Neurodiversity-Affirming Approaches

What is Neurodiversity? How Does it Change Therapy?

Neurodiversity (neuro – brain; diverse – varied) is the idea that brains work in different ways.

Neurodiverse refers to a group that includes both neurodivergent and neurotypical individuals. An individual is either neurodivergent (their brain functions differently from the majority of the population, as a result of autism, ADHD, dyslexia, etc.) or neurotypical (their brain functions in a way that aligns with the most common and age-old preconceptions of norms).

So, saying “a neurodiverse child” wouldn’t be an accurate description of an autistic child, for example — what you’d mean is a neurodivergent child.

Traditional therapy often focuses on making neurodivergent individuals act more like their neurotypical peers (e.g., forcing eye contact, forcing kids to speak instead of using AAC, or ignoring their scripting). For years, this has focused on adult-led, compliance-based approaches, like flashcards, structured drills, and prompting kids to repeat words regardless of context; but research and real-world experience are showing us something powerful: forcing compliance doesn’t build real communication or confidence.

Why Must We Change Therapy?

A neurodiversity-affirming approach recognizes that different ways of thinking and communicating are valid. Instead of using a “one-size-fits-all” model, these methods support individuals’ natural strengths and help them communicate in their unique ways.

Traditional (read: outdated) therapy often assumes neurotypical development is the ideal, or the end goal, and focuses on correcting or eliminating differences. A neurodiversity-affirming approach, on the other hand, recognizes that neurodivergent individuals don’t need to be “fixed” but supported in ways that respect their natural ways of thinking, learning, and communicating.

Some ways of shifting to these newer approaches in everyday scenarios include:

✅ Honoring all communication: validating gestures, scripts, AAC, and approximations, while continuously refining them.

Example: For children who use memorized scripts consistent with Gestalt Language Processors, we learn that instead of stopping or ignoring them (like songs and dialogues), we investigate their origins and uses, then model them back, until such time that we find ways to expand them naturally.

For non-speaking communicators, like those who present with characteristics of Childhood Apraxia of Speech (CAS), we encourage alternative communication methods like AAC devices, body language, sign language, etc. knowing that these, too, can support eventual speech.

✅ Following a child’s interests instead of rigid therapy plans: Engaging in what they naturally enjoy, not having to start or finish any task if their interest has shifted away.

✅ Supporting self-regulation, building a connection instead of forcing compliance: When kids feel safe and seen, they engage more.

Example: For kids with different sensory needs, we integrate movement and play instead of forcing them to “sit still, listen with quiet mouth and quiet hands and quiet feet and…” 🤐

When we acknowledge neurodiversity, therapy becomes about empowerment, not correction, helping each individual thrive in their own way. ✨

What Can You Do at Home?

💡 Observe. Notice how your child naturally communicates.
💡 Respond to all communication. If they communicate in ways you’re not used to, like movie scripts, gestures, and other verbal approximations to request something, acknowledge and expand them.
💡 Provide access. Whether it’s AAC, sign, or play-based language, make communication tools always available.

Language development is different for everybody, and putting kids through less efficient therapy models can actually slow progress. Instead of teaching kids to mask who they are, we give them the tools to express themselves in authentic, meaningful communication that works for them. Because real progress happens when a child feels safe, understood, and respected. Real connection matters more than just copying words. 🫶🏽

EDIT: I am adding this portion para masagot yung mga tanong sa examples on my YouTube Short/IG Reel.

FREQUENTLY ASKED QUESTIONS

1. If we let children just play and move around during sessions, how do they become school-ready with skills like remaining seated during class? (Kung hahayaan lang nating maglaro at gumalaw yung mga bata sa sessions, paano sila magiging ready para sa school expectations tulad ng pag-upo sa silya habang nagka-klase?)

While traditional approaches emphasize sitting still as a marker for school readiness, research suggests that play-based, child-led activities are crucial for developing self-regulation and executive function skills. These foundational skills help children manage their behavior, follow instructions, and adapt to classroom settings. Forcing a child to sit still prematurely may not be developmentally appropriate and can lead to increased stress or resistance. Instead, allowing natural movement and play can support the development of attention and self-regulation over time.

Sa madaling salita, kahit pilitin natin yung pag-upo sa sessions, pero hindi pa pala sila handa, matutunan man nila dahil sa compliance-based approaches (halimbawa: bibigyan ka ng premyo kapag nanatili kang nakaupo), walang tunay o malalim na saysay sa buhay nila. Mapag-iisip din tayo sa uri ng schooling environment na babagay sa bata.

🔹 Ang tunay na layunin ay self-regulation, hindi compliance.
Sa halip na pilitin ang bata na umupo agad, mas mainam na palakasin muna ang kanilang kakayahang mag-focus at makilahok sa paraan na natural para sa kanila: paglalaro.

🔹 Iba-iba ang paraan ng pagiging “school-ready.”
Hindi lang sa kakayahang umupo nasusukat ang kahandaan sa paaralan. Ang kakayahang makinig, makipag-ugnayan, at matuto sa kanilang sariling paraan ay mas mahalagang pundasyon sa pangmatagalang pagkatuto.

🔹 May mga paaralang may mas angkop na approach.
Kung hindi pa kaya ng bata ang tradisyunal na pag-upo sa klase, maaaring ikonsidera ang mga paaralang nagbibigay ng mas flexible na paraan ng pagkatuto—halimbawa, mga Montessori, play-based, o progressive schools na kinikilala ang iba’t ibang learning styles.

Sa ganitong pananaw, hindi natin tinatanggal ang goal na matutong umupo, kundi mas inuuna natin ang paghahanda sa kanila upang natural na magawa ito kapag handa na sila. 🚀

2. If I don’t ask them to imitate me or ask questions, how will they learn to speak? (Kung hindi ko sila tatanungin o pipiliting mag-ulit ng salita, paano nila matututunan?)

Language development thrives in environments where children are engaged, motivated, and do not feel pressured. Child-led therapy focuses on following the child’s interests, creating meaningful interactions that naturally encourage communication. Imitation can be a useful tool, but is most effective when done without expectation or demand. Research indicates that responsive communication, where adults tune into the child’s cues and interests, fosters better language outcomes than directive methods.

Anong mga paraan na makakatulong? Info Talk or Commentary tulad ng ipinakita ko sa video na ito. Sabihin ang mga salitang nakikita o nangyayari sa paligid, gamit ang ating senses. Gumawa rin ako ng post tulad dito.

3. If they get used to playing all the time, how will they learn to listen and follow instructions? (Kung puro laro lang, diba masasanay sila, at baka hindi na sila makinig at sumunod sa amin?)

Play is a vital context where children learn social norms, listening skills, and how to follow instructions. Through guided play, children practice taking turns, listening to peers, and adhering to game rules, which translates to better compliance and understanding of instructions in structured environments. Research indicates that play-based interventions can improve social and communication skills, thereby enhancing a child’s ability to listen and follow directions.

Sa paglalaro nila mapapraktis ang mga skills na ito, hanggang sa kusa na nila itong magawa. At ito ang mahalagang tandaan: kapag kaya nila, gagawin nila.

Kapag mukhang hindi nakikinig ang bata, o hindi sumusunod, hindi dahil matigas ang ulo nila at gusto lang maging pasaway—nagsusuri sila, nag-eeksperimento, at natututo kung paano gumagana ang mundo. Learning is exploration, at kasama rito ang pagtuklas kung kailan at paano dapat gawin ang isang bagay.

Kapag nakita nila ang halaga ng isang behavior sa natural nilang pakikisalamuha—halimbawa, kapag sinabi mong “Kunin mo yung nasa ilalim ng upuan,” habang tinuturo mo kung saan nila makukuha ang laruan nila—titingin sila! Kukunin nila! Susunod sila! Hindi dahil inutusan mo, kundi dahil may saysay ito sa kanila sa sandaling iyon.

Ganito natututo ang mga bata—hindi sa pilit, kundi sa tunay at may kabuluhang interaksyon. 💡

In summary, embracing child-led therapy doesn’t mean neglecting essential skills for school (or future) readiness. Instead, it involves creating a supportive environment where children develop these skills organically through play and meaningful interactions.

Note: The provided insights are based on current understanding and practices in child development and therapy. For personalized advice, consult with a qualified professional.

Peer-reviewed sources that corroborate these ideas:

1. Neurodiversity as a Strength-Based Approach in Therapy

   Armstrong, T. (2017). The myth of the normal brain: Embracing neurodiversity. AMA Journal of Ethics, 19(5), 422-426. https://doi.org/10.1001/journalofethics.2017.19.5.msoc1-1705

2. AAC and Neurodiversity-Affirming Communication

   King, M., Simmons, E. S., & Dang, V. M. (2022). AAC as a neurodiversity-affirming practice: Moving beyond speech-focused interventions. Perspectives of the ASHA Special Interest Groups, 7(1), 237-248. https://doi.org/10.1044/2022_PERSP-21-00230

3. Gestalt Language Processing and Nonlinear Language Development

   Blanc, M. (2012). Natural language acquisition on the autism spectrum: The journey from echolalia to self-generated language. Communication Development Publications.

4. The Impact of Forced Compliance on Autistic Individuals

   Bottema-Beutel, K., Kapp, S. K., Lester, J. N., Sasson, N. J., & Hand, B. N. (2021). Avoiding ableist language: Suggestions for autism researchers. Autism in Adulthood, 3(1), 18-29. https://doi.org/10.1089/aut.2020.0014