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Neuro-diversity review

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Tom Loughlin

on 13 September 2013

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Transcript of Neuro-diversity review

The Adolescent and Adult
Neuro-Diversity Handbook

Term first used by Blume (1998)
Infinite complexity in ways of processing information (sorting, storing and accessing) and making sense of the world (responding to stimuli)
No one way can be considered superior: brain difference is crucial to the human race
"the one consistent thing...is their inconsistency...support needs to be tailor-made and individual"

Framing
Causes
Dyslexia
Meaning
ASD
Meaning
Conclusion
Neuro-Diversity
Most conditions have no conclusive 'cause'
Variations in neural pathways means there is a broad spectrum of behaviour for each case
Difference & disability are a social construct
Co-morbidity
Conditions rarely exist in isolation - 'smudged lines'
Need to ask 'what else?'
Reaction
Diagnosis re-defines personal identity - 'grieving period'
"Person has not changed...just a different instruction manual"
Most well known, least understood
No intrinsic meaning: umbrella term
Greek term - 'dys' (difficulty with) 'lexia' (words/language)
"spectrum of difficulties complex, wide-ranging, subtle and eludes easy definition"
Core character
Difficulty receiving, holding, storing and retrieving info, especially speech/writing
Hidden disability, may result in low self-esteem
Asymmetry of brain may affect visual-audio input/output, language processing and motor skills (each will have strengths/weaknesses)
High probability of co-morbidity
Behavioural symptoms of underlying processing differences
Support
Emphasise positive aspects; holistic thought, visualization, seeing connections: the "gift of dyslexia" (Davis)
Chunk tasks, use visual overviews, explore 'why' as well as 'what'
"no single approach will ever work for all people with dyslexia"
Origin in Greek 'aut' (meaning self)
Complex condition encompassing different ways of personally/socially relating
Core character
Triad of issues: imagination, communication, social interaction (and environmental sensitivity)
Experienced differently by every individual
Support
Positive reinforcement, recognize limited boundaries, direct instruction, maintain preferred routines
ADHD
Causes
Unclear - combination of environmental and biological/neurological factors
Core character
Disinhibition - reaction without thought
Restless energy - difficulty with consistency
Spontaneous, impatient, multi-tasker but disorganised
Problems with daily life, could lead to self-medication
Support
Help organization e.g. awareness of deadlines
Encourage rest
Be wary of getting too attached as this can be exhausting
Accept their condition as part of them
Dyspraxia
'Dys' (impaired) 'praxia (doing)
Often associated with ASD
Affects co-ordination, balance, processing and motor skills
Core
Support
Acceptance
Support similar to dyslexia strategy and techniques
Every condition refers to a multiplicity of symptoms and behaviours
There is no one way to support an individual with a neuro-diverse condition
The key thing is getting to know the student, identifying their specific needs and finding support strategies that work for them
"The path to simplicity is the most complex of all..."
Support
Support the individual not the condition
Encourage movement from static diagnoses to personal feelings and needs e.g. From 'I have ADHD' to 'I struggle with distraction and impulsivity'
Anxiety
Cause
Over-reaction to stimuli - impediment to everyday life
Psychological initially emphasised, but underlying genetic/biological factors too
Core character
Umbrella term encompassing OCD, phobias, GAD, SAD
Can appear or disappear throughout lifetime
Affects 2-5% of population, panic disorder affects 0.7%
Can control life of individual, defining what is safe
Often associated with drug problems, used as coping strategy
Support
Take concerns seriously and try to get to know the individual world view of the student
Talk about what the student wants to do if they become anxious e.g. do they want help/ quiet
Full transcript