Autism, attention deficit hyperactivity disorder and learning disorders, such as dyslexia, are part of the set of differences in the functioning of the human brain that are encompassed in one word, neurodiversity. And the idea it conveys is this: there is no single correct way the brain should work.
Instead, neurodiversity leads us to accept that people perceive and respond to the world and its stimuli and realities in different ways. It’s a term that came into use in the 1990s to stop imposing labels on people whose brains interpret the world in non-generalized ways.
It is also a movement to support neurodiverse people (could be any of us) and their needs and interests.
There is talk of needs because autism, ADHD and learning disorders do cause deficits, teaches the Child Mind Institute, dedicated to children and families struggling with mental health and learning disorders.
Valuing neurological differences does not mean denying the reality of disabilitiesalleges the therapist Aiyana Bailin in the magazine Scientific American. She shares in that publication the main tenets of the diversity movement, and says that they are often ignored or misinterpreted:
- “Autism and other neurological variations (learning difficulties, ADHD) may be disabilities, but they are not defects or failures.” Separating these two concepts, disability and defect, is one of the main approaches. “People with neurological differences are not broken or incomplete versions of people normal”.
- Disability, no matter how profound, does not diminish one’s personhood or individuality. “People With Atypical Brains Are Fully Human, with inalienable human rights, just like everyone else.”
- People with disabilities can live full and meaningful lives.
- Neurological variations are a vital part of humanity, just as much as differences in size, shape, skin color, and personality. No one has the right or ability to try to “improve the species” deciding which features to keep or which to discard. Every person is valuable.
- Disability is complicated, and is often defined more by societal expectations than individual conditions. Not always, but very often.
Having addressed these basic concepts, The Child Mind Institute adds that lDeficits are obstacles for neurodiverse people to reach their goalsand that the treatments are focused on reducing those symptoms.
But the intervention does not end there. Because as Bailin argues, many of the obstacles are not in the person, but in the environment in which they operate, in social conventions, which begin in the family and continue at school, the workplace and recreational places, in public and private spaces. These could be more welcoming or excluding towards neurotypical people.
Finally, neurodiversity has become an element of identity for those who have these social difficultiesonce they understand that their brain works in a certain way, and that is why they behave differently from the majority.
Discovering and understanding this concept can also guide families concerned about their children’s behavior. Inquiring about neurodivergence can help them seek an explanation, and an evaluation. The result may or may not be autism or ADHD, but it will ultimately help them.
Dr. Nicole Baumer, a specialist in child neurology and neurodevelopmental disorders at Children’s Hospital Boston, explains that the term neurodiversity was coined by Australian sociologist Judy Singer, to promote equity and inclusion of what she called neurological minorities.
Baumer stresses the importance of for physicians to educate themselves and research neurodiversity in order to address certain disorders and conditions. To use more respectful language with their patients, for example, because while some would like to be called “person with autism”, another will simply choose “autistic”. And still others will not be able to communicate verbally, since autism aspect disorder is different from person to person, the neurologist points out, and while some are highly dependent in all areas of life, others may be highly independent and have no symptoms. that cause them suffering, but the inconveniences of their social environment.
A good diagnostic explanation, in language that patients and their families can understand, can help them seek not only treatment, but also support and contacts in their community, since promoting communication, social, academic, and other skills can maximize quality of life and the potential. Once again, Baumer insists, there is no “one size fits all” intervention.
What to do if you suspect that your child is neurodivergent?
If a child or their parents begin to suspect signs of neurodiversity, Cynthia Martin, MD, clinical director of the Child Mind Institute’s Autism Center, suggests being open and empathetic—not showing signs of sadness, disappointment, or helplessness. “Saying, I’m so glad you’re talking to me about this is a good starting point,” she says.
The next step is to get An assessment of the child’s difficulties. The specialist will be able to identify if the conditions for a diagnosis are met. Martin recommends not to anticipate this diagnosis, since the result could be very different from what was expected. There are, in addition to autism and ADHD, social anxiety and mood and nonverbal learning disorders.
What about adult neurodiverse people?
Dr. Baumer cites three factors that can scare the person with neurodevelopmental differences from a job: stigma, lack of awareness and lack of infrastructure (physical and organizational) appropriate.
How can employers create more welcoming spaces for neurodiversity? Baumer talks about spaces that recognize and emphasize individual strengths and talents.
- Offer small adjustments to workspaces for people with sensory needs. For example, those who are sensitive to noise need a place to take a quiet and peaceful rest. It will also help them to be notified in advance of loud noises (such as in fire drills), and hearing protectors.
- A person with tactile sensitivity might be better off being allowed to make modifications to the fabric of the work uniform. Others will benefit from stress relievers or breaks that allow them to move and release energy.
- The communication style should also be clear, without sarcasm, euphemisms and implicit messages. Provide concise verbal and written instructions when it comes to tasks, and break large commissions into smaller steps.
- Inform people about etiquette at workand don’t assume someone is breaking the rules or being rude on purpose.
- Try to give early notice of changes in plans and the reasons for them.
- Ask, and don’t assume, about your employees’ personal preferences, needs, and goals. (F)
Source: Eluniverso
Paul is a talented author and journalist with a passion for entertainment and general news. He currently works as a writer at the 247 News Agency, where he has established herself as a respected voice in the industry.
