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Sensory Processing with Karen Watson - Live TeachMeet Recording

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What if I Can't Tell What I'm Feeling? (Alexithymia)

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Lego foundation & Play - included about us

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Lego foundation & Play - included about us

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LEGO Foundation and Play Included - About Us - LEGO.com

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Inspired by stories from autistic children and their parents, the LEGO Foundation joins Play Included™ to reimagine the ‘Brick-by-Brick™’ programme and help uplift children and young people who may benefit from social communication support to boost emotional wellbeing

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Education Scotland is a Scottish Government executive agency responsible for supporting quality and improvement in Scottish education.

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Inclusive Communication with Karen Watson

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Inclusive Communication with Karen Watson

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Inclusive Communication with Karen Watson - Live TeachMeet Recording

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Emotional Literacy with Karen Watson - Live TeachMeet Recording

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what-is-trauma-informed-level.pptx (live.com)

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In the Professional Standards for Teachers 2021, there is specific recognition of Additional Support Needs. This document gives an overview of the places where Additional Support Needs are specifically mentioned.
Overview of Additional Support Needs in the Professional Standards
Professional Guides

GTC Scotland has published five professional guides focusing on additional support needs in partnership with specialist bodies.

The guides provide practical guidance for teachers and are part of GTC Scotland's services to enhance teacher professionalism as part of our advisory role as the professional body for Scotland's teachers.

Meeting the needs of autistic learners

Produced in partnership with the National Autism Implementation Team, National Autistic Society Scotland, Scottish Autism and Children in Scotland.
Meeting the needs of autistic learners
Meeting the needs of dyslexic learners

Produced in partnership with Dyslexia Scotland.
Meeting the needs of dyslexic learners
Meeting the needs of learners with visual impairment

Produced in partnership with the Scottish Sensory Centre.
Meeting the needs of learners with visual impairment
Teaching and supporting deaf learners

Produced in partnership with the Scottish Sensory Centre.
Teaching and supporting deaf learners
Understanding neurodiversity in the context of equality and inclusive practice

Produced in partnership with The Salvesen Mindroom Centre.
Understanding neurodiversity in the context of equality and inclusive practice
ASN Registration
Find out more about ASN Registration

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In the Professional Standards for Teachers 2021, there is specific recognition of Additional Support Needs. This document gives an overview of the places where Additional Support Needs are specifically mentioned. Overview of Additional Support Needs in the Professional Standards GTC Scotland has published five professional guides focusing on additional support needs in partnership with specialist bodies.

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We've been around since 1983 helping children and young people in Scotland to overcome disability and barriers to learning, and to fulfil their potential. Providing pupil assessment and support, expert advice, training and assistive technology Loans.

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Structure and routine are hugely important during times of stress or uncertainty. Using a visual timetable can help. For those who have children at home just now, how many of you are being asked

" When's lunch? " "When's dinner?" " What are we doing?" " What's happening today?" " When will we get there?"

These questions are all based around a lack of knowledge and control over their lives. In order to continue to feel secure, having a timetable can help. As adults, we use calendars to remind us of upcoming events.

Learning Activities at Home

Below is an example that could be used to explain short bursts of activity. Sometimes children and young people require a time. Sometimes they just need to know that something is going to happen.

PDF Available below
Working from Home Timetable

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Structure and routine are hugely important during times of stress or uncertainty. Using a visual timetable can help. For those who have children at home just now, how many of you are being asked

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How to Deal with Rejection Sensitive Dysphoria - Neurodivergent Insights

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Rejection sensitivity dysphoria can severely impact our lives. In this article, learn how to deal with rejection sensitivity dysphoria.

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What gets labelled as behaviour but isn't

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What gets labelled as behaviour but isn't

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What gets labelled ‘behaviour’ that isn't

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Words Matter: The Importance of Language | Kelly Mahler Blog

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Did you ever stop to think about how important your words are, how important the language is that you use when describing your clients and their experiences?

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The SCERTS ® Model is a research-based educational approach and multidisciplinary framework that directly addresses the core challenges faced by children and persons with ASD and related disabilities, and their families. SCERTS ® focuses on building competence in Social Communication, Emotional Regulation and Transactional Support as the highest priorities that must be addressed in any program, and is applicable for individuals with a wide range of abilities and ages across home, school and community settings.

This website offers comprehensive information about the SCERTS ® Model and its collaborators, and resources that are available to assist professionals and parents in developing and implementing educational programs based on the SCERTS ® Model.

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A research-based educational approach and multidisciplinary framework that directly addresses the core challenges faced by children and persons with ASD and related disabilities, and their families.

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The Autism Toolbox is a free online resource developed to support the inclusion of autistic learners in Scottish Early Learning and Childcare settings, Primary and Secondary schools.

The Toolbox supports the Scottish Strategy for Autism which aims to build on improvements to autism services and increase access to these.

Coronavirus (Covid 19) - Select 'here' for information and resources to help support learners at home and 'here' for supporting a return to education during COVID 19.

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Welcome The Autism Toolbox is a free online resource developed to support the inclusion of autistic learners in Scottish Early Learning and Childcare ...

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We've been around since 1983 helping children and young people in Scotland to overcome disability and barriers to learning, and to fulfil their potential. Providing pupil assessment and support, expert advice, training and assistive technology Loans.

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In line with the NAIT Professional Learning Framework below, we are in the process of developing a national autism training resource for schools and early years establishments. The resources below can support current professional learning for staff working in schools.

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In the Professional Standards for Teachers 2021, there is specific recognition of Additional Support Needs. This document gives an overview of the places where Additional Support Needs are specifically mentioned.
Overview of Additional Support Needs in the Professional Standards
Professional Guides

GTC Scotland has published five professional guides focusing on additional support needs in partnership with specialist bodies.

The guides provide practical guidance for teachers and are part of GTC Scotland's services to enhance teacher professionalism as part of our advisory role as the professional body for Scotland's teachers.

Meeting the needs of autistic learners

Produced in partnership with the National Autism Implementation Team, National Autistic Society Scotland, Scottish Autism and Children in Scotland.
Meeting the needs of autistic learners
Meeting the needs of dyslexic learners

Produced in partnership with Dyslexia Scotland.
Meeting the needs of dyslexic learners
Meeting the needs of learners with visual impairment

Produced in partnership with the Scottish Sensory Centre.
Meeting the needs of learners with visual impairment
Teaching and supporting deaf learners

Produced in partnership with the Scottish Sensory Centre.
Teaching and supporting deaf learners
Understanding neurodiversity in the context of equality and inclusive practice

Produced in partnership with The Salvesen Mindroom Centre.
Understanding neurodiversity in the context of equality and inclusive practice
ASN Registration
Find out more about ASN Registration

# data[].attributes.attachment_link.description
In the Professional Standards for Teachers 2021, there is specific recognition of Additional Support Needs. This document gives an overview of the places where Additional Support Needs are specifically mentioned. Overview of Additional Support Needs in the Professional Standards GTC Scotland has published five professional guides focusing on additional support needs in partnership with specialist bodies.

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INCLUSION, WELLBEING & EQUITIES FRAMEWORK

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INCLUSION, WELLBEING & EQUITIES FRAMEWORK

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Inclusion, wellbeing and equalities framework

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Education Scotland is a Scottish Government executive agency responsible for supporting quality and improvement in Scottish education.

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Taking care of yourself

Immediate Support: Helplines

GTC Scotland resources for teachers from health and wellbeing experts

Dealing with uncertainty

Claire Lavelle looks at practical strategies to focus attention on what we can control when we cannot be physically present with children, young people and their families.

De-stressing stress

Paul Mills, Certified Medical Support Clinical Hypnotherapist presented the De-stressing Stress series of webinars, which can be found in the resource section of MyPL.

Feeling the burn?

Cultivating self-renewal practices during recovery - Claire offers coaching support and strategies on cultivating key self-renewal practices to sustain energy, optimism and self-efficacy during challenging times.‍

Grief and loss

Hugh Smith explores how normal feelings of grief and loss, if left unchecked, can have a negative impact on your mental health and wellbeing within the workplace and home setting.

Impact of Racial Discrimination on Health and Wellbeing

Khadija Mohammed, Yasmeen Hussain, Marcia Edwards and Sharon Smith discussed racial discrimination issues, how they impact teachers' wellbeing and learn about what we can do to combat the effects of discrimination and abuse.

Claire takes a closer look at making the transition back to our learning communities, what the new normal might look like, and how we might balance our workload and expectations.

Reenvisaging the new normal

Taking stock and staying centred in uncertain times

‍Claire offered self-coaching strategies to support educators in taking stock of where their own wellbeing needs are being met and where they might consider a more self-compassionate and resourceful approach.

Teacher resilience

Hugh Smith explores the complex area of teacher resilience, and how this should be viewed as a natural link to professional values.

Transforming the emotional load

We may have been left reeling emotionally from the speed and nature of the changes such as: losing our sense of purpose, our role, our connection with our pupils and families. In this webinar, Claire discusses some of the possible impacts of carrying this "emotional load" as we progress through lockdown.

Reducing feels of stress

Sarah Philp has created resources and techniques for you to use to support you in reducing feelings of stress, help you sleep and soothe your soul.

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GTC Scotland has created and curated a variety of resources and advice to support teacher and lecturer health and wellbeing.

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Co-regulation leads to self-regulation. This great article includes the definition of coregulation, strategies, and links to other resources.

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A few years ago, I was the only diagnosed autistic staff member in a special school. The rest of the staff weren't autistic, but many jokingly claimed to be.

"Oh, that must be my autism," some would say as they parked their car in the same space each morning. (Meanwhile, I just parked wherever was easiest.)

"Yep, that's my autism right there," others would say as they tidied up the staff room in a very specific manner. (Meanwhile, the messiness of my desk was repeatedly criticised throughout my teaching career.)

Don't get me wrong, I was close friends with a lot of these colleagues. But were it not for the anxiety I suffered at the time, I probably would have challenged those remarks.

Autistic habits are surprisingly easy to pick up in a special school, since you're constantly adapting your behaviour to suit your students' needs. But next time you want to show off your 'autistic traits' because you didn't realise your friend was being sarcastic, first go through the years of social isolation, the lifetime of not fitting in, the confusion of people's comfort zones, the feeling of being the 'wrong' kind of person for not being like everyone else, and the years of having anxiety forced upon you by others. Then you can talk to me about 'your autism'.

Excuse me. I needed that rant.

Having been in the online autism community for quite a while now (at time of writing, Autistic Not Weird's own Facebook community has over 66,000 followers [all links open in new windows]), I've noticed that one of the biggest frustrations among autistic people is the following question:

Well, the answer depends on whether you're asking a neurologist, or someone with real-life experience of autism. (I'm a big fan of balanced opinions, so it may be best to ask an autistic neurologist. I imagine there's plenty of them.)

The neurological theory is that, because autism is a spectrum, it can be argued that everybody is somewhere on it, even if 99% of them don't fall within the diagnostic criteria.

The autistic perspective is... well, a resounding NO. If you can't match an autistic person's life experience, don't claim their identity.

Because even if the phrase "everyone's on the autism spectrum" were technically true, it's very, very misleading.

The fact is, people may hear 'everyone's on the spectrum somewhere', and interpret it as 'everyone's a little autistic'. Those are two entirely different things. Everyone can technically be on the autism spectrum (in the same way that almost-but-not-quite-pitch-black is technically on the visible light spectrum). But not everyone can be autistic, because the word 'autistic' implies that they could literally be diagnosed with autism.

Let's assume that everyone truly is, neurologically speaking, on the autism spectrum. Even if this is true, the sentence "we're all a little autistic" remains both damaging and misleading. (Just like the millions of people who say "oh, I'm super OCD about some things!" whilst displaying no genuine traits of real-life Obsessive Compulsive Disorder beyond hating that smudge on their bedroom window.)

When you tell an autistic person that "we're all a little autistic", I can almost guarantee that their first reaction will be to feel like you're trivialising their difficulties (and I'm sorry to say it, but they're basically right. Taking struggles specific to one group of people, then claiming they apply to humans in general, is literally what trivialising means.)

While I'm at it, here are a few other sentences that are socially unacceptable. (Admittedly, I've borrowed some from a previous article of mine: "You have autism? Oh, I'm so sorry.")

"You have learning difficulties? Oh, we all find learning difficult once in a while."

"You have a nut allergy? Yeah, I don't like nuts either."

"You're dyslexic? Well most of us can't even spell that word so we know how you feel."

"You have Alzheimer's? Don't worry, we all forget things as we get older."

"You suffer from depression? Well we all feel down from time to time."

Oh, wait. People actually do say that last one.

When I last raised the "we're all a little autistic" subject in Autistic Not Weird's Facebook community, several followers told me about psychiatrists using the sentence as grounds to deny someone a diagnosis (or at least make one more difficult).

My response would be "yeah, but aren't we all psychiatrists in some way? I mean, we all have brains, we've all learned about them in school, and we're all fascinated in how they work. I'm sure that makes my experience at least partly as valid as yours."

Not everyone says "we're all on the spectrum" to belittle or trivialise. Some say it with the best intentions, almost as a way of saying "don't worry, you're not alone".

But there are better ways of telling someone they're not alone, rather than falsely claiming to know what they're going through. Or implying that everyone who ignores them, alienates them, or openly taunts them is 'autistic' too. Or making them think there's no way the general population can ever come to understand them... because if they're all autistic and still don't understand, they never will.

If you want an autistic person to feel less alone, don't use a misleading statement that means "we're all just like you", when all our life experience tells us it's simply not true. Instead, ask them for their perspective, and listen attentively to it. Listeners kill loneliness.

Here we go...

If everyone were 'a little autistic', autism-friendly cinema screenings would not be a new thing.

If everyone were 'a little autistic', shopping centres wouldn't be so terrifying.

If everyone were 'a little autistic', the unwritten social rules would be clearer. Maybe they'd even be written down.

If everyone were 'a little autistic', schools would already know how to cater for an autistic child's needs, without requiring specific autism training that their budget can't afford.

If everyone were 'a little autistic', rates of anxiety and mental health issues would go through the roof.

If everyone were 'a little autistic', society would be driven more by 'right and wrong' than 'appropriate and inappropriate'.

If everyone were 'a little autistic', automatic hand-dryers would be banned in public places.

If everyone were 'a little autistic', fashion designers would be more concerned about how soft and comfortable their clothes are than whether or not they look fashionable. (Oh, and labels would never be allowed to stab people in the neck.)

If everyone were 'a little autistic', people like me would pass job interviews.

If everyone were 'a little autistic', people would actually say what they mean, rather than drop subtle hints then blame us for not correctly interpreting the inside of their heads.

If everyone were 'a little autistic', my career as an autism trainer wouldn't need to exist.

If everyone were 'a little autistic', diagnosed schoolkids wouldn't be bullied for it.

If everyone were 'a little autistic', several of my students would never have attempted suicide due to the isolation they felt from the rest of society.

And finally, if everyone were 'a little autistic', people would understand our social differences rather than try to "solve" them.

Well, that's all from me for this article. Next time you hear someone using the sentence "we're all a little autistic", feel free to steal any of the above sentences. Use all of them at once if you want, although this may freak out your conversation partner.

Thanks for reading, and feel free to join us on Facebook or take a look at the new series of 3-Minute Autism Advice videos I'm sharing on YouTube. And if anyone wants to help me continue to write for Autistic Not Weird as a job, take a look at the rewards available on Patreon!

Take care,

Chris Bonnello / Captain Quirk

-
Are you tired of characters with special needs being tokenised and based on stereotypes, or being the victims rather than the heroes? This novel series may interest you!
Underdogs, a near-future dystopia series where the heroes are teenagers with special needs, is a character-driven war story which pitches twelve people against an army of millions, balancing intense action with a deeply developed neurodiverse cast.

Book one can be found here:

Amazon UK | Amazon US | Amazon CA | Amazon AU
Audible (audiobook version)
Book Depository
Review page on Goodreads

Chris Bonnello is a national and international autism speaker, available to lead talks and training sessions from the perspective of an autistic former teacher. For further information please click here (opens in new window).

Autistic Not Weird on Facebook

Autistic Not Weird on YouTube

Twitter | Instagram

Copyright © Chris Bonnello 2015-2021

Cover photo by CHUTTERSNAP on Unsplash

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We need to stop saying "we're all a little autistic"

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A few years ago, I was the only diagnosed autistic staff member in a special school. The rest of the staff weren't autistic, but many jokingly claimed to be. "Oh, that must be my autism," some would say as they parked their car in the same space each morning.

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Autistic Special Interest: Secret Strength? (Special Interests in ASD)

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Are Autistic Special Interests Really Our Secret Strength? Special interests are one of the most defining traits of autism spectrum disorder (ASD): an intense focus on a specific subject. But ASD special interests are also

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How much processing time do you need? - The Autism Page

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Processing time is the time it takes to hear, understand and respond to something. Many can require longer time to process information.

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Continuum of Engagement and Types of Support

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Milestones to support learners with complex additional support needs

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Education Scotland is a Scottish Government executive agency responsible for supporting quality and improvement in Scottish education.

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Differentiation and planning for multiple levels within a class

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OLCreate: Introduction to Inclusive Education An Introduction to Inclusive Education: Milestones to support learners with complex additional support needs | OLCreate

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Education Scotland has produced a set of milestones for literacy and English and numeracy and mathematics with accompanying guidance to specifically support learners with complex additional support needs. In addition, foundation milestones have been produced which outline key skills and competencies that underpin all curricular areas. The milestones aim to support practitioners to identify the progression of learning.

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OLCreate: Introduction to Inclusive Education An Introduction to Inclusive Education: Milestones to support learners with complex additional support needs | OLCreate

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Education Scotland has produced a set of milestones for literacy and English and numeracy and mathematics with accompanying guidance to specifically support learners with complex additional support needs. In addition, foundation milestones have been produced which outline key skills and competencies that underpin all curricular areas. The milestones aim to support practitioners to identify the progression of learning.

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Supporting children with complex needs | Glasgow Early Years

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Use the link below to open a Wakelet with a collection of resources which can help when supporting children with complex needs.

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PDF) Identifying children’s interests and planning learning experiences: Challenging some taken-for-granted views (researchgate.net)

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PDF) Identifying children’s interests and planning learning experiences: Challenging some taken-for-granted views (researchgate.net)

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Amy Laurent: Compliance is Not the Goal: Letting Go of Control and Rethinking Support for Autistic Individuals | TED Talk

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Instead of trying to control the behaviors of individuals with autism to make them indistinguishable from the general public, Amy Laurent, PhD, OTR/L suggests a positive shift in focus that supports the development of their emotional skills. She is joined virtually by her colleagues Michael John Carley, Patti Menzel, Neal Katz, Stephen Shore, Dena Gassner, Patrick Quinn, and Jacquelyn Fede.

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What does it mean when a person is neurodivergent?

The term "neurodivergent" describes people whose brain differences affect how their brain works. That means they have different strengths and challenges from people whose brains don't have those differences. The possible differences include medical disorders, learning disabilities and other conditions. The possible strengths include better memory, being able to mentally picture three-dimensional (3D) objects easily, the ability to solve complex mathematical calculations in their head, and many more.

Neurodivergent isn't a medical term. Instead, it's a way to describe people using words other than "normal" and "abnormal." That's important because there's no single definition of "normal" for how the human brain works.

The word for people who aren't neurodivergent is "neurotypical." That means their strengths and challenges aren't affected by any kind of difference that changes how their brains work.

Why does this term exist?

The term "neurodivergent" came from the related term "neurodiversity." Judy Singer, an Australian sociologist, coined the word "neurodiversity" in 1998 to recognize that everyone's brain develops in a unique way.

Like a person's fingerprints, no two brains - not even those of identical twins - are exactly the same. Because of that, there's no definition of "normal" capabilities for the human brain.

For most areas of modern medicine, defining what's normal is critical. In many circumstances, healthcare providers determine a person's health based on the yes-or-no question, "Is this normal?" Depending on the answer, a person is either sick or well based on symptoms they do or don't have or things they can or can't do.

An example of this in everyday life would be comparing the following two people with a special talent for drawing.

Person #1: A 12-year-old child with autism spectrum disorder (ASD) who struggles in social situations. The child's main ASD-related issues are social problems, unusually high interest in drawing and being strictly dependent on a daily routine. The child is naturally better at drawing without taking classes or accumulating experience.

Person #2: A 40-year-old neurotypical adult. The adult learned to draw at the age of 17, and their talent took hard work and time to develop. They're very social and make friends easily.

No one would consider the adult abnormal or defective because they can't paint as well as the child. Likewise, autism spectrum disorder is a condition that can take many different forms, many of which happen in people who don't have ASD.

Describing the child as neurodivergent acknowledges that they're "differently abled." Neurodiversity means it's natural for both the adult and the child to develop differently and have their own abilities and struggles.

Is being neurodivergent a disability?

Some neurodivergent people struggle because of systems or processes that don't give them a chance to show off their strengths or that create new or more intense challenges for them.

Example #1: Many people who are neurodivergent struggle in social situations, which can make it hard to find work because they struggle during job interviews. However, they can still get the job if the hiring process emphasizes their abilities, such as screening potential hires with a skills test. Once on the job, their attention to detail means they're an outstanding accountant or record-keeper because they can easily process data that others might find more tedious.

Example #2: Some who are neurodivergent struggle in noisy environments or situations. That means a busy office can feel overwhelming to them. However, a pair of noise-canceling headphones might give them the quiet they need to make them the most productive person on their team because one of their strengths is the ability to focus on their work intensely.

In both examples, accommodations helped the person overcome their particular struggle. For someone with a disability, an accommodation is a way to accept that they're different or have challenges, and then give them a tool or a way to succeed. For the people who are neurodivergent in the examples above, the accommodations were the hiring process and the headphones.

Accommodations for people with disabilities isn't a new idea. Some examples include:

Physical disabilities: Ramps and entrances with automatic doors for those in wheelchairs.

Sensory disabilities: Crosswalks with a loud tone for those who have vision problems to let them know it's safe to cross the street.

Why use the term neurodivergent to describe people?

Some people oppose the idea of neurodiversity as being about differences instead of deficits. Many who take that stance say they're against it because some who are neurodivergent have true medical conditions that need treatment.

However, research shows that knowing about the idea of neurodiversity doesn't mean people who are neurodivergent ignore or deny that they have struggles. Instead, the research shows people who know about the idea of being neurodivergent use that knowledge to adapt and help them succeed.

Experts' research also shows words and language related to neurodiversity make a difference in how people live. People who are neurodivergent and learn that it means they're different - not sick or defective - are more likely to be happier and aim higher in their careers.

An example of this is someone who has dyslexia. People with that condition struggle to read because their brain doesn't process written language like the brain of someone without dyslexia. However, people with dyslexia usually have brains that are better at processing or mentally picturing 3D objects. That makes them much faster at identifying optical illusions, and they have a natural talent for jobs like graphic design and arts, engineering and more.

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Neurodivergent: What It Is, Symptoms & Types

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Neurodivergent means having a brain that forms or works differently. This nonmedical term also means people who are neurodivergent have different strengths and challenges.

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Neurotypical is a descriptor that refers to someone with brain functions, behaviors, and processing considered standard or typical. Neurotypical people may have no idea that they fall into this category if the subject has never come up in discussion before.

You might be confused as to why the word neurotypical even needs to exist. Considering that it means that your brain performs in the way society expects it to, this might seem like something that doesn't need a name at all.

You'll have a clearer understanding of why the word neurotypical is important once you understand the concept of neurodivergence.

First, What Does it Mean to be Neurodivergent?

We've mentioned that neurotypical means a person's brain functions in ways that are considered standard, so that should make it easier to understand neurodivergence.

Neurodivergence is the term for people whose brains function differently in one or more ways than is considered standard or typical. There are many diverse ways that neurodivergence manifests, ranging from very subtle ways that most people would never notice to more obvious ways that lead to a person thinking, feeling, and behaving differently than is standard in our society.

Approximately 15 to 20% of the population are considered neurodivergent. Given that the neurodivergent brain processes information differently than the typical brain, they may be diagnosed with one or more neurodevelopmental disorders such as autism, ADHD, OCD, Tourette's, or a learning disability such as dyspraxia, dyslexia, or dyscalculia.

Neurodiversity

The concept of neurodiversity is the idea that it's normal, acceptable, and even desirable for people to have brains that function differently from one another. Rather than thinking there is something wrong or problematic when some people don't operate similarly to others, neurodiversity embraces the differences in both brain function and behavioral traits as a natural element of how diverse the human population is. Divergent doesn't mean deficit.

Whereas people who are neurodivergent were once considered abnormal or ill, much progress has been made to rework and change that thinking. Now, it's becoming understood that there are many different ways for brains to work, and neurodivergent people can lead full, happy lives when they aren't forced to fit inside a specific box.

The History of the Word Neurotypical

The idea of being neurotypical is believed to have arisen out of discussions within the autistic community after Judy Singer introduced the concept of neurodiversity. Initially, the word neurotypical only referred to people who were not autistic. As the idea of neurodiversity began to be embraced by more people outside of the autistic population, the word broadened in definition to refer to anyone who is not neurodivergent.

How Do You Know If You're Neurotypical?

You're likely neurotypical if:

You've never needed cognitive or behavioral testing to find out if you are neurodivergent

You've met all standard developmental and behavioral milestones

You interact with others adequately

You have no sensory issues

You can adapt to change

You were not speech-delayed as a child

You can learn new skills easily

You respect authorities and can follow rules

The Impacts of Being Neurotypical

Being neurotypical is an identity that comes with a lot of privileges that we take for granted. These privileges are ones that those of us who fall under the neurotypical umbrella may rarely, if ever, think about. In a world that is set up for certain types of people to succeed, those people don't have much need to give thought to the ways that society is set up to help them succeed. Here are some of the advantages of being neurotypical.

In general, neurotypical people are able to navigate a standard educational system. They learn skills like speaking, reading, and writing at the prescribed times during childhood. They are able to keep up with their classmates and graduate alongside them. Neurotypical people still have strengths and weaknesses, like anyone.

For example, a person might be good at math but have difficulty with spelling. They may excel at English but have a hard time learning a second language. Simple educational challenges are common and don't mean someone is neurodivergent, especially if they meet developmental and cognitive milestones at the expected ages.

Socializing and Dating

Neurotypical people are usually able to socialize and form partnerships with others with minimal guidance. That means interacting with others comes more naturally to them. Social interactions like making eye contact or understanding someone else's perspective don't need extra training as it does with someone who is neurodivergent.

Additionally, they are typically able to socialize in settings that neurodivergent people might find overwhelming in terms of stimulation, such as a loud bar or a music concert.

Employment

There are lots of social mores and folkways that a member of society must follow, and this holds especially true for jobs. How to speak to a boss, how to address coworkers, and how to perform one's own job duties are just a few of these examples.

Because neurotypical people navigate these issues without much challenge, they are usually able to fit in at places of employment without much education or effort. Although they likely don't even think about it much, fitting into a work culture requires specific brain functioning and processing.

How to Be An Ally to Neurodivergent People

If you've recently realized that you are neurotypical, you might be wondering how you can be an ally to people who aren't.

The first step to allyship with neurodivergent people is to first be aware that you're a neurotypical person, and thus, have privileges in our world that neurodivergent people don't have.

Here are a few other things you can do.

Let Neurodivergent People Speak For Themselves

If you have a neurodivergent person in your life, you may want to advocate for them. In theory, that's great! In practice, though, you need to be very careful. Allow neurodivergent people to speak for themselves.

Use Inclusive Language

It's important to avoid ableist language, especially when that language frames neurodivergence in a negative light. For example, don't call someone "lame" or "crazy" when you mean that their idea is "silly" or "outlandish."

Also, avoid using neurodivergent diagnoses in jest. An example of this is to say, "I'm so OCD," when you talk about organizing your belongings. Instead, say what you really mean: "I'm highly organized, and I get very into organizing."

Don't Request Emotional Labor

If you meet someone who is neurodivergent, you may be genuinely curious about their life experience. However, it can be incredibly invasive and taxing for someone to educate you. This is called emotional labor, and it is exhausting and emotionally draining for the people who are asked to perform it.

Instead, look up their diagnosis or diagnoses yourself, and make yourself available for discussion or conversation without any expectation that they will share with you about their condition(s).

It's also encouraged that you read articles written by neurodivergent people with the same diagnoses or watch their videos. This will help give you a better idea of what their lived experience is like.

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Being neurotypical means that your brain functions in the ways that society expects it to. Learn about the privileges this results in.