Chapter 1
Neurodiversity-Affirming Practice. This means respecting the way different brains work. People with autism, ADHD, dyslexia, and other neurodivergent identities are not broken — their brains are just different. These are natural ways of thinking and being.
Medical vs. Social Model of Disability. The old way (medical model) says the person is the problem and needs to be “fixed.”
The new way (social model) says the real problem is the barriers in the world — like bad attitudes, poor access, or one-size-fits-all systems.
Example:. Max is an autistic person who uses a communication device. A new support worker talks to Max’s mum instead of Max, assuming he doesn’t understand. A neurodiversity-affirming worker would talk directly to Max, ask how he likes to communicate, and treat him with respect.
Presuming Competence. Always assume the person understands and can express themselves in their way. Everyone has strengths, even if they need a lot of support. Don’t talk down to people or make decisions without them.
Understanding Sensory and Communication Needs. Many neurodivergent people experience the world in unique ways. It’s important to support their needs, like:
Giving options for how to communicate (e.g., typing, pictures, AAC devices).
Creating comfortable environments (e.g., dim lights, quiet spaces).
Avoid words like “high-functioning” or “low-functioning.” Instead, say “high support needs” or “low support needs” if needed.
Example: Ella has ADHD and is sensitive to light and sound. The bright lights in the office stress her out, and she starts rocking and humming to cope. Instead of asking her to stop, a respectful support worker offers her a quiet, dim room and headphones. This helps her feel safe and stay regulated.
