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Teaching and curriculum for neurodivergent students
ADHD training for teachers, autism training for teachers, and a curriculum for neurodivergent students that works in Saudi and UAE schools. Every student follows the same curriculum; we change how it is taught and tested. Led by Maria Angelis, with more than 25 years in classrooms and school leadership.
Why neurodivergent students need a different approach
Many students with ADHD, autism or dyslexia know more than their marks show. The problem is often the lesson, not the child: long spoken instructions, a noisy room, one way to answer.
We keep the standard the same and change the route to it. That is also what the rules ask for. The Saudi Ministry of Education says the general curriculum applies to every student, adapted through an individual education plan. Dubai and Abu Dhabi ask for the same: learning together in the same classroom, with support built in.
1. A different teaching approach
Training for teachers and support staff in how to teach neurodivergent students.
2. An adapted curriculum
Lessons, assessment and support plans adapted so every student can reach the same curriculum.
Built for Saudi and UAE rules
Each Gulf system asks schools for the same core things, with different names.
Saudi Arabia (Ministry of Education)
An individual education plan (الخطة التعليمية الفردية, "individual education plan") for each student, written by a team that includes the parent. Fair test arrangements. Support in the general classroom first.
Dubai (KHDA)
An Inclusion Support Team, an IEP within six weeks, three levels of support, and every teacher trained in inclusive teaching.
Abu Dhabi (ADEK)
A Head of Inclusion, and a Documented Learning Plan for students with additional learning needs, reviewed every term.
We help you meet these rules and show it at inspection. We use the words your regulator uses, so your documents are ready to check.
What we offer: neurodiversity training for teachers and curriculum support
ADHD and autism training for teachers
Practical sessions on ADHD, autism and dyslexia. Teachers learn what they see in class, why it happens, and what to try the next morning. We teach the methods with the strongest research behind them: clear step-by-step teaching, scaffolding, flexible groups, self-checking strategies, rewards, and self-monitoring for students with ADHD.
Individual education plans (IEPs and DLPs)
Clear plans written with teachers and parents: the student's strengths, needs, short goals, classroom tips and test arrangements. Set out the way the Saudi Ministry, KHDA or ADEK expects. Inclusion policy, referral process and IEP templates are part of our inclusion setup work.
Fair assessment
Test arrangements that measure what students know, not how well they cope with the format. Examples: questions read aloud, oral answers, a quiet room, short breaks, permission to move. These are allowed under the Saudi Ministry guide.
Inclusion review
We check your provision against your own country's rules: Saudi Ministry, KHDA or ADEK. You get a short written report and a list of priorities, ready for inspection.
Training for learning support assistants (LSAs)
Training for LSAs and shadow teachers (in Dubai, shadow teachers are now called LSAs and must be trained). We also help you recruit SEN teachers and LSAs.
Coaching after training
Short follow-up visits or calls to help teachers use the new methods in real lessons. Research shows training lasts longer when coaching follows it.
We measure the change
A short staff survey before and after training, and a check on how neurodivergent students are doing.
ADHD and autism training for teachers: workshop topics
For class teachers, learning support assistants (LSAs) and shadow teachers.
✓ ADHD-friendly classrooms
✓ Autism basics
✓ Dyslexia strategies
✓ Executive function
✓ Calm classroom routines
✓ Writing a good individual education plan
✓ Fair tests and access arrangements
✓ LSA and shadow-teacher training
We deliver on-site workshops, online courses or blended learning.
How it works
Step 1
Free consultation
We talk about your students, your staff and your goals.
Step 2
Review
We look at how you support neurodivergent students now, against your regulator's rules.
Step 3
Training and curriculum plan
A clear plan for staff training, curriculum changes and student plans.
Step 4
Coaching and check-ins
Follow-up so the changes last.
Why schools choose us
Saudi and UAE experience
Work with schools in Riyadh, Jeddah and Khobar.
Two systems, one partner
We know the Saudi Ministry guide and the UAE rules (KHDA and ADEK), so groups with schools in both countries get one approach.
Languages
Maria works in English and Greek (native), French (professional) and Arabic (working).
Research first
Our methods come from published research, not trends. Maria also makes the research-based video series "ADHD Between Us".
We do not diagnose
We work with licensed clinics for assessment.
Two short teacher trainings that reduced ADHD behaviours in class
Published research, not one of our clients.
The problem
90 primary school children (ages 6–12) in Dutch schools showed high levels of inattention, hyperactivity and impulsivity that made lessons hard for them and their teachers.
What they did
Researchers at Vrije Universiteit Amsterdam gave teachers one of two short trainings, or a waiting list. Each was two sessions: 2 hours at school, then a 45-minute video session a week later.
• Training A (prevent the behaviour): clear rules and instructions, talking through difficult moments in advance, structure in time and space.
• Training B (respond to the behaviour): specific praise, small rewards, planned ignoring, fair consequences, step-by-step shaping.
The result
Teachers in both groups saw fewer ADHD behaviours. Independent observers saw less off-task behaviour in both groups, and Training A also clearly improved attention. Most teachers would recommend the training to colleagues (88% and 77%).
What this means for your school
You do not need a long or expensive programme. Two focused sessions, built around a plan for one child, can change a classroom. We use this approach in our teacher training and inclusion work.
Source: Staff, A. I., van der Oord, S., Oosterlaan, J., Hornstra, R., Hoekstra, P. J., van den Hoofdakker, B. J., & Luman, M. (2022). Effectiveness of specific techniques in behavioral teacher training for childhood ADHD behaviors: Secondary analyses of a randomized controlled microtrial. Research on Child and Adolescent Psychopathology, 50(7), 867–880.
The research behind our approach
Common questions about neurodiversity training
Do you follow Saudi Ministry of Education rules?
Yes. We work with the Ministry's special education guide: individual education plans written with parents, support in the general classroom first, and fair test arrangements.
Do you know the KHDA and ADEK rules?
Yes. We help Dubai schools with their Inclusion Support Team, IEPs and inspection evidence, and Abu Dhabi schools with Documented Learning Plans and the Head of Inclusion role.
Do you train all staff or only the SEN team?
Both. Dubai rules expect every teacher to be trained in inclusive teaching. We train class teachers, LSAs and shadow teachers.
Can training be online?
Yes. On-site, online or blended.
Do you work with parents too?
Yes. Parent coaching, school-match advice and parent workshops.
Do you diagnose ADHD or autism?
No. We work with licensed clinics for assessment.
Let's talk about your school.
Book a free introductory consultation. No cost, no commitment.
Or email mangelis@infoacademicspecialists.com