A Different Way to Think About a Disability

Neurodiversity is a term that is describing a newer perspective on what has been termed ‘disability.’ The concept of Neurodiversity acknowledges that a disability such as Dyslexia, Attention Deficit Hyperactivity Disorder (ADHD), or Autism brings with it challenges. However, through the perspective of Neurodiversity, a disability is viewed much more as a piece of a person’s entire profile strengths and weaknesses.
 
It is very appealing to think of a person with ADHD as a person who can multitask and organize and lead a group of people. A person with Dyslexia is also the person may have powerful spoken language skills or the one who can see the solution to a problem before a ‘typical’ person recognizes it.
 
A person with a disability is really much more than the disability; she also has a collective set of strengths that needs to be included in the entire picture of that person. Obviously, a person with Dyslexia, or specific language disorder, or ADHD needs to be able to have her learning needs addressed. However, the strengths of that person MUST be considered as well. When we can address those needs, then that person really can put those strengths into play.
 
In our lives, we have probably come across an exceptional carpenter, who we later learned could read at a second or third grade level. That carpenter likely had undiagnosed Dyslexia. If he was identified as a young student and given the appropriate language and reading support, he would likely be able to translate his strengths into the fields of architecture or engineering.  
 
The concept Neurodiversity is very appealing. If we can identify a person’s area of weakness and address it, then that person’s strengths can come to the forefront. We don’t want that person’s weakness to be an overwhelming obstacle to letting her strengths shine through.
 
Linguistic Foundations is built on the idea that we can identify Language-Based Learning Disabilities – such as Dyslexia – and build a Teaching Plan that can address reading, writing, and language weaknesses. With a Great Teaching Plan followed up by Great Teaching, your child can be able to tap into her strengths. Then she can become a focused and satisfied Life-Long Learner.
 
Please contact Linguistic Foundations with any questions. We can talk to you about your child’s learning profile. We can also explain how our speech, language, reading, and writing testing may answer the questions you have about your child’s learning. Thank You very much.
 
To learn more about Neurodiversity, please click on the following links:
https://www.psychologytoday.com/blog/my-life-aspergers/201310/what-is-neurodiversity
http://www.institute4learning.com/resources/articles/neurodiversity/
 
Please look at the chart – it seems to say quite a bit!
(Thank you to CPACSS-Canton Parent Advisory Council for Student Services for letting me know about the chart and introducing me to Neurodiversity-I have more to learn about it as well)