Neurodiversity Night!

Elise Wulff, MEd

Spring 2025

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Agenda

Welcome and Introductions

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Autism Spectrum Disorders

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Neurodiversity

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Disclosure

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Q+A

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Autism Spectrum Disorders

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 Autism Spectrum Disorder (ASD) 

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must have all 3 of the following

Social Communication

Challenges

must have 2 of the following 

Restricted/Repetitive

Behaviors

Stereotyped or repetitive motor movements and speech

Highly restricted interests

Insistence on sameness

Over- or under-sensitivity to sensory input

 Deficits in social-emotional reciprocity

Deficits in nonverbal social communication

 Deficits in developing, maintaining, and understanding relationships

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�ASD: Severity Levels

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Autism in dimensions

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Autism and Heterogeneity

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“If you have met one person with autism, you have met one person with autism.” �

--Dr. Stephen Shore

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Normal Curve of IQ

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ASD and Cognitive Profile

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Significant variability and heterogeneity with cognitive profile on the autism spectrum

Christensen et al. (2012) �

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Emerging Trends

• Autistic people are 3.03 to 6.36 times more likely than neurotypical people to be gender diverse. (Warrier et al, 2020)
• Gender-diverse people may be more likely to have autism than cisgender people. (Strang et al, 2018)
• “On two measures of autism traits, higher scores were associated with a higher likelihood of gender diversity.” (van der Meisen et al, 2018)
• “Gender-diverse people are more likely to report autism traits and to suspect they have undiagnosed autism.” (Walsh et al, 2018)

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Neurodiversity Framework�

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How we think

How we sense

How we feel

How we communicate

How we understand

What else?

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What is neurodiversity?

‘Neurodiversity’ is an umbrella term and a perspective

Term typically includes autism spectrum, ADHD, dyslexia and dyspraxia, OCD, Tourette’s, synesthesia and more

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Perspective that values differences amongst people who process information, use language, learn and think differently

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Aims to support environments that maximize an individual’s strengths and minimize their challenges

1 in 5 people report being ‘neurodiverse’

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Neurodiversity

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Neurotypical: Individual that does not identify as having a disability, diagnosis, or condition that makes your experience of the world ‘different.’ Their experience of the world is ‘typical’ or within the range of average.

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Neurodivergent: An individual whose experience of the world is outside of the average or typical range. The way they think, feel, sense, communicate, etc, are different than the way the majority of the population does those things.

Neurodivergent

Neurotypical

Neurodivergent

Neurotypical

Neurodivergent

Neurotypical

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Current Paradigm

• Autism Spectrum Disorder, ADHD, dyslexia or OCD, are recognized disabilities
• Disabilities are categorized as a physical or mental impairment that substantially limits one or more major life activities 
• Autism, ADHD, dyslexia are typically considered as non-visible disabilities
• Diversity initiatives include disability as a component of diversity in schools

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Neurodiversity

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Neuro-Inclusion

Deficit

A challenge or barrier, as a result of the disability, that impedes performance

Difference

A way of thinking, feeling, or behaving, as a result of the disability, that does not inherently impede or promote success

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*How an environment or group of people perceive and respond to a difference can make it a deficit or a strength!

Strength

Unique assets that reside in a person as a result of their neurodivergent profile

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Core Concepts

Sensory Processing

Emotional Regulation

Executive Functioning

Social Communication

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Neurodiversity in behavior

• More or less motor movement
• Internally-directed
• Passionate engagement about a subject or topic
• Lack of engagement in a subject or topic
• Attention to detail
• Intermittent or minimal eye contact
• Multiple questions or infrequent questions
• Interjecting, interrupting, calling out
• Persistent drive for desired outcome

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Strengths

Differences

Challenges

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Neurodiversity in behavior

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Strengths

Differences

Challenges

‘Meh’ Unexpected Inappropriate Unsafe

• More or less motor movement
• Internally-directed
• Passionate engagement about a subject or topic
• Lack of engagement in a subject or topic
• Attention to detail
• Intermittent or minimal eye contact
• Multiple questions or infrequent questions
• Interjecting, interrupting, calling out
• Persistent drive for desired outcome

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 Autism Spectrum Disorder (ASD) 

Confidential—do not copy or distribute

must have all 3 of the following

Social Communication

Challenges

must have 2 of the following 

Restricted/Repetitive

Behaviors

Stereotyped or repetitive motor movements and speech

Highly restricted interests

Insistence on sameness

Over- or under-sensitivity to sensory input

 Deficits in social-emotional reciprocity

Deficits in nonverbal social communication

 Deficits in developing, maintaining, and understanding relationships

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Reframing Disability

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Social Communication

Challenges

Restricted/Repetitive

Behaviors

Strength with repetition

Capacity to develop content expertise

Unique insights on assignments

Heightened perceptual abilities

Reciprocal conversation on school or work projects

Direct communication style

 Loyalty to peers or group

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Attention Deficit Hyperactivity Disorder (ADHD)

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must have 5 or more of the following

Inattention Symptoms

Or Hyperactivity/Impulsivity

Difficulty listening

On the go, acts if driven by a motor

Poor attention to detail

Restless, fidgety, leaves seat frequently

Interrupts others, talks excessively

Difficulties waiting one’s turn

Difficulties organizing and completing tasks

Difficulties sustaining attention

Forgetful, loses things

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Reframing Disability

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must have 5 or more of the following

Inattention Symptoms

Or Hyperactivity/Impulsivity

Spontaneity

Following ideas and images

Creative and novel problem solving

Strength with movement and multitasking

Noticing different things in short periods of time

Heightened attention for high interest areas

Divergent thinking

Sense of vitality

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Unmasking Autism

Masking: act of concealing autistic traits to appear neurotypical

• Can help with navigating social situations
• May have a negative impact on long-term mental health of autistic

individuals

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Masking can include:

• Inhibiting stimming or fidgeting
• Forcing eye contact
• Not asking for help when needed
• Forcing changes in tone of voice

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Inclusive Language

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*Beliefs and practices that devalue and discriminate against people with physical, intellectual, or psychiatric disabilities

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Disclosure

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2, 4, 6, 8, 10, ?

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Disclosure

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Disclosure is when you tell someone something that they may not already know. It is intentionally sharing personal information about oneself (for a specific purpose).

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An alternative definition…..

Disclosure, in some instances, is already done. A person engages in ways that are “different” or “unexpected” and makes another person think/hypothesize something about them. However, their hypothesis may be incorrect.

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Disclosure: Process not product�

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Disclosure: Neurodivergent Child

Before:

• Objective: Reflect on your goal for a disclosure conversation. What do you want your child to take-away? (This includes content AND emotions!)
• Timing: Look for an upcoming natural opportunity when your child is doing something related to their neurodivergence (examples: testing, a service, an appointment)
• Consider and prepare content that is developmentally appropriate.
• Prepare for multiple ‘off-ramps.’
• Take care of yourself, your needs, and your perspective on the diagnosis.

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Disclosure: Neurodivergent Child

During:

• Content: Keep it brief and developmentally appropriate.
• Use of pecs, a social story, or other visual.
• “We learned something about your brain.”
• “… the way you experience the world has a name. It is called Autism.”
• Give wait time
• Use active listening
• Reinforce questions and offer to support finding answers
• Give space for a range of emotions, allow all to exist without judgment
• Avoid pushing through a prepared agenda if the child opts out.*
• *In some situations, you may need to find an alternative way to share the content if it is time sensitive.

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Disclosure: Neurodivergent Child

After:

• Make resources available, but don’t push or force.
• Books, references to TV shows or movies
• Emphasize a journey of shared learning.
• Provide models of neurodivergent kids and adults!
• Facilitate and promote, but don’t push, participation in neurodiversity events locally, nationally, and internationally.

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Disclosure: Neurotypical Child

Before:

• Objective: Reflect on your goal for a disclosure conversation. What do you want your child to take-away? (This includes content AND emotions!)
• Consider your own experiences and perspective with disabilities and neurodivergence.
• Timing: Look for naturally occurring opportunities
• Examples: Autism Awareness Month; a character on a TV show or in a book; Joining a new class or group
• Consider and prepare content that is developmentally appropriate.

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Your child will rely on their early exposure and teaching to make sense of those around them.

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Talking to Neurotypical children

Use language that is developmentally appropriate and relevant. Kids are concrete!

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• A proactive conversation:
• “There are so many ways people can be different. One way people can be different is how their brains work.”
• “Some brains experience the world differently than you or me. Sometimes, those differences have a label, like autism.”
• “Have you heard other kids or adults talking about words like ‘autism’ or ‘ADHD’? Do you feel like you know what that means? I’m still learning myself…”
• “It occurs to me that there are probably a lot of kids in your class. Probably kids with disabilities. Do you ever think or wonder about that?”

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Talking to Neurotypical children

Use language that is developmentally appropriate and relevant. Kids are concrete!

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• A responsive conversation:
• “I noticed you looking at them on the playground. It’s ok and actually really healthy to be curious about what they were doing.”
• “It seems like they were having a tough time, maybe something bothered them. Some brains can get bothered and move on. There are also some brains that can feel extra bothered and need extra time and space to show bigger feelings.”
• “They really loved your dog t-shirt! I noticed they moved really close to you. I also noticed they weren’t speaking using words. This might feel new. And, I want to tell you that there are a lot of people in the world who have differences like that person might have. There are even words for it.”
• ”That was interesting. I’m thinking about what might have been going on for that person. Probably a good idea for us to talk about the best thing to do when someone has different or specific needs.”

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Disclosure: Neurotypical Child

After:

• Make resources available, but don’t push or force.
• Books, references to TV shows or movies
• Emphasize a journey of shared learning.
• Provide models of neurodivergent kids and adults!
• Facilitate and promote, but don’t push, participation in neurodiversity events locally, nationally, and internationally.

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The Big Picture

• Disability is real.
• Neurodiversity-affirming practices will save lives and make our spaces better and brighter.
• Inclusion is about curiosity, perspective, listening, and learning.
• Join your child. Their experiences may build or enhance your understanding!
• Stay committed to facts.
• Carve out space for and value neurodivergent voices.
• Process, not product.

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Thank you!

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Neurodiversity Allies Build and Foster:

A feeling that individuals are appreciated/liked/valued for their neurodiversity (comprehensively).

 What individuals do is different than Who they are.

A sense that individuals have some control over their lives. Mastery leads to pride.

A sense that individuals are increasingly autonomous.

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Q+A

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Stay connected to Aspire

• To learn more about Aspire
• Visit www.mghaspire.org and join our mailing list.
• Email us at mghaspire@mgb.org
• Call us at 781-860-1900
• Follow us on Facebook and LinkedIn: @mghaspire
• Subscribe to our YouTube channel @mghAspireVideos

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