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Neurological

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Information about supports for children who have neurological conditions, disorders or disabilities and what it means for your child’s education.
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Many conditions, disorders or disabilities have a neurological base, which means the brain functions differently. The impact for the person depends on the type of condition, disorder or disability and each person will have their own strengths, abilities and interests. They may impact a person's overall development and learning, level of attention, physical functions, communication or social and emotional development and functioning.

Some people with neurological conditions may also experience sensory difficulties.

If your child has a neurological condition, disorder or disability not outlined on this website, contact your child's school for information or advice.

Sometimes a person may experience more than one disorder or disability. Schools consider the supports required for all of the child's needs. You can find out more about supports for other disabilities.

Some neurological conditions, disorders or disabilities include:

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 Description

Tourette syndrome

A person with Tourette syndrome (TS) will experience rapid, repetitive and involuntary muscle movements and vocalisations called ‘tics’. Some people with TS can experience behaviour difficulties. TS can occur by itself or exist with other conditions, disorders or disabilities such as Obsessive compulsive disorder or Attention deficit hyperactivity disorder.

Tics occur in 2 categories and vary considerably between individuals:

Simple

  • Motor, for example, eye blinking, head jerking, nose twitching
  • Vocal, for example, throat clearing, grunting, sniffing.

Complex

  • Motor, for example, jumping, repetitive movements, hitting oneself
  • Vocal, for example, uttering words or phrases, involuntary use of inappropriate words, repeating words.

Tics can change over time, ranging from mild to severe and are generally associated with stress and anxiety. A person with TS can have problems with attention, memory and social situations.

Early identification of your child’s strengths and difficulties is important so that support can be provided and reasonable adjustments made. Contact your child’s general practitioner or specialist for information and advice.

The following websites are a good starting point if you are looking for information, supports and advice.

Sensory difficulties

Students with neurological conditions may also experience sensory difficulties which may affect the way they receive information from their senses and respond to it. This usually relates to how sensory information is processed by the brain. There are usually 2 different groups of difficulties:

  • oversensitive (hypersensitive)—where the person takes in too much sensory information
  • undersensitive (hyposensitive)—where the person takes in too little sensory information.

People with sensory difficulties will often have problems with concentration and focus, performing everyday tasks and learning.

Information on the Raising children network website outlines in more detail some of the signs and symptoms of sensory difficulties.

Early identification of your child's strengths and difficulties is important so that support can be provided and reasonable adjustments made.

If you are concerned that your child has sensory difficulties, ask your general practitioner for advice and a referral to other specialists such as an occupational therapist, psychologist or paediatrician. A range of assessments are used by these professionals.

The Raising Children Network—Sensory processing difficulties is a good starting point if you are looking for information.

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Information about state school supports for students with neurological conditions.
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Information about supports for children with neurological conditions.
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Last updated 11 February 2021