The way we understand and support neurodivergent people continues to evolve. Across allied health, education and other support settings, there is growing recognition of the importance of working in ways that respect neurological differences, individual communication styles, autonomy and lived experience.
But what does neurodiversity affirming practice actually mean? And what can it look like in everyday practice?
In this Q&A, we explore some of the common questions around neuroaffirming practice and what they can mean for professionals supporting neurodivergent children and their families.
What is neurodiversity affirming practice?
Neurodiversity affirming practice is an approach that recognises neurological differences as part of natural human diversity.
Rather than starting from the assumption that a neurodivergent person needs to be encouraged to think, communicate, behave or interact in a more neurotypical way, a neuroaffirming approach seeks to understand the individual, recognise their strengths and differences, reduce unnecessary barriers and support their autonomy, participation and wellbeing.
It does not mean ignoring areas where a person may need or want support. Instead, it asks us to consider what support is meaningful to that individual, whose goals are being prioritised, and whether our approach respects the person’s identity, communication and autonomy.
What does neurodiversity affirming therapy look like?
There isn’t one checklist that makes a therapy neuroaffirming. It is an approach that influences how professionals understand the person in front of them, establish goals and provide support.
In practice, this may include:
- recognising strengths and interests alongside support needs
- avoiding goals that are primarily about appearing more neurotypical
- asking the client and family about their preferences on language (e.g. person-first language “child with autism” vs identify-first language “autistic child”)
- supporting a child’s agency – recognising their right to make choices, share power, and actively participate in decisions that affect their lives
- recognising and respecting different ways of communicating
- considering sensory needs and preferences
- adapting environments rather than always expecting the individual to adapt to the environment
- supporting autonomy and self-advocacy
- working collaboratively with the individual and their family
- considering the purpose behind behaviours rather than simply trying to eliminate them
- listening to and learning from neurodivergent lived experience.
Neurodiversity affirming practice also requires reflection. Professionals may need to reconsider approaches, terminology or goals that have traditionally been accepted within their discipline.
Does neurodiversity affirming practice mean we don’t work on challenges?
No.
Being neurodiversity affirming does not mean overlooking challenges or suggesting that neurodivergent people never require support.
Children and families may seek support for communication, sensory needs, participation, daily activities, emotional regulation, relationships, learning or many other areas that have a genuine impact on everyday life.
A neurodiversity affirming approach considers how we provide that support.
Rather than asking only, “How can we change this behaviour?”, we might also ask:
“What is this communicating?”
“Is there something about the environment that is making this harder?”
“Is this goal meaningful to the child or family?”
“Are we supporting participation and wellbeing, or primarily encouraging conformity?”
These questions can change not only the goals we set, but the way we work towards them.
What are neurodiversity affirming therapy goals?
Neurodiversity affirming goals focus on meaningful participation, communication, autonomy, wellbeing and quality of life rather than simply reducing behaviours or differences associated with neurodivergence.
The same area of support can often be approached very differently depending on how the goal is framed.
For example, rather than focusing on making eye contact, the goal might be to support a person’s ability to engage and communicate in ways that are comfortable and effective for them.
Rather than trying to stop a particular sensory behaviour simply because it appears unusual, we can consider the purpose it serves and whether the person actually needs support.
Quality goal setting starts with understanding the individual: what matters to them, what is getting in their way, what they would like to be able to do and what changes could be made around them to support participation, regulation and wellbeing.
What does neuroaffirming practice mean for speech pathologists?
For speech pathologists, neurodiversity affirming practice can involve recognising and supporting the many ways people communicate.
This may mean considering a person’s preferred communication methods, respecting alternative and augmentative communication (AAC), understanding different language-development profiles, supporting self-advocacy and ensuring communication goals are meaningful to the individual.
It also means considering whether a communication goal is designed to improve the person’s ability to communicate and participate, or primarily to make their communication appear more neurotypical.
What does neuroaffirming practice mean for occupational therapists?
For occupational therapists, a neuroaffirming approach can involve understanding a person’s individual sensory experiences, interests, strengths, preferences and support needs.
Rather than assuming there is one “right” way to participate in an activity, the focus can shift towards identifying barriers and finding ways for the person to participate successfully and authentically.
This may include environmental adaptations, sensory supports, supporting self-understanding and advocacy, or finding different ways to approach everyday activities. E.g. hanging on a sing upside down to learn in the classroom
What is neuroaffirming language?
Language is one part of neuroaffirming practice, but it can be an important one.
Neuroaffirming language aims to describe differences without automatically framing them as deficits. It also recognises that language preferences vary between individuals and communities.
This can mean moving away from language centred on “fixing”, “normalising” or making someone appear less neurodivergent, and instead using language that accurately describes a person’s strengths, experiences and support needs.
Most importantly, where possible, professionals can listen to and respect the language individuals use to describe themselves. Do they prefer person-first language (e.g. “child with autism”)? Do they prefer identify-first language (e.g. “autistic child”)?
How can allied health professionals become more neurodiversity affirming?
Becoming more neuroaffirming isn’t necessarily about replacing one therapy technique with another. It often starts with curiosity and reflection.
Professionals can consider the assumptions behind their existing practices and ask questions such as:
- Who decided this goal was important?
- Is this meaningful to the person we’re supporting?
- Are we respecting different forms of communication?
- Could we change the environment rather than expecting the individual to change?
- Are we supporting autonomy and self-advocacy?
- Are we making assumptions about what behaviour or communication “should” look like?
- Are we listening to neurodivergent voices and lived experience?
Neurodiversity affirming practice continues to develop as our understanding grows. For professionals, ongoing learning, reflection and openness to different perspectives are an important part of that process.
Want to explore neurodiversity affirming practice further?
Stronger Together Foundation’s upcoming Neurodiversity Affirming Practices professional development workshop will explore what neuroaffirming practice can look like for professionals working with neurodivergent children and families.
The session is designed to move beyond terminology and consider how neuroaffirming principles can influence our thinking, language, goal setting and everyday professional practice.
Book here: https://events.humanitix.com/neurodiversity-affirming-practices-neurowild
