The Neurodiversity movement started in the 1990s, and has recently gained more attention. That’s partly due to factors like advocates for Autism and other disabilities, who’ve been bringing more awareness to the movement.
Whether you’re a parent navigating the unique journey of raising a neurodivergent child or a professional working with individuals who have diverse neurological experiences, understanding and embracing neurodiversity is key.
It’s about fostering an inclusive environment that celebrates differences and recognizes the value that each unique neurotype brings to our world. This shift in perspective challenges societal norms and paves the way for a more compassionate and accepting future. In all ways, it is important to understand what it means to be neurodiversity affirming.
What is Neurodiversity?
Australian sociologist, Judy Singer, first coined the term “neurodiversity” in 1998. Rather than viewing neurological differences as disorders, neurodiversity encourages us to appreciate them as natural variations of the human neurology, such as autism, dyslexia, ADHD, and other neurological differences.
Neurodiversity is a spectrum, and everyone has a unique combination of traits and abilities.
The differences in neurodivergent individuals are not considered to be deficits that need to be “fixed”. This brings us to the point of understanding what neurodiversity affirming therapy is and how neurodiverse individuals can optimize their functioning at home and other social settings.
Who are Neurodivergent individuals?
Neurodivergent (ND) is a person whose brain functions differently in the term of brain processes, learns, and/or behaves differently from what is considered “typical.”
There are many diagnoses under the neurodiversity umbrella, For example, Autistic, ADHD, Dyslexia, and acquired neurodivergent such as TBI).
What is Neurodiversity Affirming Practice therapy?
Neurodiversity-affirming practice is an approach that respects and validates neurodiversity, including the unique traits and preferences associated with neurodivergence.
Neurodivergence. is a group of diverse neurotypes, including neurotypicals, whereas neurodivergent specifically refers to an individual and the ways a brain could diverge from the ‘norm’.
This approach is grounded in accepting, empathizing, advocating for, and empowering the neurodiverse individual.
It values the life experiences of neurodivergent individuals, ensures barrier-free access to resources, presumes competence for every child, accepts and accommodates the needs of the child or person, respects communication differences, sets goals based on the child’s interests, centers therapy around the child’s interests, and focuses on respecting the child’s abilities.
How can a therapist be Neurodiversity Affirming?
1. Change your lens
One of the first things you’ll want to reflect on as you begin to embrace neurodiversity affirming practice is your perspective on Autism. Discrimination based on someone’s disability is known as abelism. Certain ableist phrases “dumb”, “I’m so OCD”, “high or low functioning”, and “special needs.” should be avoided.
It’s important to increase our awareness & usage of language that could be considered ableist and harmful to those with disabilities.
2. Use Strength based approach
The strength-based approach refers to the focus on a child’s strengths and abilities rather than their deficits. The therapeutic approach involves gathering insights into a child’s strengths, empowering both families and therapists to collaboratively devise effective strategies for supporting overall learning and development.
3. Supporting Un-Masking
Some neurodiverse individuals may ‘mask’ or camouflage social behaviors that are innate to them to try adapting to ‘neurotypical’ people around them. Attempting to hide behaviors can result in anxiety, depression, loss of identification, and delayed identification or diagnosis of Autism.
Instead of perpetuating the notion that neurodivergent individuals should mask certain traits, it is more constructive to express a genuine interest in understanding their innate behaviors and exploring ways to support them in various situations.
4. Value emotional regulation over compliance
Instead of making a big deal about getting kids to do exactly what you want in therapy, focus on helping them handle their emotions. Provide support both in the environment and emotionally. For instance, if a child isn’t into a task, change the activity instead of pushing against their resistance. It’s about adapting to what works best for them, making therapy more comfortable and effective.
5. Incorporate self-advocacy goals into your therapy
Consider incorporating self-advocacy as an important part of the child’s therapy plan. Establishing goals that will help the child identify and communicate their supports and needs. Promoting self-advocacy during therapy sessions can lead to increase in self-esteem, independency, reduce anxiety and build stronger relationship with their peers. Children will be able to create valuable adaptations for challenging situations and advocate for necessary accommodations when required.
6. Focus on Family-Centered Care
The Institute for Patient and Family-Centered Care underscores that therapy is most effective when built on a collaborative partnership among the individuals receiving care, their families, and their healthcare providers. Help families understand Autistic individual’s needs & inner experiences to accommodate their child outside the therapy setup.
7. Believe all communication modalities are equally valuable
As therapists, it is both our professional capability and responsibility to assist our clients in connecting with the world using the most suitable means for them. This might involve enhancing clear and confident verbal speech for some individuals. Alternatively, it could entail equipping them with tools to facilitate multi-modal communication, such as an Augmentative and Alternative Communication (AAC) speech-generating device, a physical book like a PODD, or key word sign.
Educating families and caregivers becomes crucial in emphasizing the importance of valuing AAC-based communication on par with verbal communication, ensuring the child has spontaneous language and is able to express different communicative intents.
The ultimate goal should be, Allowing the individual to communicate what they want, how they want, when they want, to whom they want, and where they want (Gayle Porter, SLP, Developed PODD).
Looking forward working with Neurodiversity Affirming therapists?
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