neurodiversity and support

Question 1

how to make accomodations when NDDs are often invisible

Answer 1

apply accommodations regardless of what you know about the person’s disability status
- up to the person to disclose

Question 2

what is the difference between neurodivergent and neurotypical

Answer 2

neurodivergent
- falls outside dominant norms
- disordered or abnormal
- different from NDD

neurotypical
- functioning falls within dominant norms

Question 3

what is the difference between neurodivergent and NDD

Answer 3

mental health conditions and chronic head injuries classify as neurodiverse but NOT NDD

• NDD = lifelong conditions (not acquired or developed)
• most mental health conditions manifest later in life or come from traumatic events

Question 4

what are the two types of language you can use

Answer 4

person first language (person with condition)
- default - most widely accepted

identity first language (condition-person)
- common in ASD/ADHD communities (can’t separate the person from the condition)

ask the person!!

Question 5

what is functionality language

Answer 5

(high vs low functioning)
- medical model of disability (came from practitioners)
- used as a distinction between people and a way to make neurotypical people more comfy with disabilities

Question 6

what is the relation between PA and NDD in youth

Answer 6

all types of sport - children with NDDs have much lower rates of participation (gets worse as they get older)

reason = social part, lack of structure, rule enforcers / understanding rules and boundaries, lacking fundamental movement skills to participate properly

Question 7

what is the activity deficit hypothesis cycle (why PA is low)

Answer 7

1. demonstrated incompetence (usually motor)
2. lack of confidence
3. exclusion (self or peer)
4. withdrawal based on history of failure

Question 8

how to support sensory needs

Answer 8

can be hyper or hypo (common in body awareness) sensitive
- ability to change lighting, space, noise, etc
- earplugs, headphones, music, etc

Question 9

how to support energy needs

Answer 9

• use spoon theory
• what time of day is best for activity, energy wise
• allows changes week to week
• give oppurtunity to talk about energy and emotion levels

Question 10

how to support deficits in executive functioning

Answer 10

reminders about program, wayfinding support, etc
be the person’s frontal lobe when possible