Special Needs. Schools have the same responsibilities as they have for any registered pupil with special needs. Clearly provision will need to reflect the model of flexischooling being operated.

Normal spectrum and gifted learners can devote sufficient time to their passions and dispositions. Evidence is strongly pointing that autistic spectrum learners can benefit with the flexischooling balance.

Other developmental, maturation, physical, learning and emotional needs appear better accommodated by flexischooling.  Struggling children can have beneficial one to one time at home. Schools often find that flexischoolers lead to overall gains in their performance and value added data.

Gifted and Talented (G&T) learners are often given a raw deal with full-time schooling. Their needs are insufficiently accommodated and they fail to thrive. Flexischooling enables the G&T sufficient time to develop their interests, passions and dispositions in depth and to go far beyond the limited parameters proscribed in the standardised, age-staged school curriculum.

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