The concept of the Spiky Profile refers to the uneven cognitive landscape often observed in neurodivergent individuals. Unlike neurotypical profiles, which tend to have abilities clustered around an average line, the neurodivergent profile shows extreme variance: areas of exceptional, even advanced, ability (the 'spikes') coexisting with areas of significant challenge (the 'dips'). This phenomenon, which was first noted clinically by Leo Kanner as "islets of special ability," is the central truth of neurodivergence.

The DDP (Dynamic Development Plan) explicitly addresses this. Our goal is to ensure provision is targeted toward the amplification of talents, not just the mitigation of deficits. This directly informs holistic support for Educational Psychologists (EPs), Speech and Language Therapists (SaLTs), and other therapeutic professionals.

The DDP model mandates that every section of the support plan is informed by the spiky profile, moving far beyond a generic diagnosis. This creates accountability for all staff—including the SENCo—to understand the learner's full potential.

1. Strengths-Based Assessment

The plan begins by explicitly documenting the learner's "islets of ability" (strengths) rather than leading with perceived deficits. This changes the narrative immediately for all professionals involved, viewing the pupil as a capable individual who requires targeted support.

2. Targeted Provision

Provision is designed to address the *dips* while leveraging the *spikes*. For example, if a pupil's challenge is Task Initiation (Dip), the DDP strategy may involve using a Visual Timer (Scaffold) linked to their Intense Interest in Coding (Spike). The support is strategic, not simply remedial, transforming the challenge into a manageable barrier.

3. Informing Therapeutic Goals

This profile is critical for therapeutic professionals. EPs and SaLTs use the profile to ensure their therapeutic goals align with the educational outcomes and the learner's cognitive reality. A Speech and Language Therapist, seeing difficulty in social communication, can tailor interventions to the individual's specific profile, avoiding generic social skills training and focusing instead on self-advocacy scripts or written communication, where their analytical strength lies.

4. Autonomy and Self-Advocacy

By teaching the learner their own spiky profile, we empower them with self-advocacy skills. They learn to communicate clearly: "I am excellent at Attention to Detail (Spike), but I need written instructions because my Working Memory (Dip) gets overloaded." This moves the pupil beyond reliance on external support and towards true independence.