We’ve come a long way in terms of understanding that everyone thinks, interacts and experiences the world differently. In the past, autistic people, people with attention deficit hyperactive disorder (ADHD) and other profiles were categorised by what they struggled with or couldn’t do.
Author
Josephine Barbaro
Associate Professor, Principal Research Fellow, Psychologist, La Trobe University
The concept of neurodiversity, , is an . It promotes the idea that different brains (““) are part of the natural variation of being human – just like “” – and they are vital for our survival.
This idea is now being applied to and to care. At the heart of the , currently in development, is neurodiversity-affirming (neuroaffirming) care and practice. But what does this look like?
Reframing differences
challenges the traditional of disability, which views neurological differences solely through a lens of deficits and disorders to be treated or cured.
Instead, it reframes it as a different, and equally valuable, way of experiencing and navigating the world. It emphasises the need for brains that are different from what society considers “neurotypical”, . The term “” is to Autistic people, those with ADHD, dyslexia and other profiles.
can take many forms depending on each person’s needs and context. It involves accepting and valuing different ways of thinking, learning and experiencing the world. Rather than trying to “fix” or change neurodivergent people to fit into a narrow idea of , neuroaffirming care takes a person-centered, strengths-based approach. It aims to empower and support unique needs and strengths.
Adaptation and strengths
Drawing on the , neuroaffirming care acknowledges there is often disability associated with being different, especially in a world not designed for neurodivergent people. This shift focuses away from the person having to adapt towards .
This can include providing accommodations and adapting environments to make them more accessible. More importantly, it promotes “thriving” through greater participation in society and meaningful activities.
At school, at work, in clinic
In educational settings, this might involve using that benefits all learners.
For example, using to teach reading and spelling for students with dyslexia can . It also could mean incorporating , such as , into the classroom.
Teachers might allow extra time for tasks, or allow (repetitive movements or noises) and breaks when needed.
In , neuroaffirming care may mean a therapist and learns about how can impact self-esteem and wellbeing.
They may make efforts to bridge the gap in communication between different neurotypes, known as the . For example, the therapist may avoid relying on body language or (often different in autistic people) to interpret how a client is feeling, instead of listening carefully to what the client says.
Affirming therapy approaches with involve “tuning into” their preferred way of communicating, playing and engaging. This can bring meaningful connection rather than compliance to “neurotypical” ways of playing and relating.
In , it can involve (hours, patterns and locations), allowing different modes of communication (such as ) and (for example, low-lighting, low-noise office spaces).
In public spaces, it can look like providing a “sensory space”, such as at , where neurodivergent people can take a break and self-regulate if needed. And staff can be trained to recognise, better understand and assist with .
Combining lived experience and good practice
Care is neuroaffirmative when it centres “” in its design and delivery, and .
As a result of being “different”, people in the neurodivergent community experience high rates of . So neuroaffirming care should be combined with a approach, which acknowledges the need to understand a person’s life experiences to provide effective care.
care acknowledges and higher rates of in the neurodivergent community.
Authentic selves
The draft ³Ô¹ÏÍøÕ¾ Autism Strategy promotes awareness that our population is . It hopes to foster a more inclusive and understanding society.
It emphasises the societal and public health responsibilities for supporting neurodivergent people via . By providing spaces and places where neurodivergent people can be their , we are laying the foundations for feeling , safe and, ultimately, happy and thriving.
The author would like to acknowledge the assistance of psychologist Victoria Gottliebsen in drafting this article. Victoria is a member of the Oversight Council for the ³Ô¹ÏÍøÕ¾ Autism Strategy.
Josephine Barbaro receives funding from La Trobe University, the ³Ô¹ÏÍøÕ¾ Health and Medical Research Council (NHMRC), the UK ³Ô¹ÏÍøÕ¾ Institute for Health Research Global Health Research Units, and the Victorian Government Department of Families, Fairness and Housing and Department of Health and Human Services. She is a member of the Oversight Council for the ³Ô¹ÏÍøÕ¾ Autism Strategy.
