My Child Was Asked To Leave Or Is Struggling In Regular Playschool. Do We Start With INDC Or GALS?
Getting a call from your child's playschool saying they cannot manage your child can feel devastating.
Parents may immediately wonder, “What is wrong with my child?”, “Did we do something wrong?” or “Does my child need therapy?”
First, take a breath.
Being asked to leave a playschool, receiving repeated complaints, or being told that a child is too difficult to manage does not by itself tell you why the difficulty is happening. The next step is to understand what the school is actually observing and decide whether your child needs a clinical evaluation, a more individualized learning environment, or further support in a specific area.
The choice between Inclusive Neurodevelopment Centre (INDC) and Global Autism Learning School (GALS) depends largely on the nature and severity of the concerns.
Start By Understanding What The Playschool Is Actually Reporting
Before deciding where to go, ask the school for specific examples.
Instead of only asking, “Why can't you manage my child?”, ask:
What happens during the day?
Is the difficulty mainly communication?
Does my child struggle to follow instructions?
Are there frequent meltdowns or significant distress?
Does my child avoid group activities?
Are there concerns about social interaction?
Is the child unable to participate because of the classroom pace?
When did these difficulties begin?
What strategies has the school already tried?
A statement such as “He is not adjusting” is very different from a detailed pattern involving communication, behaviour, social interaction or developmental skills.
That distinction can help determine the right starting point.
When Should We Consider INDC First?
An INDC evaluation may be the more appropriate starting point when the school's observations suggest possible developmental or clinical concerns.
For example, parents may want to consider an evaluation if there are persistent concerns involving:
Significant communication difficulties
Loss of previously acquired skills
Very limited social interaction
Repeated or intense behavioural difficulties
Major difficulty understanding or following age-appropriate instructions
Developmental concerns across more than one area
Behaviours that seem substantially different from what the school is seeing in most children of a similar age
The purpose of an evaluation is not to assume that the child has autism or another condition.
It is to understand why the difficulties are occurring and whether further developmental, psychological or therapeutic support may be appropriate.
When Might GALS Be A Better First Step?
Sometimes the concern is less about a clear clinical red flag and more about pace, classroom fit, structure or the amount of individualized support available.
A child may be developmentally capable of learning but struggle in a large, fast-paced playschool environment.
They may need:
More individualized attention
A predictable routine
Smaller-group learning opportunities
Additional time to respond
Support with classroom participation
More structured developmental activities
Help building communication, social or learning skills
In situations like these, a GALS programme may provide a gentler, more individualized learning environment while the child's skills continue to develop.
This does not mean the child has failed.
It may simply mean that the current environment is not matching the child's present needs.
What If We Are Completely Unsure?
You do not have to make the perfect decision on the first attempt.
INDC and GALS serve different purposes, but families can move between them as their understanding of the child's needs becomes clearer. The PDF plan specifically positions B33 as a route for undecided parents to reach the appropriate door rather than forcing a premature choice.
A useful way to think about it is:
Possible developmental or clinical concern → consider an INDC evaluation first.
Main concern is learning pace, classroom fit or need for a more individualized developmental environment without clear clinical signs → consider GALS.
This is a starting framework, not a diagnosis.
What Should We Take To The First Appointment?
Do not arrive with only the sentence, “The school says my child is difficult.”
Bring useful details instead.
Take the school's written feedback if available, along with specific incidents and dates. Note what happens before and after difficult situations.
For example:
“During group circle time, my child leaves after approximately five minutes.”
is more useful than:
“My child doesn't behave in class.”
You can also bring examples of how your child communicates, plays, follows routines and manages activities at home.
One Playschool Experience Does Not Define Your Child
Being asked to leave a playschool can feel like a judgement about your child's future.
It is not.
Children can struggle because their developmental needs are not yet understood, because the environment is not a good fit, because they need additional support, or because there is an underlying developmental concern that deserves closer evaluation.
The important thing is not to spend months blaming yourself or arguing with the school without understanding the underlying issue.
Start with the information you have.
Then choose the door that best matches the concern.