Neurodiversity

What is Neurodiversity?

As our Early Childhood sector continues to grow, change and adapt so does our language that we use to be more understanding of inclusion and anti-bias in our practice (Muprhy, n.d.). We are seeing not only those who work with children in Early Childhood shifting their language, but that too of our families and wider community. We are becoming more strength focused on the way we describe the unique ways in which we all think and learn, shifting away from words such as additional, deficits, disorders or impairments.

The term neurodiversity describes conditions such as Attention-deficit/ hyper-activity disorder (ADHD), autism and dyslexia. The emphasis is on no two minds being alike, that all human brains and minds are diverse, with an infinite variation for neurocognitive functioning (Disabled World, 2022). Simply, these conditions form part of who a person is, it is not something for us to “take away” or “fix”, these are aspects of a person that we should be providing systems of support to enable them to be who they are in a world of acceptance and understanding (Disabled World, 2022).

Environments to Support Neurodiversity

By being inclusion-focused, ensuring children and their families are supported within our educational environments through means of our Strategic Inclusion Plans, furthering our own knowledge and understanding through professional development, as well as having support in accessing communication and assistive technologies and specialists (Disabled World, 2022).

Understanding that each child’s learning style differs, in our Early Childhood Education settings we provide a crucial step in all children’s educational and social journey (Care for Kids, 2021). As Early Childhood professionals, we must ensure we adapt our teaching style or centre set-up to embrace all differences, to support and build children’s self-esteem and resilience (Care for Kids, 2021). Through doing so we encourage all to embark on a positive learning path for life (Care for Kids, 2021).

Ways in which this could look in our environments are:

• Creating a sensory-friendly space, by:

-Reducing visual distractions

-Reducing unnecessary noise

-Ensuring good ventilation

-Provide space for relaxing and sensory deprivation

-Provide sensory aids

-Provide space and encourage freedom of movement

-Offer a variety of learning experiences for both the indoor and outdoor environment for all ages

(Care for Kids, 2021)

• Help identify their emotions and behaviours
• Use minimal words and an even-tone to help them hear your words
• Use visuals
• Give any new behaviour guidance strategies time to work

(Care for Kids, 2021)

Being Neurodiversity-Affirming

To encompass a neurodiversity-affirming approach into your practice, this means having the understanding that all children’s development is holistic and consists of strengths, interests, differences and areas of need (Muprhy, n.d.). It is having the belief of a strength and rights-based approach to developmental differences, supporting and adapting learning to affirm the child’s neurodivergent identity (Muprhy, n.d.).

Language is Important

Imagine having someone identifying your areas of need, but calling these “red flags”:

• Does it make you feel good about yourself?
• Does it create an image in your head of something being wrong with you?

Now consider how this makes families and the child feel when we use this terminology during these critical conversations about their developmental differences. No wonder they come across as in-denial or reluctant to engage, right?

These moments are critical as it is a time when families and the child need the most support, as they venture into an area of unknown and uncertainty. We are there to guide and support families during the early stages of identification, assessment and diagnosis. Consider the difference in our relationships with our families when we take a neurodiversity-affirming stance, providing a strength-based viewpoint of each child (Muprhy, n.d.).

A simple way of doing this is swapping out the term “red flag”, to “neurodiverse way of thinking/being”.

What the EYLF Says…

“All children have the right to an education that lays a foundation for the rest of their lives, maximises their ability, and respects their family, cultural and other identities and languages.” – EYLF, p. 5.

When we draw on a range of perspectives and theories we can challenge the way in which we view children, teach and learn, as well as further support one another’s understanding (Department of Education, Employment and Workplace Relations [DEEWR], 2009, p. 12).

The five principles within the EYLF underpin practice and focus on building children’s capabilities to progress in their learning, in relation to the learning outcomes (DEEWR, 2009, p. 13). In terms of supporting each child and their neurodiverse needs, consider how this looks based on the following:

Secure, respectful and reciprocal relationships

“Educators who are attuned to children’s thoughts and feelings, support the development of a strong sense of wellbeing” – EYLF, p. 13

Partnerships

Working together (educators, families and support professionals) to enable active participation and engagement as a daily opportunity for each child to explore their learning potential through routine, ritual and play (DEEWR, 2009, p. 13).

High expectations and equity

Educators collaborate with the families, each other and other professionals to challenge practices that contribute to inequity and promote ways for inclusion and participation for all (DEEWR, 2009, p. 13).

Respect for diversity

Educators value the differing capacity and ability of each child and respect the differences in families home lives (DEEWR, 2009, p. 14).

Ongoing learning and reflective practice

Reflective practice for educators is a form of ongoing learning and allows educators to collate information and gain insights to support, inform, challenge and enrich decision making for children’s learning (DEEWR, 2009. P. 14).

Time to reflect…

How are you going to ensure you take time to understand the uniqueness of each child?

• How does your practice support neurodiversity?
• What could you do differently?

“Different people think differently – not just because of differences in culture or life experience, but because their brains are “wired” to work differently” - (Disabled World, 2022)

References

Care for Kids. (2021, March 02). Supporting neurodiversity in early education settings. Retrieved September 29, 2022, from Care for Kids: https://www.careforkids.com.au/.../supporting....

Department of Education, Employment and Workplace Relations [DEEWR]. (2009). Belonging, Being and Becoming: The Early Years Learning Framework for Australia. Australia: Department of Education, Employment and Workplace Relations. Retrieved from https://files.acecqa.gov.au/.../belonging_being_and...

Disabled World. (2022, September 02). What is: Neurodiverstiy, Neurodivergent, Neurotypical. Retrieved September 29, 2022, from Disabled World: https://www.disabled-world.com/.../awareness/neurodiversity/

Muprhy, K. (n.d.). Neurodiversity-affirming practice in early yeard. Retrieved September 29, 2022, from Teach Early Years: https://www.teachearlyyears.com/.../neurodiversity...