Neurodiversity - Ryoko Koyasu
What is Neurodiversity?
We all experience and interact with the world around us in many different ways. The word neurodiversity supports the idea that there is no one "right" way of thinking, learning, and behaving, and differences are not viewed as deficits.
For many children and families, the current landscape of friendships and social spaces can feel unwelcoming. Flexibility and inclusivity are often lacking, leaving little room for children who are neurodiverse, such as those who are on the autism spectrum or who have attention deficit hyperactivity disorder or intellectual disability.
Becoming aware and accepting of these differences creates room for people who are neurodiverse to participate in social spaces just as they are. By making room for differing abilities, we demonstrate that we value authenticity and diversity.
It may help to know that:
- Many children who are neurodiverse engage in self-stimulatory behaviours like rocking back and forth, hand movements, or pacing. This may be a helpful way for them to self-soothe or might satisfy sensory needs such as feeling too much stimulation or not enough stimulation.
- As with all children, behaviour is communication and expresses desires, wants, needs, and dislikes.
- And as is true with many children, some behaviours, like silly noises or loud remarks, can also be ways of communicating what is wanted, or not wanted.
Expanding from inclusion to belonging
Inclusion is the practice of making someone part of a group. Sitting next to someone new at lunch or inviting someone to join a game or activity on the playground helps others feel invited and included. Belonging goes one step further by ensuring that people feel valued and fully a part of their community. For children, cultivating belonging could mean: inviting a new friend to join a game of soccer and making sure to pass them the ball; at the lunch table or at a birthday party, including a child with neurodiverse abilities into the conversation and creating the space for them to participate. Parents, teachers, and other adults can help by modelling inclusive conversations, educating children what differences they may see, and/or giving them friendship skills such as below:
- Clear communication
- Use clear and concise language and repeat information as needed.
- Let friends know in advance when a particular event, activity, or social interaction might need to be cut short.
- Explain the reason when a problem arises (no sarcasm or passive aggressive comments).
- Awareness and openness
- Be aware of sensory sensitivities and needs. Adjustments to lighting, noise, and seating can help create a more sensory-friendly environment.
- A consistent social space may be more comfortable for some. Learn the types of socialising and social gestures your friend appreciates best.
- Be welcoming to different ways of communicating, whether through signs, gestures, pictures, devices, or other equipment.
- Help your friends be themselves and be comfortable by accepting how they talk, dress, play, and learn.
- Find strengths, passion, shared interests, something new in your friends.
- Listen and learn
- Listen and learn how to support people who are different from you — don't assume!
- Ask questions to understand social preferences and needs. Figure out together what fosters connection and comfort in your friendship.
Read more:
https://www.health.harvard.edu/blog/what-is-neurodiversity-202111232645
