Why Is Neurodiversity Important?

Source: www.pexels.com

By Sam Piha

 

According to Google AI, “Neurodiversity is important because it recognizes that human brains differ in their structure and function, and these differences are natural and valuable. Embracing neurodiversity promotes inclusivity, fosters innovation, and highlights the unique strengths and perspectives of individuals with diverse neurological profiles. 

Here's a more detailed look at why neurodiversity matters:

1. Fostering Inclusivity and Acceptance: Neurodiversity acknowledges that there is no single "normal" way for brains to function.  It challenges the stigma and negative stereotypes associated with conditions like autism, ADHD, and dyslexia. By recognizing and valuing different ways of thinking and learning, neurodiversity promotes a more inclusive society where everyone feels understood and accepted. 
2. Driving Innovation and Creativity: Neurodiverse individuals often possess unique problem-solving skills, innovative thinking patterns, and a keen eye for detail. These strengths can lead to fresh insights, new solutions, and a greater ability to see connections that others may miss. Companies that embrace neurodiversity are more likely to be innovation leaders and attract and retain top talent. 
3. Enhancing Workplace Performance: Neurodiverse individuals can bring valuable skills like hyperfocus, analytical thinking, and strong recall of information. These strengths can be particularly valuable in fields like IT, data analysis, and creative industries. Research suggests that teams with neurodiverse members can be more productive and effective. 
4. Addressing Skills Gaps and Workforce Needs: In a world facing skills shortages in areas like technology and data analysis, neurodiversity can help tap into a vast and underutilized talent pool. By creating inclusive hiring practices and supportive work environments, organizations can benefit from the diverse skills and perspectives of neurodiverse individuals. 
5. Promoting Wellbeing and Self-Acceptance: Embracing neurodiversity allows individuals to understand and appreciate their own unique strengths and challenges. It can lead to increased self-esteem, career aspirations, and a greater sense of belonging.  

In conclusion, neurodiversity is not just about understanding differences; it's about celebrating them and harnessing their potential to create a more inclusive, innovative, and thriving society.” [i]

Source: www.pexels.com

Neurodivergence is often viewed as a weakness, but neurodiversity offers an alternative perspective: Differences in brain functioning can be a strength. “'Neurodivergence is not a diagnosis, but more of a care philosophy. It's a more inclusive way to describe people whose brain functions differently,' says Colby P. Wiley, PhD, a neuropsychologist at Northwestern Medicine. 'This perspective emphasizes the positive aspects, aiming to highlight the strengths associated with the diagnosis rather than focusing on remediating the deficits.

 

Some strengths of neurodivergence include:

• Innovation and creativity

• Accuracy

• Unique problem-solving

• High levels of concentration

• Reliability” [ii]

 

Google AI elaborates:

• “Neurodiversity as an identity: The neurodiversity movement sees neurological differences as a natural part of human diversity, similar to other identities like race or ethnicity. 
• Focus on strengths: Neurodiversity highlights the strengths and unique talents of neurodivergent individuals, rather than focusing solely on challenges. 
• Beyond medical labels: Neurodiversity is not a medical diagnosis, but a social and philosophical perspective that challenges the idea of neurological differences as illnesses to be cured. 
• Legal and practical considerations: While some neurodivergent individuals may experience challenges that meet the criteria for disability under laws like the Americans with Disabilities Act, not all neurodivergent individuals are considered disabled. 
• Inclusion and acceptance: Neurodiversity promotes inclusion and acceptance of all individuals, regardless of their neurological profile. 
• Social justice movement: The neurodiversity movement is also a social justice movement that aims to create a more equitable and inclusive society for all.” [iii]  

For a full briefing paper on neurodiversity, click here.

BREAKING NEWS from the Afterschool Alliance

 

The federal government is saying it will release funds for local afterschool and summer programs--FY25 21st Century Community Learning Centers funds--to states next week. This victory for children and families is a direct result of your work. Every one of your efforts to communicate with lawmakers, mobilize parents and allies, and so much more mattered!!! 

 

Take a moment to celebrate!

END NOTES:

[i] Google AI, Why is Neurodiversity Important?

[ii] Northwestern Medicine, Understanding Neurodiversity: Exploring Differences in Brain Function

[iii] Google AI, Why is Neurodiversity not a Disability?

An Overview of Neurodiversity

Source: www.pexels.com

By Sam Piha

As afterschool workers, we are responsible for creating a safe learning environment for all children, regardless of learning style. In recent years, there has been a significant shift towards inclusive education practices that support and accommodate neurodivergent students. In fact, many of the quality standards for afterschool programs are aligned with supporting youth who are neurodiverse. 

Schools and afterschool programs are recognizing the importance of creating environments that caters to the diverse needs of students, allowing them to thrive academically, socially, and emotionally. Understanding neurodiversity is crucial for youth workers to advocate for children’s rights and ensure they receive the support they need to succeed in their education.

In this and subsequent blogs, we will explain neurodiversity and highlight some ways to support neurodivergent youth to thrive in afterschool programs. 

WHAT IS NEURODIVERSITY?

Neurodiversity refers to the natural variation in human brains and the diverse ways in which individuals perceive, think, and learn. It recognizes that neurological differences, such as autism, ADHD, dyslexia, and others, should be embraced and valued as part of the human experience.

Neurodiversity is a concept that challenges the traditional view of neurological differences as disorders or deficits. It emphasizes the variation in neurological development and the idea that these differences should be celebrated and respected. Just as biodiversity is essential for the health of an ecosystem, neurodiversity is crucial for the well-being and progress of society. 

It is important to remember that neurodiversity is not an excuse to ignore or downplay the challenges that neurodivergent individuals may face. Instead, it seeks to promote acceptance and understanding of diverse neurological profiles while addressing the barriers that hinder their full participation in society. By embracing neurodiversity, we can foster a more inclusive and equitable world for all.

Neurodiversity is an essential aspect of our society and understanding its principles and implications in education is crucial.” [i]

“Neurodiversity is not a disability; it is a celebration of the unique capabilities and strengths that neurodivergent individuals bring to the table. By shifting our perspective, challenging stereotypes, and fostering inclusivity, we can create a world where everyone is accepted and valued for who they are, regardless of their neurological differences. Let us embrace neurodiversity and unlock the limitless potential that lies within each unique mind.” [ii]

AN INCREASE IN THE NUMBER OF NEURODIVERSE STUDENTS NEEDING ACCOMMODATION

According to Michelle Garnett and Tony Attwood, “In the last 30 years we have seen a marked increase in our understanding of the brain and how a different neurology can lead to different ways of learning, communicating, sensing and relating. As a result, ways of being neurodivergent that were historically missed in schools are now being detected more often. These include autism with fluent speech, ADHD, dyslexia, dyscalculia, dyspraxia, certain mental health disorders, attachment disorders, epilepsy, narcolepsy and Tourette’s syndrome. 

These neurotypes are usually invisible, although they may be clear in certain settings. For example, the Talis Report (OECD, 2019) indicated that 30% of teachers worked in classes where over 10% of students had additional support needs. In the past a teacher may have had 0-2 identified students. As we discuss below, these statistics only cover students who have been formally identified to be neurodivergent.” [iii]

Source: Genius Within

According to Google AI, “the growing number of neurodivergent students in schools is due to several factors:

• Increased Awareness: Increased awareness about neurodivergent conditions like autism and ADHD has led to more individuals recognizing and seeking diagnoses. 
• Improved Diagnostic Tools: Advancements in diagnostic tools and assessments have made it easier to identify and diagnose neurodivergent conditions. 
• Greater Access to Support: More schools and universities are implementing universal design for learning (UDL) principles, creating inclusive learning environments, and providing specialized support services for neurodivergent students. 
• Impact on Education: This shift in the number of neurodivergent students has significant implications for educators, schools, and higher education institutions, requiring them to adapt their teaching methods, curriculum, and support systems to better meet the needs of this diverse student population. 
• Beyond Identification: While identification is a crucial first step, it's essential to remember that neurodivergent students are not a monolithic group. Each individual's needs and strengths are unique, and educators need to move beyond simply identifying neurodivergence and towards understanding the specific needs of each student.” [iv]

For a full briefing paper on neurodiversity, click here.

END NOTES:
[i] Lumiere Children’s Therapy, Understanding Neurodiversity in Children’s Education: A Comprehensive Guide
[ii] Scott Coleman-Allan, Why neurodiversity is not a disability
[iii] Michelle Garnett and Tony Attwood, Moving Toward Inclusive Classrooms
[iv] Google AI, Why Do We See an Increase in the Number of Neurodivergent Students?

Kids Helping Others

Source: VIP Pet Services

By Sam Piha

When my son was six, he suddenly decided that he did not want to visit the city of San Francisco anymore. After a discussion, he explained that seeing the under-fed pets of the homeless made him feel sad. I asked, “What can we do to help them?” He suggested that we could fill ziplock bags with pet food and pass out to the homeless with pets, and we did! He later volunteered with a local animal shelter to help with their “adopt a pet” events. It was through these experiences that he learned the value of helping others. Today, as an adult DJ, he regularly sponsors canned food drives to benefit his local food bank. 

This blog focuses on the value of kids helping others.

HOW KIDS LEARN TO HELP OTHERS 

According to Google AI, a more detailed explanation of how young people learn to help others includes:

• “Modeling and Role-Playing: Children learn by watching the adults around them, so parents and caregivers should model caring behaviors, such as helping others, being kind, and showing empathy. 
• Empathy and Perspective-Taking: Teaching children to understand and share the feelings of others is crucial. This can be done through reading books with relatable characters, discussing situations where people may be feeling sad or frustrated, and encouraging them to imagine how others might fee.
• Encouraging Small Acts of Kindness: Start with simple acts of kindness, like sharing toys, helping with chores, or offering a compliment. As they become more comfortable, they can gradually take on more challenging tasks.
• Providing Opportunities to Give: Organize family volunteer activities, donate items to charity, or participate in community events where children can help others. 
• Discussing the Importance of Helping Others: Talk about the positive impact of helping others and how it makes people feel. Discuss the importance of kindness and compassion and encourage children to think about ways they can make a difference in their community. 
• Celebrating Acts of Kindness: Acknowledge and praise children's efforts to help others. This reinforces positive behaviors and encourages them to continue helping. 
• Encouraging Sharing and Cooperation: Teach children the value of sharing and cooperation. This can be done through games, activities, and everyday situations where they need to work together to achieve a common goal. 
• Focusing on the Joy of Giving: Help children understand that helping others can be a rewarding experience. Encourage them to focus on the positive feelings they get from helping others, rather than the potential for praise or reward. 
• Making Giving a Part of Everyday Life: Integrate acts of kindness and helping others into daily routines. This can be as simple as helping a neighbor carry grocery or offering to help a friend with their homework.” [i]

Source: www.pexels.com

BENEFITS ACCRUE WHEN YOUNG PEOPLE ACTIVELY LEND A HELPING HAND

There are many benefits that come when young people actively help others. They include: 

• “Generating Optimism: When children see that they can make a difference in the world around them, they renew their sense of hope and learn to face challenges with persistence and optimism.
• Building Empathy: Engaging in volunteer opportunities can make a powerful and lasting impression on children by helping them to understand and show concern for others’ feelings, circumstances and needs
• Discovering a Sense of Community: Local volunteer opportunities offer kids a unique chance to build a stronger connection to their neighbors and communities, instilling a sense of pride and belonging.
• Accepting Civic Responsibility: As children also build a stronger connection to community, they can also begin to understand their role within it, developing social awareness and taking on civic responsibility. 
• Expressing Gratitude: When children give to those who are in need, they learn the importance of being grateful for what they have and for their ability to help others.
• Gaining a Sense of Purpose: When kids are given the opportunity to choose how they’d like to contribute to a cause, like helping to clean up a park or collecting items for donation, they benefit from having some agency over their experience and find a strong sense of purpose in the work they do.
• Taking on New Experiences: Volunteering can help children build character by introducing them to unfamiliar experiences that challenge them to build new skills.
• Boosting Self-Esteem: Whether they contribute to a cause virtually or in person, as young volunteers help provide solutions to problems, they learn that they have the power to effect change, boosting their confidence and building their self-esteem.
• Learning to Collaborate: Many volunteer experiences offer the chance to engage in teamwork, learn from others’ varied perspectives and build friendships.” [ii]

For a full briefing paper on kids helping others, click here.

 

Demand 21st Century Community Learning Center Funds 

Be Released by the White House/OMB

GO TO: https://win.newmode.net/afterschoolalliance/releasethefunds

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END NOTES:
[i] Google AI, How Do Young People Learn to Help Others?
[ii] National Inventor’s Hall of Fame, 10 Lessons Children Can Learn by Volunteering

How to Help Kids Cope with ICE Deportation Raids During The Summer

Source: EdSource, Ian Kapsalis/ The Express

Summer can be a difficult time for kids as schools close down. But, have we thought that how this is especially true for those with undocumented family members?  This blog contains excerpts from How to help kids cope with ongoing ICE raids, deportations | Quick Guide written by Vani Sanganeria for EdSource. To view this original publication, click here.

“Fears remain unabated for both children of immigrants and their friends, as federal immigration agents in California continue to detain, arrest and deport residents, in what community members say has become an indefinite fixture of the Trump administration.” 

Vani Sanganeria explains:



• With school out for the summer, some students may no longer have access to crucial support and services available during the academic school year, as fear and anxiety rise in their communities from ongoing immigration raids.
• The absence of school-based services often leads to worsening mental health for students during the summer.
• During the summer, unstructured routine, social isolation and increased social media use can exacerbate feelings of sadness and fear. Also, children are much more likely to internalize traumatic events like raids on social media or outside of school, often in isolation and lacking the safe environment of a classroom to talk through their feelings about the day’s news.  
• Data indicate a spike in both substance use and feelings of sadness among adolescents during the summer, which worsens in part due to unstructured routine, increased isolation and increased social media use.

“Children are already seeing masked individuals with weapons coming into the communities, tackling people and taking them away and putting them into vehicles. We have to acknowledge that some very scary things are happening in all of our communities — by lying about the magnitude of this, we may be risking our trust with our children in the future.” – Ahmanise Sanati, school social worker in Los Angeles 

Source: www.pexels.com

RECOMMENDATIONS FOR PARENTS
According to Marta Melendez, a social worker with LAUSD, families can prepare for scenarios like an ICE raid, detention or deportation by preemptively building their and their child’s mental health tool kit, similar to an emergency plan. 

“Families can take steps to support their child’s mental health and prepare for what experts are calling a child welfare and human rights crisis.”

• Research shows that even basic mindfulness interventions can mitigate the short- and long-term negative effects of stress and trauma, and these techniques, when taught bilingually, are especially effective for populations such as the Latino community. 
• Prioritize something that is a positive outlet for the child, whether they like to play sports, to write about their feelings, draw about their feelings, sing about their feelings, if they want to dance about their feelings — make sure that they have a way of processing all the emotions that they are experiencing.
• Talk through your child’s feelings.

“One way to validate a child who is afraid is by letting them know that their family will be ready for a worst-case scenario.” - Marta Melendez, a social worker with LAUSD.

• To create a sense of normalcy for children, Melendez said families should do their best to maintain healthy routines and hobbies during the summer, especially those that promote social connection with their peers.
• Prepare for emergencies. 
• Create a childcare plan.
• Find remote mental health support for your child. 
• Practice healthy coping skills as a family.

Previous LIAS Blogs on this topic can be viewed here. 

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EdSource is California’s largest journalism organization focused on education. Access to a quality education is an important right of all children. EdSource believes that an informed, involved public is necessary to strengthen California’s education institutions, improve student success and build a better workforce.

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