Celebrating Neurodiversity Month at The Harbour School

 

Let me be the first to welcome you to our celebration of Neurodiversity Month at The Harbour School, running from March 17th through April 11th.

 
Some of you may be asking, “What exactly does Neurodiversity mean? Does it have something to do with that school inclusion thing?” My answer to the latter is a resounding, YES! 

At The Harbour School, we embrace neurodiversity as a way to promote inclusion not only in schools, but also in the workplace and the wider community. By recognizing that individuals think differently in terms of how they absorb, process, and respond to sensory information, we create a culture that values diverse perspectives and strengths.

When considering neurodiversity, one should recognize that being neurodiverse is something completely natural and normal and that there is no “one size fits all” way of being that is better than another. Neurodivergent individuals might do things differently than what we might perceive as typical for their age and stage, but when we embrace neurodiversity, we accept, include, celebrate and support ALL individuals. The alternative would be an experience coloured by societal realities of prejudice, stereotypes, and stigma. Addressing these issues is crucial for creating a more inclusive society.

We, as a society, need to move from the deficit-based perspective associated with the medical disease model and instead focus on how ALL can contribute to foster a uniqueness and individuality that enriches the experience for everyone. By valuing these differences, we can capitalize on the diverse talents of ALL, leading to a more dynamic and effective environment where we can learn, grow and contribute.

Now as to next steps, what can you do to embrace neurodiversity in your everyday family life? I would suggest the following as a starting point to begin the process of engagement through potential playdates or hangout sessions:

Communicate with the child’s parent or guardian

• Ask about the child’s needs, preferences, and any potential triggers.
• Ask about activities that they enjoy and any accommodations that might help such as consideration of sensory needs. For example, you could front load an agenda of anticipated events with the invitation such as party size, anticipated noise level, lighting of the venue.

Prepare your child

• Have open and honest conversations about neurodiversity and acceptance with your children. For example, you could say, “Some people’s brains work differently from others. This might mean that they learn things differently, communicate differently and may even make friends differently too.” 
• Encourage kindness, patience and flexibility.

 

Create a calm and predictable environment 

• Consider a structured schedule with planned transitional time between activities.

Consideration of activities

• Selection of activities that align with the neurodivergent child’s interests.
• Avoidance of games that depend on unclear social rules or fast-paced competition.

 

Modeling of inclusive behavior

• Encourage turn-taking, sharing and respecting personal space.
• Gently guide interactions without rigidity in your directions.
• Allowance for breaks; remember that sometimes we all need time to take a break and reset.

Be cognizant of the language you use.

• Avoid sarcasm or vague instructions
• Offer choices and clear expectations. For example, for younger children you might say “Would you like to play with blocks or read a book?” With older teenagers, you might say “Would you like to see a movie on Netflix or get something to eat?”

We warmly invite you to join us at The Harbour School in celebrating Neurodiversity Month. Together, let’s build a culture of understanding, inclusion, and appreciation for the unique ways we all think and learn.