What does it mean to be neurodiversity-affirming? How does this differ from traditional diagnostic and support approaches? What is the relationship between the medical model, the social model of disability, and the neurodiversity movement? And how can we support neurodivergent people in ways that are both evidence-informed and respectful of individual differences?
This course begins by exploring the foundations of neurodiversity. We define neurodiversity, neurodivergence, and neurotypicality, and examine the medical, social, and neurological models and the neurodiversity paradigm. Participants will consider the contributions and limitations of these perspectives in understanding individual differences, disability, support needs and participation in society.
We then introduce neuroprofiling as a collaborative approach to understanding the individual beyond diagnostic labels. Participants will explore how sensory processing, communication, executive functioning, attention, emotional regulation, learning styles, cognitive and personality strengths, interests, co-occurring conditions and environmental demands contribute to a person's experiences and support needs. This information can guide decisions about appropriate accommodations, environmental changes and individualised support.
Building on this understanding, we explore how neurodivergent people can be supported across a range of settings. Through the framework of Knowledge, Acceptance and Support, participants will learn practical strategies for reducing barriers to progress and quality of life, enhancing psychological safety, fostering connection, promoting autonomy, supporting emotional regulation, and creating environments in which neurodivergent people can thrive.
Examples and case discussions will be drawn from healthcare, education, workplace, family and community contexts. Specific attention will be given to adapting professional, therapeutic, educational, workplace and family practices in ways that respect individual neuroprofiles while maintaining evidence-informed standards of care and support.
The course emphasises collaboration, curiosity, respect and partnership, recognising that meaningful support begins with understanding the person, not simply the diagnosis.