Supporting students with dysgraphia means rethinking how we approach handwriting, expression, and classroom tools. Discover assistive tech, occupational strategies, and ways to empower students who think in rich ideas but struggle to get them on paper.
Learn how exam access arrangements support fairness for students with additional needs. From extra time to separate rooms, Cavendish Education explains what’s available, who qualifies, and how families can help secure support early.
We asked Nuala Dalton, SENCo at Burlington House School, to explain Exam Access Arrangements, what they are, who qualifies, and how they ensure fairer assessment for students with additional learning needs.
Support, strategies and lived experience to help students thrive with focus, organisation and self-regulation.
Resources to support autistic learners, including sensory needs, communication strategies and inclusive practices.
Practical tools and expert advice for supporting reading, writing and spelling for dyslexic learners.
Explore ways to support number confidence and reduce anxiety for students with dyscalculia.
Help students with motor and planning challenges succeed with structured, accessible approaches.
Understand the EHCP process and how it can unlock tailored support for students with learning differences.
Guidance on helping students build resilience, regulate emotions and form positive relationships.
Explore broad support strategies for students with special educational needs across settings.
Identify and support specific learning difficulties such as dyslexia, dyscalculia and dyspraxia.
Articles, reflections and strategies celebrating neurodivergent ways of thinking and learning.
Support students with speech, language and communication needs in every learning environment.
Guidance on helping students with handwriting, spelling, and written planning challenges.
After anxiety and early learning barriers led to school refusal, Amelia* found safety, confidence and steady progress through integrated support and learning adapted to her needs.
After severe school-based anxiety, sensory difficulties and social isolation, Sam* rebuilt trust, returned to learning and is now attending regularly, building friendships and feeling hopeful about the future.
With specialist support and a calm, understanding environment, Natalia* moved from panic attacks and low confidence to feeling settled, engaged and ready for greater independence.
