Advocacy for neurodivergent children and young people: Celebrating and affirming an autistic identity
For me, being a neurodiversity-affirming advocate for autistic children is about embracing and celebrating unique ways of thinking and interacting with the world. It is about shifting perspectives from trying to "fix" autistic children to understanding and supporting their differences. These are some of the concepts I utilise to be a proactive advocate:
Embrace the concept of Takiwatanga
This is a Māori phrase, created to describe autism; “In his/her own time and space.” What I love about this translation is that it emphasises the individuality of autistic children. It encourages respect for their unique developmental timelines and sensory experiences. Takiwatanga recognises that every autistic child is unique, and it seeks to avoid the making of comparisons with their allistic/neurotypical peers. I believe that this perspective fosters a more inclusive environment where children feel valued and understood for who they are.
Presume competence
Presuming competence means that I believe each autistic child I get to know, can understand, think, and learn effectively in ways that are meaningful to them; even if they communicate differently or require alternative methods of expression. I strive to never underestimate the abilities of the autistic children I meet, based on their diagnosis. This approach enables me to empower children through my support as it promotes their confidence and self-worth. I always seek to find ways to seek the views of a child I am working with and involve them in conversations, offer choices, and centre them in decisions affecting their lives.
Celebrate differences and make accommodations
I celebrate neurodiversity by acknowledging and embracing the strengths and talents of autistic and neurodivergent children, instead of focusing solely on challenges or perceived deficits. For example, if a child has a passionate interest in a particular subject, I use that interest to facilitate learning and engagement. After all, we all learn best when the topic is motivating and meaningful.
Making accommodations that support a child to do well, is not about lowering expectations but about providing the right support. I seek to adjust the environment to meet individual sensory needs, offer alternative communication methods, and create flexible routines. Ross Greene writes that “kids do well when they can”, which is something we must truly believe in.
Lizzie Young
Autism Advocacy & Support Specialist