DISCOVER PATHWAY 2

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• How can my child progress into Pathway 1?

  Try to avoid comparing pathways; the goal is not to “graduate” from support. The goal is for our students to thrive, whether that’s in Pathway 1, 2 or 3. If needs change over time, we’ll explore this thoughtfully through our integration process.
• I want my child to be around neurotypical peers so they can learn from “good role models.” Isn’t that important?

  It’s natural to want your child to learn from positive role models. At DCIS, we believe those role models can be found in all children, not just neurotypical ones. Every student brings their own strengths, whether that’s empathy, resilience, creativity, or curiosity, and our community grows richer when these qualities are shared.
  Students in all pathways learn and play alongside a diverse mix of peers. We want children to thrive as their authentic selves, not feel pressure to copy others. Research shows that when neurodivergent students are expected to “mask” their differences, it can affect their wellbeing. That’s why we focus on creating environments where each child is supported in the way they need, while still being part of the wider school community.
• I want my child to do exams and/or go to university, but they can’t do that from this pathway, right?

  At DCIS, every child is supported with expectations that are both challenging and realistic for their stage of development. For students in Pathway 2, the next steps can include university, further education, or vocational routes. We never place limits on what a child can achieve. Every student is unique, and we work closely with families to explore the options that best fit their child’s needs, strengths, and aspirations.
• Aren’t pathways separating students? Isn’t inclusion about keeping everyone together?

  Equality and inclusion mean that every student can thrive. That doesn’t mean every child has to be in the same classroom doing the same thing. Each child is unique, and we make sure they can take part in learning, friendships, and school life in ways that meet their needs. In each pathway, classes are twinned to encourage both social and academic integration. This might mean joining specialist lessons, playing and socialising at break times, celebrating events together, or working alongside peers from other pathways. These shared experiences help every child feel connected, valued, and truly included.
  
• What if my child falls behind academically because we focus on wellbeing and inclusion?

  Progress is only possible when sensory and emotional needs are met first, as a regulated and accepted child has more cognitive bandwidth to participate and engage across learning and friendships. Academic gains may follow when these foundations are in place, and they will look different for each learner.