Blog #10
Neurodiversity, Child Mind Institute
Argument
In the article “Neurodiversity” published by the Child Mind Institute, the authors and clinicians argue that neurodiversity is a concept rooted in the belief that there is no right way for brains to work. Here, they emphasize the importance of embracing neurodiversity and viewing this as a strength, not a weakness. Dr. Lee specifically says that this asset based approach is key in her clinical work. They say this helps kids work toward their own goals. If children, especially those who are neurodivergent, feel like they are in charge or control of their behaviors, I believe they will be more willing to make positive changes.
They further argue that parents play a pivotal role in their children's path toward living with neurodivergence, which makes sense. It's highlighted that parents should remain open minded and supported when approached by their child about this. Although I am not a parent yet, I would like to believe this would be easy, as any child, especially your own, should be met with love during a conversation like this. It is additionally argued that inclusive environments play a big role in ease for neurodivergent youth. In fact, some argue that impairments affecting kids with autism, ADHD and learning disabilities are environment related. I completely agree with this argument, I myself recognize certain environmental things that seem to make me tick and feel extremely uncomfortable. There are certain restaurants that I can’t eat in because they are too bright, and the sound of fire alarms make me extremely anxious and overwhelmed regardless of the context. Although I don’t think I would identify as neurodivergent, this might just be an example of a difference that can be compared to environmental related impairments.
Another argument made here is that neurodiverse people/youth often self identify. That I do believe, however without a proper diagnosis I am unsure that is beneficial in the long run. I understand that they may want a way to make sense of their behaviors, or for parents and their children. However I do think it's important to remember kids are going to be kids, tantrums happen, etc. This is where recognizing differences vs divergence is essential.
I feel as though I already shared some of my own experiences and opinions here, but a question I have for the class would be what role does social media play here? How might social media impact neurodivergent youth? I found this interesting article that sheds a little light on this.
Social Media & Youth Mental Health/ASD
Hi Georgie! I love how you tied the article back to asset-based learning. They said how it is important to embrace these differences as strengths rather than weaknesses. This will lead to a better outcome for the neurodiverse students because they are not being discouraged for being different.
ReplyDeleteHi Georgie! Great post! Your point about environmental factors really resonated with me. It’s a great reminder that what we often label as a "symptom" or "impairment" can actually be an understandable reaction to an overwhelming environment, like the bright lights or loud alarms you mentioned. In a classroom or clinical setting, it suggests that changing the room can sometimes be just as effective as supporting the individual. To answer your question about social media: I think it’s a double-edged sword. While it can lead to misinformation or "self-diagnosis" without professional guidance, as you cautioned, it also provides a vital community for neurodivergent youth who might feel isolated in their physical schools or neighborhoods. Finding "their people" online can be a huge part of building that asset-based identity you talked about.
ReplyDeleteHello Georgie! I thought the point you made about students self-identifying as neurodivergent was really important. There's a lot of value in having the child aware of their differences, especially because teachers really aren't allowed to suggest the possibility to parents directly. Having a student advocate for themselves is a powerful tool.
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