Embracing Neurodiversity: Understanding, Supporting, and Empowering Individuals
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Hendrix Brakefield
Director of Personal Development
LifeWorks at WKU
Who has ever…
●
Felt anxious about an upcoming meeting
that you weren’t sure what the topic would
be?
●
Skipped out on scheduled plans because
you didn’t know who would be there?
●
Felt misunderstood when trying to explain
your thoughts on a topic or how you felt
about something?
●
Had your day ruined by last minute
changes in plans or details?
●
Disliked a physical environment due to
lights, sounds, smells, layout, etc?
●
Felt anxious about making relationships in
a new setting?
M
y
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k
g
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Kelly Autism Program
Self-Contained Special Education Teacher
Recreation Director at a Residential School
Director of Personal Development for LifeWorks at WKU
Supported individuals ages 5-95
Supported disabilities across the spectrum
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The concept that all humans vary in our neurocognitive abilities.
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Neurodiversity is not a medical term or diagnosis.
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Represents an umbrella of individuals.
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Neurodivergent vs Neurotypical
If you’ve met
one
person with
autism, you’ve
met
one
person
with autism.
P
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Loyal
Honest
Empathetic
Creative
Focused
REAL
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Many neurodivergent individuals have had negative experiences in
formalized environments.
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They’ve been forced to conform to a system that works for others.
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Norms and Preferences
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Medical Model vs Social Model
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Masking
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Disclosure
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Every interaction is a chance to empower.
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Comfort vs Control
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C
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Overestimating difficulty
Overly confident or lacking confidence
Hypersensitive to discomfort
Hypersensitive to frustrations
Time manag
e
ment
Processing time for changes or appearance of change
Asking questions
Requesting modelling
History of being treated less cognitively capable
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k
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Lights
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Temperature
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Noise
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Space
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Smells
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Forcing success to encourage future success
Front-end support generates momentum
Acknowledge challenges and promote resiliency
Set high expectations from the start
Redirect immediately before the problem is “too big”
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Be direct and specific
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Structure and predictability
•
Clear instructions, boundaries, and expectations
•
Utilize sensory sensitive space
•
Clear and concise communication
•
Avoid sarcasm
•
Supplement verbal with written
•
Provide time to process
•
Ask questions to gauge understanding
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c
o
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r
a
g
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S
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c
c
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s
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Offer multiple formats
Provide processing time
Break large projects into chunks
Announce what supports you have available
Repeat in the foundational phase
“Negotiate” with comfort vs control
Balance work and leisure
Communicate in the way that helps them most
Give prior notice
A
d
v
i
s
i
n
g
•
Provide options in multiple formats
•
Encourage collaboration from most to least proximity
•
Placement considerations can greatly impact a person's success
•
Consider mentors/coaches
•
Reduce barriers to success
•
Connect with campus supports
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p
p
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n
T
h
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C
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s
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o
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Provide visual supplements to verbal or written directions
-
Examples, templates, flow charts
Be clear and concise when providing directions
- First-then language, scaffolded work
Provide ample notice of upcoming tasks or changes to routine
- Upcoming projects, new units, important dates
Refer to previously provided information regularly
S
u
p
p
o
r
t
O
n
e
-
O
n
-
O
n
e
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Offer access to support through multiple mediums.
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“Request” office hours or check-ins
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Consider reaching out directly at first sign of struggle.
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n
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Share resources
Department-wide initiatives
Downplay severity of challenge
Become a “safe space”
Estimated 2% of college students have an
ASD diagnosis.
Hundreds of students on WKU campus
Growing number of self-diagnosed
Two biggest challenges: Fear and Anxiety
Q
u
e
s
t
i
o
n
s
?
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Ask the person
•
Kelly Autism Program
•
SARC/SSS
•
www.AutisticAdvocacy.org
Explore the concept of neurodiversity through insights from professionals working in the field. Gain a deeper understanding of the diverse experiences and challenges faced by neurodivergent individuals in various settings. Discover the importance of trauma-informed care, positive impacts, and the unique perspectives that shape the neurodiversity conversation. Dive into discussions on neurocognitive abilities, relationships, environment preferences, and the impact of societal norms on individuals across the spectrum.
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Presentation Transcript
Neurodiversity in the WKU Neurodiversity in the WKU Community and Into Adulthood Community and Into Adulthood Hendrix Brakefield Director of Personal Development LifeWorks at WKU
Who has ever Felt anxious about an upcoming meeting that you weren t sure what the topic would be? Skipped out on scheduled plans because you didn t know who would be there? Felt misunderstood when trying to explain your thoughts on a topic or how you felt about something? Had your day ruined by last minute changes in plans or details? Disliked a physical environment due to lights, sounds, smells, layout, etc? Felt anxious about making relationships in a new setting?
My Background My Background Kelly Autism Program Self-Contained Special Education Teacher Recreation Director at a Residential School Director of Personal Development for LifeWorks at WKU Supported individuals ages 5-95 Supported disabilities across the spectrum
Neurodiversity Neurodiversity The concept that all humans vary in our neurocognitive abilities. Neurodiversity is not a medical term or diagnosis. Represents an umbrella of individuals. Neurodivergent vs Neurotypical
If youve met one person with autism, you ve met one person with autism.
Positive Impacts Positive Impacts Loyal Honest Empathetic Creative Focused REAL
Trauma Informed Care Trauma Informed Care Many neurodivergent individuals have had negative experiences in formalized environments. They ve been forced to conform to a system that works for others. Norms and Preferences Medical Model vs Social Model Masking Disclosure Every interaction is a chance to empower. Comfort vs Control
Observed Challenges Observed Challenges Overestimating difficulty Overly confident or lacking confidence Hypersensitive to discomfort Hypersensitive to frustrations Time management Processing time for changes or appearance of change Asking questions Requesting modelling History of being treated less cognitively capable
Sensory Sensitivities in School or Work Sensory Sensitivities in School or Work Lights Temperature Noise Space Smells
Overcoming Person Overcoming Person- -Specific Challenges Specific Challenges Forcing success to encourage future success Front-end support generates momentum Acknowledge challenges and promote resiliency Set high expectations from the start Redirect immediately before the problem is too big
Best Practice For Autism Best Practice For Autism Best Practice For All Best Practice For All Be direct and specific Structure and predictability Clear instructions, boundaries, and expectations Utilize sensory sensitive space Clear and concise communication Avoid sarcasm Supplement verbal with written Provide time to process Ask questions to gauge understanding
Encourage Success Encourage Success Offer multiple formats Provide processing time Break large projects into chunks Announce what supports you have available Repeat in the foundational phase Negotiate with comfort vs control Balance work and leisure Communicate in the way that helps them most Give prior notice
Advising Advising Provide options in multiple formats Encourage collaboration from most to least proximity Placement considerations can greatly impact a person's success Consider mentors/coaches Reduce barriers to success Connect with campus supports
Support In The Classroom Support In The Classroom Provide visual supplements to verbal or written directions -Examples, templates, flow charts Be clear and concise when providing directions - First-then language, scaffolded work Provide ample notice of upcoming tasks or changes to routine - Upcoming projects, new units, important dates Refer to previously provided information regularly
Support One Support One- -On On- -One One Offer access to support through multiple mediums. Request office hours or check-ins Consider reaching out directly at first sign of struggle.
Supporting One Another Supporting One Another Share resources Department-wide initiatives Downplay severity of challenge Become a safe space
Estimated 2% of college students have an ASD diagnosis. Hundreds of students on WKU campus Growing number of self-diagnosed Two biggest challenges: Fear and Anxiety
Questions? Questions? Ask the person Kelly Autism Program SARC/SSS www.AutisticAdvocacy.org
