Capabilities like collaboration, self-regulation and problem-solving help learners access learning and navigate everyday life.

In this bonus session we explore the idea that neurodivergent young people may need something different from our 'standard' educational practices and pathways. We'll look at what this could mean for schools as well as for whānau, and chat with Holly Gooch, founder of The Hyphen Project, about working outside a 'standard' approach.

A knowledge-rich curriculum outlines the knowledge, skills and practices that students should learn, not just encounter, in a specific and coherent sequence. Some neurodivergent learners will approach acquiring, grappling with, retaining, using and demonstrating knowledge in ways that are different from the norm. Educators are the interface between curriculum and learners, and need to keep the core goal of real learning, not just encountering knowledge, at the forefront.