Autism is a complex neurodevelopmental difference that is characterised by a spectrum, or fruit salad of different elements. These can include difficulty with social interaction and communication as well as a monotropic focus on specific interests. Increasingly this is looked at through the lens of “Double Empathy”. You can read more about this in Pia Hämäläinen’s book here.
However, autism is not a disorder that needs to be fixed. Autistic people are simply have their own unique strengths and abilities. The neurodiversity paradigm is a new framework for understanding and supporting autism that views autism as a natural variation of human experience. This paradigm emphasises the strengths and abilities of autistic people, rather than focussing on deficits. It also supports the right of autistic people to self-determination and autonomy. This is key to understanding the actions of the children you may be supporting.
History of Autism Research and the Development of the Neurodiversity Movement
The first recorded descriptions of autism date back to the early 1900s. However, it was not until the 1940s that autism was first recognised. In the 1960s and 1970s, autism research focused on identifying the biological causes of autism. This research led to the development of a number of treatments, including applied behavior analysis (ABA). ABA is a behavioural intervention that uses positive reinforcement and other techniques to change behaviour.
ABA has been criticised for its focus on conformity and its potential to harm autistic people’s autonomy. In the 1990s, a new movement emerged that challenged the traditional medical model of autism. This movement, known as the neurodiversity movement, views autism as a natural variation of human experience, not a disorder that needs to be cured. The neurodiversity movement has been instrumental in raising awareness of autism and promoting the rights of autistic people.
Implications of Neurodiversity Paradigm for Autism Assessment and Diagnosis
The neurodiversity paradigm has implications for autism assessment and diagnosis. Under the traditional medical model, autism is diagnosed based on a checklist of symptoms. However, the neurodiversity paradigm suggests that autism should be diagnosed based on a person’s strengths and abilities, as well as their challenges. This approach to diagnosis is more likely to lead to an accurate and helpful understanding of a person’s autism.
Importance of Using Neurodiversity-Affirming Language and Approaches in All Interactions with Autistic People
The neurodiversity paradigm also has implications for the way that we interact with autistic people. Under the traditional medical model, autistic people are often seen as being deficient or broken. This can lead to stigmatisation and discrimination. The neurodiversity paradigm, on the other hand, views autistic people as being different, but not deficient. This shift in perspective can lead to more respectful and inclusive interactions with autistic people.
Common Patterns Found in the Sources
The sources that I have reviewed provide a range of perspectives on autism and behaviour from a neurodiversity affirming perspective. They discuss the history of autism research, the development of the neurodiversity movement, the implications of neurodiversity for autism assessment and diagnosis, and the importance of using neurodiversity-affirming language and approaches in all interactions with autistic people.
There are several Commonalities:
- Autistic people are often misunderstood and marginalised.
- The traditional medical model of autism views autism as a disorder that needs to be cured.
- The neurodiversity paradigm views autism as a natural variation of human experience.
- The neurodiversity paradigm emphasises the strengths and abilities of autistic people.
- The neurodiversity paradigm supports the right of autistic people to self-determination and autonomy.
The Potential of the Neurodiversity Paradigm to Transform the Way That We Think About and Support Autistic People
The neurodiversity paradigm has the potential to transform the way that we think about and support autistic people. By understanding autism as a natural variation of human experience, we can begin to create a more inclusive and accepting society for all people, regardless of their neurotype.
Implications of the Neurodiversity Paradigm for Special Education (SEN) Teachers
Special education teachers play a vital role in supporting autistic children and their families. By understanding the neurodiversity paradigm, special education teachers can be more effective in providing support to autistic children. Special education teachers can also use their understanding of the neurodiversity paradigm to advocate for autistic children and their families. This more relational approach to behaviour support is more neurodiversity affirming than traditional behaviourist approaches.
Examples of effective relational SEN teaching strategies
- Providing choice: Autistic children are too often denied a choice in what they do, how they do it, and when they do it. Providing meaningful choices can help them feel more in control and less overwhelmed. This will reduce the need to display “challenging behaviour” to get their needs met.
- Using a calm and consistent approach: Autistic children often thrive on routine and predictability. A calm and consistent approach can help them feel more secure and less anxious.
- Building relationships: Autistic children often learn best through relationships. Building positive relationships with autistic children can help them feel more comfortable and supported in the learning environment.
- Providing breaks: Autistic children often need breaks throughout the day to avoid sensory overload. Providing breaks can help them stay focused and engaged in learning.
- Using technology: It can be a great way to support autistic children’s learning. There are many different assistive technologies that can help autistic children with tasks such as communication, organisation, and social interaction.
In addition to the strategies listed above, special education teachers can also use their understanding of the neurodiversity paradigm to advocate for autistic children and their families. Readers weighing the range of professional approaches can review this RBT training pathway guide to understand one credential staff sometimes pursue. This can include advocating for:
- Accommodations and modifications: Autistic children may need accommodations and modifications in order to succeed in school. Special education teachers can advocate for these accommodations and modifications with school leaders.
- Support services: Autistic children may need support services such as speech therapy, occupational therapy, or play therapy.
- A more inclusive school environment: Autistic children should be able to participate fully in all aspects of school life. Special education teachers must advocate for a more inclusive school environment for their pupils.
References
Blog – Why Perspective-Taking and Neurodiversity Acceptance? (Part 2 of “Training” Social Skills is Dehumanizing: The One with the Therapy Goals). By Roberts, J. (2020). Therapist Neurodiversity Collective. Online Article Assessed May 2023
Graber, A., & Graber, J. (2023). Applied Behavior Analysis and the Abolitionist Neurodiversity Critique: An Ethical Analysis. Behavior Analysis in Practice, 1–17. Advance online publication. https://doi.org/10.1007/s40617-023-00780-6 Accessed Online May 2023
Stenning, A., & Rosqvist, H. B. (2021). Neurodiversity studies: mapping out possibilities of a new critical paradigm. Disability & Society, 36(9), 1532-1537. https://doi.org/10.1080/09687599.2021.1919503
Rutherford, M., & Johnston, L. (2023). Perspective Chapter: Rethinking Autism Assessment, Diagnosis, and Intervention within a Neurodevelopmental Pathway Framework. IntechOpen. doi: 10.5772/intechopen.108784 Accessed Online May 2023
Lam, G. Y. H., Sabnis, S., Migueliz Valcarlos, M., & Wolgemuth, J. R. (2021). A Critical Review of Academic Literature Constructing Well-Being in Autistic Adults. Autism in adulthood : challenges and management, 3(1), 61–71. https://doi.org/10.1089/aut.2020.0053 Accessed Online May 2023
These sources provide a range of perspectives on autism and behavior from a neurodiversity affirming perspective. They discuss the history of autism research, the development of the neurodiversity movement, the implications of neurodiversity for autism assessment and diagnosis, and the importance of using neurodiversity-affirming language and approaches in all interactions with autistic people.
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