Neurodiversity

There are different perspectives on what the terms ‘neurodiversity’, ‘neurodivergent’ and ‘neurotypical’ mean. The following are common definitions, but the way the terms are used may vary between different groups.

• Neurodiversity: The concept of natural variations in the way that our brains work – something to be embraced, and celebrated.
• Neurotypical: Used to refer to brain types that function and process information in the way that society expects.
• Neurodivergent: Used to refer to brain types that think differently, or process information or interact with the world differently.

‘Neurodivergent’ is regularly used to refer to autism, attention deficit hyperactivity disorder (ADHD), dyslexia, dyspraxia and dyscalculia.

Resources to support you

Our genetics, our experiences and the environment we live in affect the way our brain develops. This leads to differences in the way we interpret and interact with the world around us.

Differences can be strengths for example: attention to detail; approaching problems in a new creative way; good recall and memory or high energy levels. People who see the world in a different way can have new ideas, creativity or unique skillsets that are valuable to society. For some children and young people, the differences mean they need more support at school and/or at home or need different behavioural support or parenting.

No two children are the same and a child’s support needs change as they grow and develop.

Neurodiversity includes conditions such as autism, ADHD, dyspraxia, dyslexia, language disorder, coordination disorder, Tourette syndrome, and learning disabilities. Not everyone fits neatly into one diagnosis. Some people have differences associated with a range of neurodiverse conditions but do not always meet the threshold for diagnosis. Everyone is unique and has different needs, skills, and abilities. Recognising a person’s areas of strength and need can be helpful. Targeted support can then be given. Not everyone with neurodiversity needs requires assessment for a neurodiversity condition.

Things you can do to recognise and support children who are neurodiverse:

1. Recognise the normality of being individual and find out about neurodiversity. Differing Minds Neurodiversity for Children video talks about how all our brains are different. Bristol Autism Support (BAS) is a registered charity providing information, support and training for parents and carers of autistic children in BS postcodes.
2. What are the child/young person’s strengths? Nurture these:

Nurturing strengths is important as it will help a young person to be happy being themself. It will encourage self-confidence and good self-esteem. Focussing on their strengths and abilities can make a positive impact. The F words provides a child development framework for exploring strengths.

Focussing on their strengths and abilities can help develop and support positive emotional wellbeing. The F words provide a framework for exploring strengths

3. See our areas of neurodiversity need section to  help you make adjustments and put appropriate strategies in place.

Preschool children

Whether  a young person or child is in a pre-school or school aged setting. There should be  the following additional support for consideration.

1. Discuss with the nursery SENDCo (Special Educational Needs and Disability Coordinator) and make a plan to support your child. A diagnosis is not required for educational support but should be based on your child’s needs. Additional funding can be applied on an individual basis.  If appropriate then an application for an Education, Health and Care (EHC)
2. Portage may be considered for young children that are not yet in an education setting.
3. Our Health Visiting Service can help understand an individual child’s needs and give advice and support in areas under their expertise including sleep and development and, in some cases, make onward referrals to other services.
4. Your GP can help with your child’s needs relating to their physical and mental health.

School aged

1. Discuss with your class teacher, the tutor or the SENDCo (Special Educational Needs and Disability Coordinator) and make a plan to support your child with reasonable adjustments. There is Ordinarily Available Provision in all schools to give additional support for children that need it. If this is not enough then additional funding can be applied for on an individual basis, or an application made for an Educational Health Care Plan. A diagnosis is not required for educational support.
2. School nurses  help understand an individual child’s needs and give advice and support in areas under their expertise; including sleep and development and, in some cases, make onward referrals to other services.