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Terminology Matters
Terminology Matters
Neurodiversity refers to a group.
An individual cannot be neurodiverse, they would be described as being either neurodivergent or neurotypical.
ND Paradigm
ND Paradigm
A framework for understanding the natural variations of the human brain. It challenges the traditional medical model that views conditions like Autism, ADHD, Dyslexia and Intellectual Disability as deficits or disorders. Instead, it sees these as natural variations, each with their own unique strengths and challenges.
This report from NAIT was written for health practitioners, but has helpful applications for education staff when report writing. A PDF of the report can be found here https://www.thirdspace.scot/wp-content/uploads/2024/03/NAIT-Neuro-Affirming-Reports-Guide.pdf
Neuro Affirming Reports: Key Takeaways
Neuro Affirming Reports: Key Takeaways
Diagnosis Matters:
Diagnosis Matters:
Make the shift to more Neuro-Affirming Language. Within education, support is not diagnosis dependent. Receiving a diagnosis can be affirming and significantly influence how neurodivergent learners and others around them view themselves. It can also allow access to some other supports.
Reframe the language used - describe differences, preferences and strengths rather than deficits e.g. 'Sarah understands and interprets language literally and may benefit from others using clear literal language and explanations'; 'Pete enjoys talking about preferred topics and is less likely to enjoy or to engage in small talk'.
Most autistic adults prefer identity first language - Jack is autistic, rather than Jack has autism. Some neurodivergent groups prefer person first language, like person with a learning disability. Check first.
Difference not Deficit/ Language Matters:
Difference not Deficit/ Language Matters:
Consider and reframe the language you write in reports. Use plain, respectful language. Although diagnostic labels may include the word 'disorder' - it is not necessary to use this in reports, you could use 'condition' instead.
Environment First:
Environment First:
Think about how the environment can be adapted, rather than suggesting that a neurodivergent person should adapt their behaviour and skills to meet other peoples needs and wishes. Both the CIRCLE and SCERTS frameworks are helpful tools to support this.
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