E7: What is Neurodivergence? Learning about your Child’s Unique Wiring with a Strengths-based Perspective

Episode Transcript

(00:01):
Welcome to the Parents Guide to Advocacy.
I'm your host, Ashley Hinkle.
My mission is to equip, empower, and support parents to become fierce advocates for their children's unique educational needs.
Our goal as a community is to be resourced and resilient parents, continually growing to be the safe place our children need.

(00:24):
We will navigate the challenges of raising neurodivergent kids, highlight the joyful moments, and celebrate the successes our families experience when we see the spark in our children's eyes from learning something new.
If ending the feelings of overwhelm, guilt, and frustration to embrace courage, perseverance, and empowerment you Sounds good to you? Then let's go. 7 00:00:50,285.714285714 --> 00:00:50,915.714285714 Hey friends. 8 00:00:51,665.714285714 --> 00:00:53,45.714285714 So the foundation. 9 00:00:53,675.714285714 --> 00:00:58,445.714285714 Of being great advocates for our kids is having a neurodivergent affirming perspective. 10 00:00:59,735.714285714 --> 00:01:00,695.714285714 And to break that down. 11 00:01:01,145.714285714 --> 00:01:03,935.714285714 We have to have a clear understanding of neurodivergence. 12 00:01:04,865.714285714 --> 00:01:07,265.714285714 So I thought in today's episode, I'll break down. 13 00:01:07,835.714285714 --> 00:01:09,755.714285714 A lot of the details, the definition. 14 00:01:10,115.714285714 --> 00:01:10,925.714285714 Examples. 15 00:01:11,815.714285714 --> 00:01:14,155.714285714 The challenges, the benefits. 16 00:01:15,325.714285714 --> 00:01:19,405.714285714 In looking at it through a strengths based instead of deficit driven lens. 17 00:01:20,635.714285714 --> 00:01:22,75.714285714 So let's go ahead. 18 00:01:22,885.714285714 --> 00:01:23,575.714285714 And define it. 19 00:01:23,695.714285714 --> 00:01:28,305.714285714 What is neurodivergence? Neurodivergence is different behavior. 20 00:01:28,605.714285714 --> 00:01:30,255.714285714 Cognition and learning styles. 21 00:01:30,645.714285714 --> 00:01:36,465.714285714 That are a part of and catch this, the normal variation in the human population. 22 00:01:37,605.714285714 --> 00:01:41,565.71428571 Basically thinking differently than the neuro-typical majority of people. 23 00:01:42,515.71428571 --> 00:01:45,185.71428571 As we open our minds to the idea of the human spectrum. 24 00:01:45,485.71428571 --> 00:01:47,195.71428571 We see that neurodivergent thinkers. 25 00:01:47,615.71428571 --> 00:01:51,665.71428571 Bring a set of unique abilities and strengths that are extremely valuable. 26 00:01:52,595.71428571 --> 00:01:56,855.71428571 Neurodivergence goes beyond autism spectrum disorder or ASD. 27 00:01:57,665.71428571 --> 00:02:02,675.71428571 It can encompass mental illness, developmental disorders, and acquired mental disabilities. 28 00:02:03,955.71428571 --> 00:02:08,455.71428571 As we accept and celebrate the beautiful differences and how the human brain is wired. 29 00:02:08,785.71428571 --> 00:02:10,435.71428571 We can see past deficits. 30 00:02:10,825.71428571 --> 00:02:11,965.71428571 And focus on the strengths. 31 00:02:12,25.71428571 --> 00:02:13,675.71428571 Each person brings to the table. 32 00:02:14,335.71428571 --> 00:02:17,275.71428571 Our culture is improving on welcoming variations. 33 00:02:17,725.71428571 --> 00:02:21,565.71428571 And physical appearance, race, gender, and other social issues. 34 00:02:22,165.71428571 --> 00:02:26,875.71428571 It's time for all of us to create a culture of belonging around mental differences. 35 00:02:27,655.71428571 --> 00:02:28,255.71428571 After all. 36 00:02:28,675.71428571 --> 00:02:32,5.71428571 It would be really boring if everyone was given the same brain functioning. 37 00:02:32,815.71428571 --> 00:02:35,35.71428571 We wouldn't have the technological advancements. 38 00:02:35,425.71428571 --> 00:02:39,715.71428571 Scientific achievements or pursuit of the arts that we have today. 39 00:02:39,715.71428571 --> 00:02:41,725.71428571 If people were not differently wired. 40 00:02:42,355.71428571 --> 00:02:44,905.71428571 There would be so much missing without neuro divergence. 41 00:02:45,925.71428571 --> 00:02:47,275.71428571 Let's check out some examples. 42 00:02:47,965.71428571 --> 00:02:49,285.71428571 Of this big umbrella term. 43 00:02:49,285.71428571 --> 00:02:50,245.71428571 Neurodivergence. 44 00:02:51,25.71428571 --> 00:02:55,165.71428571 So some examples of mental illness, and now there is some debate in this category. 45 00:02:55,975.71428571 --> 00:02:57,475.71428571 And these are just a few examples. 46 00:02:57,985.71428571 --> 00:03:01,75.71428571 Anxiety depression, bipolar disorder and OCD. 47 00:03:02,45.71428571 --> 00:03:02,945.71428571 Those have been. 48 00:03:03,505.71428571 --> 00:03:07,315.71428571 Categorized now as a neurodivergent way of thinking. 49 00:03:08,325.71428571 --> 00:03:12,315.71428571 Now the second category is developmental disorders, which we may be more familiar with. 50 00:03:13,95.71428571 --> 00:03:15,285.71428571 As being called neurodivergence. 51 00:03:16,55.71428571 --> 00:03:20,255.71428571 Childhood apraxia of speech, autism, ADHD, and speech impairments. 52 00:03:21,195.71428571 --> 00:03:23,85.71428571 And acquired mental disabilities. 53 00:03:24,195.71428571 --> 00:03:29,55.71428571 PTSD eating disorders and traumatic brain injury would also fall under this umbrella. 54 00:03:29,475.71428571 --> 00:03:31,185.71428571 Of being a neuro divergent thinker. 55 00:03:32,155.71428571 --> 00:03:35,965.71428571 Now we're going to look at some of the beneficial characteristics of neurodivergence. 56 00:03:36,625.71428571 --> 00:03:41,275.71428571 So some individuals focus on a single topic for an extended period of time. 57 00:03:41,785.71428571 --> 00:03:45,535.71428571 That's hyper-focus and it can turn into some really creative. 58 00:03:46,345.71428571 --> 00:03:47,905.71428571 Interesting inventions. 59 00:03:48,565.71428571 --> 00:03:49,405.71428571 And products. 60 00:03:50,485.71428571 --> 00:03:54,475.71428571 Some who are neurodivergent show advanced, creative thinking skills. 61 00:03:54,925.71428571 --> 00:03:59,275.71428571 They see outside the box solutions and come up with innovative ideas. 62 00:04:00,305.71428571 --> 00:04:04,565.71428571 Some have an advanced ability to recognize patterns, especially in code or behavior. 63 00:04:05,585.71428571 --> 00:04:09,785.71428571 Many have strong abilities in science, art, math, music, and technology. 64 00:04:10,835.71428571 --> 00:04:15,395.71428571 Also some have meticulous observational skills and attention to detail. 65 00:04:16,465.71428571 --> 00:04:19,135.71428571 A lot of those are amazing strengths. 66 00:04:20,205.71428571 --> 00:04:28,545.71428571 It's important to look at the strengths and beneficial characteristics of neurodivergence and encourages skills as super powers for those individuals. 67 00:04:29,425.71428571 --> 00:04:30,925.71428571 Now let's look at the flip side. 68 00:04:31,345.71428571 --> 00:04:32,965.71428571 Some of the potential challenges. 69 00:04:33,505.71428571 --> 00:04:34,705.71428571 Of neurodivergence. 70 00:04:35,245.71428571 --> 00:04:38,35.71428571 Some people experienced speech and language difficulties. 71 00:04:38,605.71428571 --> 00:04:40,465.71428571 And social communication challenges. 72 00:04:41,495.71428571 --> 00:04:47,165.71428571 Some people have learning challenges or disabilities and underdeveloped executive functioning skills. 73 00:04:48,185.71428571 --> 00:04:52,565.71428571 While some have sensitivity or an insensitivities to sensory input. 74 00:04:53,195.71428571 --> 00:04:56,915.71428571 They may also be mentally inflexible and resistant to change. 75 00:04:57,835.71428571 --> 00:05:02,635.71428571 We may notice that some people have unusual physical behaviors or ways of speaking. 76 00:05:03,715.71428571 --> 00:05:08,215.71428571 Yeah, our job as parents really is to adopt a neurodiversity affirming ones. 77 00:05:09,175.71428571 --> 00:05:11,395.71428571 In order to do that, we need to understand. 78 00:05:11,695.71428571 --> 00:05:17,665.71428571 Our child's neurodivergence and how it impacts their ability to function, learn, connect, and grow. 79 00:05:18,595.71428571 --> 00:05:23,275.71428571 We have to intentionally connect with our child and establish a safe, emotional bond. 80 00:05:24,355.71428571 --> 00:05:26,605.71428571 As their parents, we need to focus on their strengths. 81 00:05:27,85.71428571 --> 00:05:30,805.71428571 And incorporate their interests to increase motivation and enjoyment. 82 00:05:31,655.71428571 --> 00:05:36,695.71428571 We can provide supports that will help them learn missing skills in practice areas of difficulty. 83 00:05:37,425.71428571 --> 00:05:40,305.71428571 Most importantly, we need to advocate for their needs. 84 00:05:40,965.71428571 --> 00:05:42,645.71428571 Provide opportunities for growth. 85 00:05:43,245.71428571 --> 00:05:46,365.71428571 And model overcoming obstacles to develop resilience. 86 00:05:47,435.71428571 --> 00:05:48,185.71428571 Historically. 87 00:05:48,665.71428572 --> 00:05:55,115.71428572 Providers parents and educators have been assessing a child's performance and focusing on cranking or supporting their deficits. 88 00:05:55,865.71428572 --> 00:05:59,615.71428572 As more research becomes available into neurodivergent affirming practices. 89 00:06:00,5.71428572 --> 00:06:04,175.71428572 There's an urgent need for a mental shift in how we engage with different learners. 90 00:06:05,205.71428572 --> 00:06:08,55.71428572 Although focusing on correcting deficits was well-intentioned. 91 00:06:08,565.71428572 --> 00:06:11,655.71428572 And meant to give children the skills needed to grow and achieve. 92 00:06:12,195.71428572 --> 00:06:21,495.71428572 We now know that a neurodivergent affirming approach leads to greater success, personal empowerment and longterm acquisition of skills. 93 00:06:22,435.71428572 --> 00:06:28,105.71428572 Let's consider what neuro-diversity affirming practices in the classroom for educators would look like. 94 00:06:29,5.71428572 --> 00:06:29,605.71428572 Educators. 95 00:06:29,605.71428572 --> 00:06:35,695.71428572 We need to understand how the student's neurodivergence impacts them uniquely also like parents. 96 00:06:36,335.71428572 --> 00:06:37,955.71428572 Being open to learn. 97 00:06:37,955.71428572 --> 00:06:39,155.71428572 Exactly how. 98 00:06:39,155.71428572 --> 00:06:40,715.71428572 A child is wired. 99 00:06:41,735.71428572 --> 00:06:43,775.71428572 Educators can apply that understanding. 100 00:06:44,705.71428572 --> 00:06:47,405.71428572 And see how it affects the child's ability to learn. 101 00:06:47,765.71428572 --> 00:06:50,675.71428572 And access their right to a free and appropriate education. 102 00:06:50,975.71428572 --> 00:06:51,695.71428572 Or a FAPE. 103 00:06:52,635.71428572 --> 00:06:55,875.71428572 Educators should also be finding accommodations and modifications. 104 00:06:56,355.71428572 --> 00:06:58,245.71428572 That support a student's impairment. 105 00:06:58,575.71428572 --> 00:07:00,645.71428572 To remove obstacles to learning. 106 00:07:01,385.71428572 --> 00:07:04,925.71428572 Another way educators can show that they are neuro-diversity affirming. 107 00:07:05,435.71428572 --> 00:07:11,255.71428572 Is by changing the classroom environment to better suit a child's sensory, physical, cognitive, or emotional needs. 108 00:07:12,335.71428572 --> 00:07:16,955.71428572 Now we can look at neurodiversity affirming practices in the clinic setting with practitioners. 109 00:07:17,695.71428572 --> 00:07:25,825.71428572 Practitioners can understand their client's neurodivergence and how it impacts them uniquely just like educators and parents need to do. 110 00:07:26,745.71428572 --> 00:07:27,945.71428572 They can use that knowledge. 111 00:07:28,305.71428572 --> 00:07:31,95.71428572 To figure out how it impacts their performance in therapy. 112 00:07:32,35.71428572 --> 00:07:36,775.71428572 Practitioners can find tools and activities that play to the child's strength and build their confidence. 113 00:07:38,155.71428572 --> 00:07:45,505.71428572 They can consider how to build a relationship using special interests and being mindful of situations that trigger strong resistance. 114 00:07:45,805.71428572 --> 00:07:47,35.71428572 Or dysregulation. 115 00:07:47,965.71428572 --> 00:07:49,105.71428572 Great practitioners. 116 00:07:49,465.71428572 --> 00:07:52,135.71428572 We'll identify and remove obstacles to therapy. 117 00:07:53,55.71428572 --> 00:07:57,75.71428572 Now let's check out what a neurodivergent affirming perspective is for all of us. 118 00:07:58,15.71428572 --> 00:08:01,615.71428572 We would subscribe to the idea to change the environment, not the child. 119 00:08:02,455.71428572 --> 00:08:05,755.71428572 We would remove barriers to learning and increase accessibility. 120 00:08:06,655.71428572 --> 00:08:13,45.71428572 We should practice mental flexibility and embrace the idea that things don't have to be done the way they've always been done. 121 00:08:14,55.71428572 --> 00:08:15,165.71428572 To support these learners. 122 00:08:15,165.71428572 --> 00:08:17,505.71428572 We can adjust our behavioral expectations. 123 00:08:18,45.71428572 --> 00:08:20,595.71428572 De escalate behaviors with self-regulation. 124 00:08:21,225.71428572 --> 00:08:23,715.71428572 Bond with the child using co-regulation. 125 00:08:24,135.71428572 --> 00:08:26,685.71428572 And then after that, teach them missing skill. 126 00:08:27,665.71428572 --> 00:08:31,595.71428572 When we get curious and say, tell me more or show me more. 127 00:08:32,135.71428572 --> 00:08:35,945.71428572 To the child, they realize we are trying to understand their context. 128 00:08:36,965.71428572 --> 00:08:40,595.71428572 And always show kindness because maybe the behavior. 129 00:08:41,75.71428572 --> 00:08:43,205.71428572 Is a manifestation of the way they're wired. 130 00:08:44,295.71428572 --> 00:08:45,375.71428572 More than ever before. 131 00:08:45,615.71428572 --> 00:08:50,115.71428572 We are seeing an abundance of dysregulated behaviors and learning environments. 132 00:08:50,605.71428572 --> 00:08:57,115.71428572 Neurodivergent learners are reacting to the experience of being expected to operate according to neuro-typical norms. 133 00:08:57,625.71428572 --> 00:09:00,235.71428572 Rather than expecting compliance. 134 00:09:00,355.71428572 --> 00:09:03,565.71428572 We need to change how we interpret behavior and performance. 135 00:09:04,195.71428572 --> 00:09:11,455.71428572 We must have a mental shift from deficit driven learning approaches to strengths based educational opportunities. 136 00:09:12,185.71428572 --> 00:09:15,455.71428572 As we look at a strengths based versus deficit driven approach to learning. 137 00:09:15,965.71428572 --> 00:09:18,335.71428572 A professor from Ohio state said at best. 138 00:09:18,905.71428572 --> 00:09:21,755.71428572 It is the antithesis of finding gaps in learning. 139 00:09:22,85.71428572 --> 00:09:27,395.71428572 Then trying to fill them, which is the sort of deficit based instruction we have done too often. 140 00:09:27,515.71428572 --> 00:09:30,725.71428572 She says, With a strengths-based approach. 141 00:09:31,115.71428572 --> 00:09:34,685.71428572 We identify what a student does know or what they can do. 142 00:09:35,45.71428572 --> 00:09:36,5.71428572 In build on it. 143 00:09:36,425.71428572 --> 00:09:38,285.71428572 Success builds success. 144 00:09:39,345.71428572 --> 00:09:41,955.71428572 Also when we are coming from a strengths-based approach. 145 00:09:42,595.71428572 --> 00:09:44,275.71428572 Our focus is learner centered. 146 00:09:44,785.71428572 --> 00:09:46,345.71428572 We are considering the individual. 147 00:09:46,615.71428572 --> 00:09:48,445.71428572 And diligently building upon skills. 148 00:09:48,445.71428572 --> 00:09:49,975.71428572 They are already capable of. 149 00:09:50,365.71428572 --> 00:09:54,175.71428572 Which builds confidence and the motivation for lifelong learning. 150 00:09:55,95.71428572 --> 00:09:57,255.71428572 So let's break down the strengths-based approach. 151 00:09:58,125.71428572 --> 00:10:00,75.71428572 If you're a parent educator or practitioner. 152 00:10:00,675.71428572 --> 00:10:01,695.71428572 And you're thinking about. 153 00:10:02,445.71428572 --> 00:10:05,235.71428572 Building upon a foundation based on strength. 154 00:10:05,605.71428572 --> 00:10:08,185.71428572 You are going to identify what the child is doing well. 155 00:10:08,785.71428572 --> 00:10:11,635.71428572 By determining preferences, passions, and abilities. 156 00:10:12,715.71428572 --> 00:10:15,385.71428572 You will use the child strengths to build more skills. 157 00:10:16,15.71428572 --> 00:10:21,385.71428572 And you will help the child be self-aware of their own skills and how they can apply those skills. 158 00:10:22,415.71428572 --> 00:10:29,255.71428572 If we are neurodivergent affirming, we are focusing on developing strengths to improve, known abilities that children already have. 159 00:10:30,265.71428572 --> 00:10:32,695.71428572 Now, if you're used to the deficit driven model. 160 00:10:33,175.71428572 --> 00:10:35,35.71428572 You're going to be thinking about constant. 161 00:10:36,805.71428572 --> 00:10:41,185.71428572 Constantly reminding the child of challenges, but that leads to discouragement. 162 00:10:42,95.71428572 --> 00:10:44,135.71428572 If you're used to the deficit driven model. 163 00:10:44,845.71428572 --> 00:10:47,725.71428572 You're familiar with the idea that constant reminders of challenges. 164 00:10:47,995.71428572 --> 00:10:49,555.71428572 Lead children to discouragement. 165 00:10:50,285.71428572 --> 00:10:53,45.71428572 Deficits can also dominate plans for instruction. 166 00:10:54,65.71428572 --> 00:10:56,195.71428572 And cause negative attitudes towards learning. 167 00:10:57,125.71428572 --> 00:11:00,305.71428572 And unfortunately we use deficit driven instruction. 168 00:11:00,725.71428572 --> 00:11:03,755.71428572 We see a child's problems instead of their potential. 169 00:11:04,485.71428572 --> 00:11:09,795.71428572 So in that side-by-side comparison, we can definitely see that strengths-based is the way to go. 170 00:11:11,175.71428572 --> 00:11:15,345.71428572 Let's take a look at an example of a strengths-based strategy. 171 00:11:15,585.71428572 --> 00:11:17,775.71428572 That would be the if then model. 172 00:11:18,825.71428572 --> 00:11:20,805.71428572 Student strengths or the, if. 173 00:11:21,855.71428572 --> 00:11:24,945.71428572 New learning that can be built upon the foundation is the then. 174 00:11:26,35.71428572 --> 00:11:27,235.71428572 So we start with. 175 00:11:28,285.71428572 --> 00:11:28,915.71428572 If. 176 00:11:29,425.71428572 --> 00:11:29,965.71428572 Luke. 177 00:11:30,865.71428572 --> 00:11:35,455.71428572 Is interested in punctuation, then we can work on. 178 00:11:36,245.71428572 --> 00:11:38,405.71428572 Choosing appropriate sentence endings. 179 00:11:39,485.71428572 --> 00:11:42,125.71428572 So you can think of your learners, what they're struggling with. 180 00:11:42,545.71428572 --> 00:11:46,535.71428572 Then what can we do about it? What's the skill we can start to build on. 181 00:11:47,655.71428572 --> 00:11:48,285.71428572 Another. 182 00:11:48,825.71428571 --> 00:11:54,75.71428571 Strengths-based strategy is to review assessments briefly in document only strengths. 183 00:11:54,555.71428571 --> 00:11:56,745.71428571 Instead of marking a paper full of red Xs. 184 00:11:57,405.71428571 --> 00:12:00,315.71428571 Look and highlight the strengths that you saw presented. 185 00:12:01,5.71428571 --> 00:12:02,145.71428572 No matter how small. 186 00:12:03,285.71428571 --> 00:12:10,125.71428571 You can also create personalized learning plans, report card style that share student's strengths and how to improve on them. 187 00:12:11,225.71428571 --> 00:12:18,95.71428571 When you think the, if then model teachers, parents, and practitioners can identify the child's strength and proceed to link it to new learning. 188 00:12:18,755.71428571 --> 00:12:22,805.71428571 We can instill this model by focusing on these four concepts. 189 00:12:23,495.71428571 --> 00:12:24,665.71428571 Identifying the skill. 190 00:12:25,565.71428571 --> 00:12:31,655.71428571 Providing praise, practicing the skill and scaffolding, breaking that strength down. 191 00:12:32,45.71428571 --> 00:12:34,505.71428571 To apply it to further learning opportunities. 192 00:12:35,435.71428571 --> 00:12:40,235.71428571 So my friends, thank you for hanging in there while we did a little more academic episode today. 193 00:12:40,655.71428571 --> 00:12:58,85.71428571 As we looked into, what is neurodivergence? What are the benefits? What are the challenges? And what are some strengths based strategies that we can put into practice? My hope is that you had a takeaway today that will help you either at home as a parent. 194 00:12:58,955.71428571 --> 00:13:02,255.71428571 In the clinic as a practitioner or in the classroom as an educator. 195 00:13:03,875.71428571 --> 00:13:04,565.71428571 As always. 196 00:13:04,685.71428571 --> 00:13:05,645.71428571 Thanks for listening. 197 00:13:06,215.71428571 --> 00:13:06,575.71428571 Ash. 198 00:13:07,755.71428571 --> 00:13:09,95.71428571 Hey there, before you go. 199 00:13:09,680.71428571 --> 00:13:11,930.71428571 Please go on iTunes and leave me a review. 200 00:13:12,570.71428571 --> 00:13:17,30.71428571 It will help more parents become resourced and resilient advocates for their children. 201 00:13:17,870.71428571 --> 00:13:29,640.71328571 Also, if you feel overwhelmed and unfamiliar with what services are available for your child and what to ask for in an IEP meeting, then visit my website, sparkeducationadvocacy. 202 00:13:30,530.71428571 --> 00:13:30,870.71428571 org. 203 00:13:31,660.71428571 --> 00:13:40,150.71428571 If you are ready to become your child's best advocate in IEP meetings and in social life experiences, I provide parent coaching. 204 00:13:40,570.71428571 --> 00:13:44,460.71428571 And IEP representation, both virtually and in person. 205 00:13:45,25.71428571 --> 00:13:53,745.71428571 I will help you break down the special education system and IEP documents in a relatable way so it's less complicated and more manageable. 206 00:13:54,575.71428571 --> 00:13:59,155.71428571 Together, we will defeat the inner voices of guilt, overwhelm, and frustration. 207 00:13:59,785.71428571 --> 00:14:07,975.71428571 You will be equipped with the knowledge and communication skills necessary to hold school staff accountable for meeting our children's educational needs. 208 00:14:09,25.71428571 --> 00:14:15,115.71428571 I'll also share the key questions and phrases I use in IEP meetings to get things done. 209 00:14:15,885.71428571 --> 00:14:23,945.71428571 If you're ready to take your seat as your child's expert at the IEP table, go to my website, ClarkEducationAdvocacy. 210 00:14:23,975.71428571 --> 00:14:26,525.71428571 org, and fill out the contact form.