Does no deliver what it says

After 3 months of using the online educational platform for neurodivergent children, I am deeply disappointed at the difference in what the platform markets and what you actually get.

Firstly, the standard of the work on the platform is below par. ADHD children are not mentally challenged, but simply lack focus! In fact, most neurodivergent children have an above IQ. To give them work that is so easy and non-challenging actually results in a learner who is so bored that they under achieve. It creates the opposite affect because there is no challenge.

Secondly, the amount of wok given is way too little. If work is divided into 10 days, there is not enough to keep them busy more than 2 hours per day. Not only does this create boredom, long term this produces children that will not have the capacity to take on more work loads when required at tertiary education level.

Furthermore, when work is submitted online (not the pdf extra work), there is no way of revisiting the work to see what the child has struggled with. The system does not allow a repeat of work until the child has mastered that concept before allowing the child to move on. So the claim of 'full curriculum access' is not true. Since there is no monitoring or expert feedback from teachers as claimed, it means that you only find out about the child's struggles 3 months later when reports are given! I also fail to understand why reports are only submitted the following term - it seems to be a deliberate ploy to force a parent to pay an additional month just to get the feedback.

The marketing reflects 'detailed feedback'. This is simply not been our experience. On receipt of our child's report, there were no comments/suggestions. No teacher reached out to us, in spite of my child having the worst report ever. There is also no direct contact number available between parent and teacher.

There are no printable summaries of work with each new section so that a child is able to have a file where they can revisit and study the principles, especially the parts where they struggled or need extra time.

As far as the claim of weekly socials to nurture connections and bond - this is not true. These groups are simply oral/mondeling sessions where a child is given a topic to speak about. There is no social interaction between the children. Invariably, if one child dominates the conversation and time (and this is not regulated by the teacher), it is a waste of time for the other children present. What the children really need is time to chat with ONE ANOTHER and given the opportunity to further connect with each other on a safe platform. There are also way too may children in a given time slot for it to be feasible that each child would get a turn to speak. Focus should be on smaller groups at various time slots in the week - maximum 10 children per group and with teacher supervision in the background.

In conclusion, I think this platform is a great idea in itself. However, it needs improvement to truly offer all neurodivergent child (not just high functioning autism) a successful long-term learning experience.