Navigating Neurodiverse Education Podcast

Ruth
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 Welcome to the "Navigating Neurodiverse Education" podcast, where we offer strategies and insights to help parents create the ideal learning environment for their neurodiverent child. Whether you're a parent or a supportive family member, you'll find practical advice and inspiring discussions for the educational journey ahead. 

  1. 20h ago

    Untit#105 - Why Can They Count But Not Add?

    Send us Fan Mail Your child can count to 10, 20 or even 100 — so why do they struggle when you ask them to solve 2 + 3? In this episode of Navigating Neurodiverse Education, Ruth Smoker-Cornell explores why being able to count doesn't automatically mean a child understands addition. We look at the foundations of number sense, quantity and cardinality, why counting on can be difficult, and how working memory, language, processing and attention can affect mathematical learning. Ruth shares practical strategies for supporting children to move from counting → understanding quantity → combining quantities → solving addition problems, including the Concrete–Representational–Abstract (CRA) approach, visual supports, number lines, ten frames and real-life maths. If your child can count but seems to "fall apart" when numbers become addition, this episode will help you understand what might be happening and what you can do next. For more advice, support, to book a consultation or to find out more information please visit: The Neurodiverse Education Hub Website You can also purchase our e-book from the website: e-book - Navigating Education: A Parent's Guide to Choosing the Right Primary School for your Neurodivergent Child and our Free Brochure - Transitioning from Kindergarten to Primary School for your Neurodivergent Child Visit's The Neurodiverse Education Hub's Website  for information on the following: Work With Me - Individual Education Plans (IEP's), Play Skills,  Online Tutoring Webinars  Social Media Books Free Podcast PDF's Etzy Store

    Untit#105 - Why Can They Count But Not Add?

  2. Sep 28

    # 104 - Working With the School: What If Everyone Agrees There Is a Problem But Nothing Changes?

    Send us Fan Mail Working With the School: What If Everyone Agrees There Is a Problem But Nothing Changes? Have you ever left a school meeting feeling relieved because everyone finally agrees that your child is struggling—only to find that weeks or even months later, nothing has really changed? The teacher sees it.  You see it.  The wellbeing team sees it.  Everyone agrees there is a problem… but where is the action? In this episode of Navigating Neurodiverse Education, we explore what happens when identifying a concern doesn't lead to meaningful change. We look at how parents and schools can move from “We agree there is a problem” to a clear, practical plan that identifies what will happen, who is responsible, when it will happen and how we will know if it is working. We explore why good intentions can sometimes get lost, why “we'll keep an eye on it” isn't always enough, and how parents can follow up in a way that remains calm, collaborative and solution-focused. Most importantly, this episode is about moving from conversation to action—because recognising that a child needs support is only the beginning. click here to access - 'The Parents and Teachers Meeting Checklist' For more advice, support, to book a consultation or to find out more information please visit: The Neurodiverse Education Hub Website You can also purchase our e-book from the website: e-book - Navigating Education: A Parent's Guide to Choosing the Right Primary School for your Neurodivergent Child and our Free Brochure - Transitioning from Kindergarten to Primary School for your Neurodivergent Child Visit's The Neurodiverse Education Hub's Website  for information on the following: Work With Me - Individual Education Plans (IEP's), Play Skills,  Online Tutoring Webinars  Social Media Books Free Podcast PDF's Etzy Store

    # 104 - Working With the School: What If Everyone Agrees There Is a Problem But Nothing Changes?

  3. Sep 21

    #103 Communication & Language: Why Do They Understand More Than They Can Express?

    Send us Fan Mail Communication & Language: Why Do They Understand More Than They Can Express? Have you ever thought, “But I know they understand me—why can’t they tell me what they know?” In this episode of Navigating Neurodiverse Education, we explore the important difference between receptive language—the language a child understands—and expressive language—the language they can communicate to others. We look at why a child may understand instructions, concepts, stories and conversations but struggle to answer questions, explain their thinking, find the right words or tell you what they need. We’ll explore how processing time, word retrieval, working memory, anxiety, communication differences and language demands can affect a child's ability to express themselves. We’ll also look at why speech isn't the only measure of communication and how tools such as visuals, AAC, gestures, writing, drawing and technology can give children meaningful ways to share what they know. Most importantly, this episode challenges us to look beyond “They can't do it” and ask: “What can I change to help this child show me what they know?”A practical episode for parents, teachers and anyone supporting neurodivergent children. Click here to get the Communication and Language Poster Pack For more advice, support, to book a consultation or to find out more information please visit: The Neurodiverse Education Hub Website You can also purchase our e-book from the website: e-book - Navigating Education: A Parent's Guide to Choosing the Right Primary School for your Neurodivergent Child and our Free Brochure - Transitioning from Kindergarten to Primary School for your Neurodivergent Child Visit's The Neurodiverse Education Hub's Website  for information on the following: Work With Me - Individual Education Plans (IEP's), Play Skills,  Online Tutoring Webinars  Social Media Books Free Podcast PDF's Etzy Store

    #103 Communication & Language: Why Do They Understand More Than They Can Express?

  4. Sep 14

    #102 Behaviour & Regulation: How Do I Distinguish Dysregulation from Deliberate Behaviour?

    Send us Fan Mail Behaviour & Regulation: How Do I Distinguish Dysregulation from Deliberate Behaviour? Is it dysregulation—or is the child deliberately choosing the behaviour? This is one of the most common and challenging questions parents and educators face when supporting neurodivergent children. In this episode, we unpack the difference between dysregulation, skill deficits, communication and deliberate behaviour, and explore why behaviour isn't always as straightforward as it appears. We look at what may be happening beneath behaviours such as refusal, aggression, shutting down, leaving the classroom or avoiding tasks, and discuss how to recognise when a child may be too overwhelmed to access skills they normally have. Most importantly, understanding the reason behind behaviour doesn't mean removing boundaries or excusing unsafe or inappropriate behaviour. It means responding in a way that addresses the underlying need while still teaching appropriate skills and maintaining clear expectations. You'll learn practical questions to ask, strategies for responding during dysregulation, and how to move from “How do I stop this behaviour?” to “What is this behaviour telling me, and what skill do we need to teach?” A practical episode for parents, teachers and anyone supporting neurodivergent children. For more advice, support, to book a consultation or to find out more information please visit: The Neurodiverse Education Hub Website You can also purchase our e-book from the website: e-book - Navigating Education: A Parent's Guide to Choosing the Right Primary School for your Neurodivergent Child and our Free Brochure - Transitioning from Kindergarten to Primary School for your Neurodivergent Child Visit's The Neurodiverse Education Hub's Website  for information on the following: Work With Me - Individual Education Plans (IEP's), Play Skills,  Online Tutoring Webinars  Social Media Books Free Podcast PDF's Etzy Store

    #102 Behaviour & Regulation: How Do I Distinguish Dysregulation from Deliberate Behaviour?

  5. Sep 7

    Podcast 101 - Why Can They Recognsie Letter Sounds But Can't Blend?

    Send us Fan Mail Why Can They Recognise Letter Sounds But Can’t Blend? Your child knows their letter sounds… so why can’t they put those sounds together to read a word? In this episode of Navigating Neurodiverse Education, we unpack why knowing letter sounds and blending sounds are two different skills—and why some children need explicit teaching and additional support to make that connection. We explore what happens when a child is trying to blend, the role of phonological processing and working memory, why some sounds are easier to blend than others, and why children who sound out words very slowly may actually be developing an important skill. We also look at practical strategies parents and teachers can use, including oral blending, continuous sounds, visual and physical supports, repetition, and chunking using onset and rime. Most importantly, we explore what to do when traditional blending strategies aren't working and how chunking can reduce the cognitive and memory demands of decoding for some struggling readers. Because instead of asking: “Why can't they read?” we need to ask: “What part of the reading process is difficult—and what skill do they need next?” 🎙️ Navigating Neurodiverse Education Practical strategies. Real support. 📱 Social Media Blurb 🧩 They KNOW their letter sounds… so why can’t they BLEND? You show them: m → /m/ a → /a/ t → /t/ Then put them together: m-a-t …and they can't tell you mat. Sound familiar? This can be incredibly frustrating for parents and teachers—but there may be an important piece we're missing. 👉 Knowing letter sounds is NOT the same skill as blending them. In this episode of Navigating Neurodiverse Education, we look at: 🧠 Why blending can be difficult  👂 The role of phonological processing  💭 How working memory can affect blending  🔤 Why some sounds are easier to blend than others  👆 Using visual and physical blending strategies  🔄 Why repetition matters  🚫 Why we don't want children guessing from pictures  🧩 And how chunking and onset-rime can provide another pathway for children who struggle to blend individual sounds I've found chunking particularly useful with struggling readers who know their sounds but have difficulty putting those sounds back together—and I'm sharing why this approach can be so helpful. The goal isn't simply to say: “They need more reading practice.” It's to work out: “Where is the reading process breaking down?” Because once we know that, we can teach the right skill. 🎙️ Listen to the latest episode of Navigating Neurodiverse Education. Read3 For more advice, support, to book a consultation or to find out more information please visit: The Neurodiverse Education Hub Website You can also purchase our e-book from the website: e-book - Navigating Education: A Parent's Guide to Choosing the Right Primary School for your Neurodivergent Child and our Free Brochure - Transitioning from Kindergarten to Primary School for your Neurodivergent Child Visit's The Neurodiverse Education Hub's Website  for information on the following: Work With Me - Individual Education Plans (IEP's), Play Skills,  Online Tutoring Webinars  Social Media Books Free Podcast PDF's Etzy Store

  6. Sep 2

    Podcast 100 - Behaviour & Regulation: What Do I Do When They Refuse?

    Send us Fan Mail What Do I Do When They Refuse? “NO!” — We’ve all heard it. But what if refusal isn’t simply defiance or “bad behaviour”? What if it’s telling us something? In this episode of Navigating Neurodiverse Education, Ruth explores why neurodivergent children may refuse tasks, transitions, instructions or everyday activities—and what parents and teachers can do differently. We look beyond the behaviour to ask: Can they actually do what we are asking?Is the demand too difficult or overwhelming?Do they need more processing time?Are they struggling to get started?Is the environment or routine contributing to the refusal?How can we provide support without creating a power struggle?You'll learn practical strategies for reducing demands without removing expectations, breaking tasks into manageable steps, offering meaningful choices, supporting regulation and responding when a child is already escalating. Most importantly, we'll rethink the question from: “How do I make them comply?” to: “What do they need so they can?” Because sometimes “no” isn't defiance—it’s information. 🎙️ Navigating Neurodiverse Education Supporting parents and educators to understand behaviour, learning and the individual needs of neurodivergent children and children with complex needs. For more advice, support, to book a consultation or to find out more information please visit: The Neurodiverse Education Hub Website You can also purchase our e-book from the website: e-book - Navigating Education: A Parent's Guide to Choosing the Right Primary School for your Neurodivergent Child and our Free Brochure - Transitioning from Kindergarten to Primary School for your Neurodivergent Child Visit's The Neurodiverse Education Hub's Website  for information on the following: Work With Me - Individual Education Plans (IEP's), Play Skills,  Online Tutoring Webinars  Social Media Books Free Podcast PDF's Etzy Store

    Podcast 100 - Behaviour & Regulation: What Do I Do When They Refuse?

  7. Aug 24

    Podcast 99 - Letting them Grow Beyond the Classroom

    Send us Fan Mail Letting them Grow Beyond the Classroom Would you let your child go on camp if you knew they might struggle? What if the very things you’re worried about are the things that could help them grow? In this episode of Navigating Neurodiverse Education, we explore “Letting Them Grow Beyond the Classroom” — and what I witnessed on a recent school adventure camp. While some parents were worried about their children being away from home for the first time, the students were busy trying new things, making choices, solving problems, helping each other and discovering just how capable they really were. From making their beds and brushing their teeth to navigating a log, working as a team and choosing what — and how much — they wanted to eat, these were more than camp activities. They were real-life learning opportunities. 💚 Building independence 💚 Developing friendship and social skills 💚 Problem-solving and decision-making 💚 Building confidence 💚 Learning to ask for help 💚 Experiencing success outside the classroom And perhaps most importantly, the students began to realise: “I can do this!” If you’re a parent who has ever thought, “I’m not sure my child is ready to go away without me,” this episode is for you. 🎧 Listen to “Letting Them Grow Beyond the Classroom” and discover why sometimes the greatest growth happens when we give our children the opportunity to step outside their comfort zone. Because sometimes we have to step back so our children can step forward. For more advice, support, to book a consultation or to find out more information please visit: The Neurodiverse Education Hub Website You can also purchase our e-book from the website: e-book - Navigating Education: A Parent's Guide to Choosing the Right Primary School for your Neurodivergent Child and our Free Brochure - Transitioning from Kindergarten to Primary School for your Neurodivergent Child Visit's The Neurodiverse Education Hub's Website  for information on the following: Work With Me - Individual Education Plans (IEP's), Play Skills,  Online Tutoring Webinars  Social Media Books Free Podcast PDF's Etzy Store

    Podcast 99 - Letting them Grow Beyond the Classroom

  8. Aug 17

    Podcast 98 - Part 2 What Does Progress Really Look Like for a Neurodivergent Student?

    Send us Fan Mail What Does Progress Really Look Like for a Neurodivergent Student? What if we're measuring the wrong things? A child may not have moved up a reading level — but they may now read independently. They may still need support with maths — but they need fewer prompts. They may still become overwhelmed — but now they can communicate: “I need a break.” They may not be doing what their peers are doing — but they may have made enormous progress from where they started. So instead of only asking: “Are they keeping up?” Let's also ask: 👉 What can they do now that they couldn't do before? 👉 Do they need less support? 👉 Are they communicating more effectively? 👉 Are they making more choices? 👉 Are they becoming more independent? 👉 Can they use their skills in real-life situations? 👉 What is the next meaningful step? This episode explores how parents and educators can redefine progress and recognise the academic, functional, communication, social and independence gains that can make a real difference to a child's life. Progress isn't one-size-fits-all. Every step matters. 🎧 Listen to Navigating Neurodiverse Education. Purchase Digital Download my PDF Book- Beyond Academics - Why functional Skills Matter For more advice, support, to book a consultation or to find out more information please visit: The Neurodiverse Education Hub Website You can also purchase our e-book from the website: e-book - Navigating Education: A Parent's Guide to Choosing the Right Primary School for your Neurodivergent Child and our Free Brochure - Transitioning from Kindergarten to Primary School for your Neurodivergent Child Visit's The Neurodiverse Education Hub's Website  for information on the following: Work With Me - Individual Education Plans (IEP's), Play Skills,  Online Tutoring Webinars  Social Media Books Free Podcast PDF's Etzy Store

    Podcast 98 - Part 2 What Does Progress Really Look Like for a Neurodivergent Student?
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About

 Welcome to the "Navigating Neurodiverse Education" podcast, where we offer strategies and insights to help parents create the ideal learning environment for their neurodiverent child. Whether you're a parent or a supportive family member, you'll find practical advice and inspiring discussions for the educational journey ahead. 

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