Prenatal and early-life damage
Here we bring together diagnoses resulting from factors before, during or shortly after birth – ranging from exposure to substances and premature birth to oxygen deprivation and early-onset brain damage. The impact on everyday school life varies greatly. Every situation is different, and we offer personalised advice.
Substance exposure before birth
If a child has been exposed to alcohol, nicotine, medication or other substances before birth, this can affect the development of the brain and nervous system. At school, this often manifests as difficulties with attention and self-regulation, a slower pace of learning, motor coordination issues and rapid fatigue. We cover the most common form – the foetal alcohol spectrum – on a separate page: FASD. The legal route depends on the nature of the disability – for psychological disabilities under Section 35a of SGB VIII, and for physical or intellectual disabilities under Section 112 of SGB IX. We assess on a case-by-case basis whether and how support is appropriate.
Consequences of premature birth
Children born significantly prematurely catch up in many areas – but some continue to experience effects on concentration, self-regulation, learning pace, fine motor skills and resilience. At school, this can manifest as increased fatigue, difficulties in shifting attention or a slower learning pace. The legal basis depends on the nature of the need – for mental disabilities, Section 35a of SGB VIII; for physical or intellectual disabilities, Section 112 of SGB IX. We assess on a case-by-case basis whether and how support is appropriate.
Oxygen deprivation at birth
A lack of oxygen around the time of birth can damage the brain and manifest itself later in varying degrees. In everyday school life, this can affect attention, self-regulation, learning pace and motor skills, as well as leading to more rapid fatigue throughout the day. The relevant legal provisions depend on the nature of the disability – Section 35a of Book VIII of the Social Code (SGB VIII) for mental disabilities, and Section 112 of Book IX of the Social Code (SGB IX) for physical or intellectual disabilities. We assess on a case-by-case basis whether and how support is appropriate.
Early-onset brain damage
Brain damage sustained in the first months or years of life – for example, due to infection, an accident or illness – can affect many areas of development. At school, this often affects attention, self-regulation, learning pace and motor skills, as well as leading to increased fatigue. The legal basis depends on the specific area of disability – Section 35a of SGB VIII for mental disability, and Section 112 of SGB IX for physical or intellectual disability. We assess on a case-by-case basis whether and how support is appropriate.
How Splash provides support
We support each child individually and tailor our support to their actual needs – not to their diagnosis. Our school support workers are trained at our own Splash Academy. A clearly structured school day and trauma-sensitive support, which helps to alleviate stress and prevent the child from feeling overwhelmed, are particularly helpful in this regard.
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Our own Splash Academy · Multi-stage selection process · Support at mainstream and special schools
This page is for information purposes only and does not replace medical or legal advice. The decision as to whether school support is suitable and eligible for funding is made by the relevant funding body on a case-by-case basis.