Diagnosis inspires mum to take up course
Amelia Allan knew she was different from other kids in her class. The 10-year-old Cantabrian would come home from school in tears, saying she was “dumb and stupid”.
But after a diagnosis of dyslexia, auditory processing disorder, neurological delayed disorder and mild Asperger’s syndrome in 2022, her life changed drastically.
Daily therapy had helped with her hand-eye coordination and a three-month integrated listening programme had allowed her to catch up with reading.
An average of two meltdowns a day had also reduced to once every fortnight – “if that”, her mum Marsha Allan said.
It was the journey with her daughter’s neurodiversity that inspired Allan to apply for a new NZMA course addressing the demand for educators with specialised knowledge in neurodivergent children.
The level 4 certificate in Supporting Diverse Learners launched this year, aimed to “bridge the gap” of educators trained to cater to the diverse spectrum of neurodivergent learners, Kirstin Brown of NZMA said.
It was important for educators to understand the complexity of neurodiversity and how it presented itself, Brown said. “The key is to recognise the signs, talk to the student, and intervene from a point of understanding.”
One of the most disappointing aspects of the education system was teachers telling Amelia to “try harder” and questioning why she was struggling, Allan said. “If we’re negative to them, they’re going to be negative on themselves and negative to other people around them – and it’s that follow on effect.”
She believed there was a lack of understanding in general about neurodiversity and it could be detrimental to mental health.
It had not been easy to get a diagnosis for Amelia. The Christchurch-based family travelled to Tauranga to be able to have a range of tests done in one place.
It was the simple things Amelia struggled with but learning support and therapy had helped her feel like she could fit in.
Recently when she realised another boy in her class also had auditory processing disorder, she decided to take him under her wing and help him communicate with teachers.
“She’s always engaged with kids who seem left out because she was there at some point,” her mother said.
It had been a struggle to find resources and information about neurodiversity and Allan was “stoked” when she came across the course. “Knowing that it’s just changing a little way they learn or finding the thing that works best for them is what I want to help with. I feel like after everything we’ve done with Amelia, this is my calling.”
For Kim Davies, also on the course this year, her nephew in her care had been her encouragement to apply.
The 5-year-old was diagnosed earlier this year after after a three-year struggle.
The family moved to Tauranga from Rotorua in the hope they would come across better support for him to be diagnosed.
Her nephew, who she asked not to be named, had global developmental delay and she hoped the course would help her learn about different learning styles.
“My nephew has taught me so much and I just love working with him.”
Davies had many people tell her that her nephew did not “look autistic” or teachers who did not understand that neurodivergence could bring social anxiety and difficulty communicating which could lead to behavioural problems.
It had been “heartbreaking” when she would get calls every day to pick him up from kindergarten because he was overwhelmed.
Davies felt passionate about creating more awareness around neurodiversity and encouraged others to take up the course.
“If you understand him better you’ll have this really cool, calm kid.”
The Ministry of Education does not have data on how many autistic or neurodiverse children are in schools but, according to studies, on average, one in five children in New Zealand is neurodiverse.