A clear pathway, designed around your child.
From the first conversation to ongoing family support, each step helps us understand your child and create the right learning experience.
What to expect
Explore each step to see how we build the right support around your child.
Step one
We begin with a conversation with parents to understand the child’s learning history, strengths, current difficulties and goals.
Families may also share school information, previous reports or professional recommendations.
Step two
Before creating a programme, we spend up to four hours observing the child in a learning context, using baseline activities and the information shared by families.
This is not a diagnostic assessment. It helps us understand how the child learns, what supports them and whether FÁS NeuroLearning is the right setting.
Step three
Using the consultation, reports and observation period, we create an individual learning pathway with clear goals and targeted strategies.
The programme is adapted to the child’s learning profile, not the other way around.
Step four
Children learn in carefully matched small groups, independently on their own targets, through guided activities or by collaborating in games, projects and hands-on tasks.
Every child has their own pathway, even when learning happens in a group.
Step five
Each child has an individual progress tracker. We monitor academic, executive function, social and emotional progress over time.
We adapt support when needed and keep families informed about what their child is working on and why it matters.
Families are an important part of the process.
We keep parents informed about what their child is working on, which strategies are being used and how progress is developing over time.
Where appropriate, families may share school reports, professional recommendations or information from teachers to help us understand the child’s learning profile.
FÁS NeuroLearning is an educational support service. We do not provide diagnostic assessments or clinical therapy.
Our programmes may not be suitable where a child’s primary needs include intellectual disabilities, moderate or severe global developmental delay, complex communication needs, severe autism or high support needs, complex sensory or physical needs, significant emotional or behavioural difficulties, or mental health needs requiring clinical support.
If another type of support would better meet a child’s needs, we will always be honest with families and signpost them towards a more appropriate pathway.
Our aim is to help children understand how they learn, develop meaningful strategies, build confidence and make progress in a way that feels calm, clear and achievable.
Ready to take the first step?
Arrange an initial consultation to explore whether our support is the right fit.