Do you know the term “neurodiversity”?
In this article, I would like to encourage all parents who are affected. Because beyond the ICD classifications and the usual disorders, I would like to introduce you to a remarkable sociologist.
Judy Singer is an Australian sociologist known as the mother of neurodiversity. She is autistic herself and coined the term "neurodiversity" to emphasize the diversity of brain abilities. Singer has been active in promoting the recognition and appreciation of neurodiverse people, emphasizing that different brain abilities are a normal and valuable variation of human diversity. Her work has helped raise awareness of the needs and potential of people with neurodiverse characteristics and has advanced the discussion about their participation in society.
She was able to describe her own brain abilities as "rare" or "diverse" instead of viewing them as "abnormal" or "sick." This change in perspective allows brain abilities that were previously considered "normal" to now be viewed as "neurotypical." The return of the term "normality" thus makes it clear that diversity is a normal phenomenon and that rare brain abilities are part of human diversity. In clinical practice, this means that a patient who was previously diagnosed as "normal-deviant" is now viewed as neurodiverse. Consequently, therapy approaches can evolve away from the goal of making the person "normal" to an approach that takes into account their individual needs and strengths.
Personally, I think the neurodiversity movement is great. It brings many benefits, especially in the world of work, where the typical disadvantages associated with the diagnoses listed below are increasingly being viewed in a positive light. One example of this is the professional development of autistic people, which will in future be valued just as much as that of other employees.
Neurodiversity is a combination of traits that are considered both strengths and challenges. Depending on the neurodiverse variation and its intensity, individuals may demonstrate strengths in different areas, including:
AUTISM - NEURODIVERS
average to very high intelligence
good verbal skills, rich vocabulary
Ability to think in visual images and recognize patterns
Tendency to think unconventionally and generate new solutions to problems
Ability to absorb and retain large amounts of information, particularly on specific areas of interest
detail-oriented
Ability to concentrate on interesting topics for long periods of time
Ability to perform repetitive tasks with accuracy, rules and routine
Reliability and punctuality
honest, loyal, fair and just
non-judgmental listening
AUTISM - Example diagnosis from ICD 10
Qualitative impairment of interpersonal relationships:
Difficulty in establishing and maintaining social relationships.
Lack of understanding of social norms and nonverbal communication signals.
Lack of emotional empathy and understanding of the feelings of others.
Qualitative impairment of communication:
Delayed or limited development of spoken language.
Limited use of gestures and nonverbal communication.
Repetition of words or phrases (echolalia) or stereotypical and ritualized speech patterns.
Limited, stereotypical behavior patterns, interests and activities:
Strong attachment to routines and resistance to changes in everyday life.
Strong interest in specific, limited topics or objects.
Repetitive movements such as rocking, flapping your hands, or turning objects.
Early start:
Symptoms must begin before the age of three.
The definition already shows a clear difference in therapy, which is based on skills and resources!
DYSLEXIA
improved visual processing and pattern recognition
good spatial knowledge
Recognizing the bigger picture, often seeing things more holistically
mechanical skill
Image thoughts
sharp peripheral vision
high creativity
Creativity and entrepreneurial inclinations
50% of NASA employees are dyslexic
ADHD
(ATTENTION DEFICIT HYPERACTIVITY DISORDER)
hyperfocused
higher levels of creativity and curiosity
Innovation and ingenuity
leadership qualities
high energy, spontaneity and productivity DYSPRAXIA
Creativity and original thinking
good strategic thinking and problem solving
Determination and hardworking
highly motivated
able to develop their own strategies to overcome difficulties
DYSCALCULIA
creativity
strategic and intuitive thinking
practical skills
Troubleshooting
Love of words
DYSGRAPHY good verbal reasoning In therapy work, our job as therapists is to help children better understand their special thinking abilities. We want them to know that there are many different ways brains work, and that's OK. In our therapy sessions, we create a place where children feel accepted, not rejected, no matter how their brains work. We can help children recognize and talk about their own strengths and weaknesses. It's important to understand that each person is unique and that it's normal to have different needs. Parents, teachers, educators, and therapists need to show our children that it's OK to ask for help when they need it, and that they are not alone. Parents, teachers, and friends can also be included in the therapy process to better understand how children think and feel. Together, we are a team that values diversity and supports each other. Everyone contributes to making children feel comfortable and confident, no matter how their brains work.
Are you affected as a parent? Feel free to share your thoughts in the comments!
literature
Singer, Judy (2017). NeuroDiversity: The Birth of an Idea.
(Diversity is a normal rare phenomenon)
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Great!