Understanding Neurodiversity

Neurodivergent individuals (those with neurodiverse conditions) encompass a wide array of needs. Some may require additional support, such as having an adaptive buddy, while others can participate in group lessons alongside peers. Many individuals belong to this latter category, highlighting the importance of instructors being equipped with diverse tools to meet these needs. Whistler Adaptive can only assist when their services are booked.

The Spectrum of Needs

• Some individuals may not have an official diagnosis but still exhibit symptoms associated with various conditions.

• Financial constraints may prevent families from hiring extra instructors for group lessons. While grants are available for support, these funds might also be allocated to other activities in the child's or adult's life.

Common Diagnoses Observed:

Throughout our lessons, we frequently encounter the following diagnoses:

• ASD (Autism Spectrum Disorder)

• ADHD (Attention Deficit Hyperactivity Disorder)

• Dyslexia

• Anxiety

Instructor's Role:

It's important to note that it is not the instructor's responsibility to diagnose children; they don't need extensive knowledge about each condition. What matters most is that instructors possess practical tools and methods that help neurodiverse children and adults feel included, safe, engaged in learning, and enjoy the sport.

Brief Overview of Conditions

• Dyslexia: A learning disability impacting reading and language-related tasks due to disruptions in how the brain processes written information.

• ADHD: Attention Deficit Hyperactivity Disorder has three types, each characterized by different behaviors:

  • Inattentive Type: Difficulty focusing, concentrating, and completing tasks; often misses details and struggles with following directions.

  • Impulsive Type: Acts quickly without thinking; may interrupt or have trouble waiting.

  • Hyperactive Type: Exhibits restlessness and boredom, often struggles to sit still or remain quiet when necessary.

• ASD (Autism Spectrum Disorder): Individuals may display a range of symptoms including:

  • Reduced eye contact

  • Differences in body language

  • Limited facial expressions

  • Lack of imaginative play

  • Repetitive gestures or sounds

  • Intense focus on specific interests

  • Indifference to temperature extremes

• Anxiety: Anxiety disorders are characterized by excessive fear, nervousness, and worry that can disrupt daily life. Types include generalized anxiety disorder (GAD), panic disorder, and social anxiety disorder. Children may experience emotional outbursts, avoidance behaviors, and physical symptoms such as stomachaches, headaches, or sleep issues.

  Everyday Tools and Methods for Supporting Inclusion

  Here are some practical strategies to promote inclusion for all individuals, along with a brief guide on who may benefit most from each approach. These tips are also generally beneficial for all children's instructors:

  • Engage with the child: Ask them questions about what helps them learn, as their age may influence their insights.

  • Consult with parents or caregivers: Inquire how best to support the child throughout the day. Any helpful tips they provide can enhance both your experience and the child's.

  • Adopt an inclusive approach: Ensure children are integrated within the group rather than being taught separately.

  • Provide a warm welcome and learning contract: This is particularly helpful for children with ASD or anxiety, as it prepares them for what to expect.

  • Use signposting and establish a routine: Inform children about upcoming activities throughout the day, which benefits those with ASD or anxiety.

  • Create a friendly atmosphere: Maintain a positive and humorous demeanor to foster connections, especially for children with ADHD, ASD, or anxiety.

  • Keep instructions clear and concise: Focus on one key instruction at a time to avoid overwhelming children, particularly those with dyslexia, ADHD, or anxiety.

  • Present new learning clearly and simply: Ensure that the tasks are immediately achievable and that the children are paying attention, especially for those with dyslexia, ADHD, or anxiety.

  • Organize the class effectively: Place children in key positions at crucial times, such as right behind you in busy areas, to support all learners.

  • Facilitate effective stopping: Position yourself so that children with concentration challenges can listen and observe better, particularly relevant for those with ADHD or dyslexia.

  • Utilize a visual teaching style: This can aid information processing for children with dyslexia and help those with ADHD.

  • Incorporate learning through games: This approach benefits children with ADHD and others mentioned above.

  • Manage lift loading and downtime carefully: Pay attention to transitions, such as lunchtime, to support children with anxiety or ASD.

  Tools for Supporting Adults

  Engage in conversations with adults to ask how best to assist their learning. This is the most effective way to understand their needs. While some of the tools mentioned above can be helpful, it’s always best to seek input directly from the individual.