In this module, you will: REFRAME

1)  Broaden your understanding of Autistic realities by exploring some key concepts from Autistic led research:

• The Theory of the Double Empathy Problem

• The Theory of Monotropism

• Autistic Masking and Burnout

2)  Learn some Language Essentials:

Clarify and/or acquaint yourself with some essential Neurodiversity-aligned terminology and concepts by accessing glossaries and content to support further inquiry and application. 

Despite the best efforts and good intentions of those seeking to be allies, there is increasing research to illustrate that Autistics face persistent barriers in schools: including systemically ingrained practices, beliefs and misconceptions about Autism as well as an ill-suited physical environment that is not responsive to diverse sensory experiences. (O’Neill & Kenny, 2023; StEvens, 2022; Wood, 2023; Wood & Happé, 2023). Being an Autistic human means always trying to exist in systems which were not designed for us. Our complex sensory differences and our diverse ways of communicating, both of which can vary significantly from non-Autistic experiences, are rarely understood in authentically informed ways. 

Educators, this is not your fault. 

When you think back on your teacher education programme, professional development or on the job inquiry-based learning, were Autistic researchers, educators or advocates ever recommended to you by those facilitating your learning?  Likely, through no fault of your own, you were one of most educators who were taught to believe a narrative on Autism that is outdated, and naturally, this impacts how you interpret Autistic communication, plan for, and interact with Autistics, on a daily basis. While there is a rapidly developing knowledge base about Autistic neurology, there continues to be a significant discrepancy between what educators are taught and the important research that is that is shedding light on Autistic realities.

Let's continue the journey towards Autistic Allyship by exploring some Autistic Led Research and Realities

"Autistic" not "person with Autism": 

To everyone who tells me not to say “autistic person”  from AutisticNotWeird blog

Executive Dysfunction: The lack of ability to manage, plan, or start tasks.

• Getting distracted when having to focus on one thing.
  Focusing too much on one thing can make someone lose track of time.
  Dissociation.
  Delaying the start of a task.
  Being unable to physically move your body to perform tasks.
  Forgetfulness.

#ListenToNonSpeakers

Neurodivergent: describes someone whose brain processes differently regarding learning, behaviors, and emotions from what is considered “typical.”

Neurodivergence is an umbrella term for anybody whose brain functions differently from neurotypical brains.

Neurotypical: Refers to an individual’s brain processing, functions, and behaviours as standard or “typical.

Unmasking: The process where neurodivergent individuals non-conform to neurotypical standards by allowing themselves to perform behaviors, express emotions, and talk about what they are interested in way that natural and comfortable.

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Misconceptions about Neurodivergence

Neurodivergent people are bad at communication.

Communication can be verbal, written, or demonstrated by body language. Just because someone may be nonverbal does not mean they are bad at communicating—it is a different way of expression. It is also important to understand that all neurodivergent individuals have their own way of communicating, whether that is sign language, body language, verbal communication, or written (text messages, letters, etc.).

People with neurological differences are broken.

Many neurodivergent types are labeled “disorder” or “syndrome” which can give anyone the impression that there may be something wrong with themselves or their loved ones. Yes, our brains work differently, but that doesn’t mean we are broken. If we are able to receive accommodations, have our needs met, and be allowed to express ourselves, then we will live fine!

All neurodivergent individuals are similar.

If you read about the different types of neurodivergence, you will find that the characteristics of each one are very different from one another. Even if two people are diagnosed with ADHD, their symptoms vary from one another considering age, race, ethnicity, culture, and their environment.

Someone can “look” neurodivergent.

There is no uniform for neurodivergence. If someone tells you they are Autistic, it is not helpful to say, “really, you don’t look or seem Autistic.” We don’t live the lives of others and who are we to tell someone they are not who they tell us they are? We all come in different shapes and sizes.

A Primer on Neurodiversity-Affirming Speech and Language Services for Autistic Individuals

Navigating Neurodiversity-Affirming Language 

Neurodiversity-affirming Language: A Letter to Your Child’s Support Network by Reframing Autism

Neuroaffirmative language guide