Supporting Children with Additional Learning Needs:
- Nicola Carr
- Jun 27
- 3 min read
Every Child Deserves the Opportunity to Thrive
Every child is unique. They learn, communicate and experience the world differently. For children with Additional Learning Needs (ALN), the right support, understanding and environment can make a huge difference to their confidence, wellbeing and success.
At The Crafty Club & Parties, we believe inclusion isn't about changing the child—it's about adapting activities and environments so every child feels welcomed, valued and able to participate.
What Are Additional Learning Needs?
In Wales, a child has Additional Learning Needs (ALN) if they require additional learning provision beyond that normally available to children of the same age (Welsh Government, 2021).
ALN includes a wide range of needs, such as autism, ADHD, dyslexia, dyspraxia, speech and language needs, sensory processing differences, physical disabilities, learning disabilities and Foetal Alcohol Spectrum Disorder (FASD). Every child is different, so support should always be tailored to the individual.
Looking Beyond the Label
One of the most powerful changes we can make is to look beyond a diagnosis.
Instead of asking:
"What's wrong with this child?"
try asking:
"What does this child need to succeed?"
When we focus on understanding rather than judging, children are far more likely to feel safe, confident and able to learn (Bruce, 2011).
Understanding Foetal Alcohol Spectrum Disorder (FASD)
As part of my Early Years degree, I recently completed an evidence-based research project exploring Foetal Alcohol Spectrum Disorder (FASD) and the barriers faced by adopted and fostered children living with the condition.
FASD is a lifelong neurodevelopmental condition caused by prenatal alcohol exposure. It can affect memory, emotional regulation, executive functioning and sensory processing (Mukherjee, Hollins and Turk, 2006). Because many children have no visible physical characteristics, it is often referred to as a hidden disability.
Children with FASD may find it difficult to remember instructions, regulate emotions or cope with change. Understanding these differences allows adults to respond with empathy, patience and appropriate support rather than misunderstanding behaviour (Lees et al., 2020).
Small Changes Make a Big Difference
Often, the smallest adjustments have the greatest impact.
Simple strategies include:
clear visual instructions
predictable routines
breaking tasks into manageable steps
movement or sensory breaks
allowing extra processing time
celebrating effort rather than perfection.
These approaches support many children—not just those with identified ALN—and help create a calmer, more inclusive environment for everyone (Bath, 2008).
How This Research Has Influenced Our Clubs
Studying FASD has strengthened our understanding of Additional Learning Needs and encouraged us to continually reflect on our practice.
The knowledge gained through my university studies is now helping shape our staff training, giving our team a greater understanding of neurodiversity, individual needs and practical strategies that help children feel safe, included and able to thrive.
As we continue to grow, we remain committed to ongoing professional development so we can provide the very best experience for every child and family.
Our aim is simple:
Every child should leave feeling proud of what they have achieved, valued for who they are and excited to return.
Final Thoughts
Supporting children with ALN isn't about expecting every child to learn in the same way. It's about recognising that every child deserves the opportunity to participate, achieve and enjoy childhood.
By understanding individual needs, building positive relationships and adapting our practice, we can help every child thrive.
Inclusion isn't about making children fit the activity. It's about making the activity fit the child.
So the next time a child appears to be "misbehaving", pause before reacting and ask yourself:
"Is this behaviour... or is this communication?"
Children don't always have the words to explain how they're feeling. Frustration, anxiety, sensory overload, tiredness or confusion can all be communicated through behaviour.
When we stop asking "How do I stop this behaviour?" and start asking "What is this child trying to tell me?", we take the first step towards understanding, connection and meaningful support.
Sometimes, the greatest change doesn't come from changing the child—it comes from changing our perspective.
References
Bath, H. (2008) 'The three pillars of trauma-informed care', Reclaiming Children and Youth, 17(3), pp. 17–21.
Bruce, T. (2011) Early Childhood Education. 4th edn. London: Hodder Education.
Lees, B., Mewton, L., Jacobus, J., Valadez, E.A., Stapinski, L.A., Teesson, M., Tapert,
S.F. and Squeglia, L.M. (2020) ‘Association of Prenatal Alcohol Exposure With
Psychological, Behavioral, and Neurodevelopmental Outcomes in Children From the
Adolescent Brain Cognitive Development Study’, American Journal of Psychiatry,
177(11), pp. 1060–1072. Available at: https://doi.org/10.1176/appi.ajp.2020.20010086.
Mukherjee, R.A.S., Hollins, S. and Turk, J. (2006) ‘Fetal alcohol spectrum disorder: an
overview’, Journal of the Royal Society of Medicine, 99(6), pp. 298–302. Available at:
Welsh Government (2021) Additional Learning Needs Code for Wales 2021. Available
at: Welsh Government ALN Code
Welsh Government (2024) Early Childhood Play, Learning and Care Plan. Cardiff: Welsh Government. https://www.gov.wales/sites/default/files/publications/2024-03/early-childhood-play-learning-care-plan.pdf
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