is a strength – based, solution – focused model, which shows how to navigate the best resources available to an individual and what they need to develop resilience in Neuroplasticity learning.
Our sessions times run the same time as primary school class periods, 35-40mins depending on the level of needs of those students.
Each student has time on the repetition station, curriculum discussion with class teachers to intergrade the student’s level of Learning material.
All our practitioners / LSO are modelling positive behaviour while fostering a growth mind-set- neuroplasticity learning model.
This model is where the magic in the brain comes alive, with repetition of memory task and neuro-plasticity Literacy Learning in the brain, new neurons are being formed and attaching themselves to new ones!. Leaving the old neurons that were filled with scrambled learning, trauma, disconnection, and low self-esteem to change…. and adapt to the new neurons we are building, as students learn.
With this strength-based approach we empower and support our most vulnerable children to live in bodies that feel fundamentally safe within their school environment.