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Kids’ Guide: What Is Neurodiversity?

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Kids' Guide: What Is Neurodiversity?

Neurodiversity: it’s kind of a fancy word, isn’t it? Well, the meaning of this word is simple: Neurodiversity refers to the fact that every brain in the world is unique, and no brain is better or worse than another.  

But first, what is the brain? The brain is the organ that makes sense of the world around you and tells your body what to do. Every time you think, speak, listen to music, walk or run (you name it!), guess what is helping make it happen? If your answer was the squishy, three-pound organ inside your skull (aka, the brain), you’re right! Your brain and body work together every single day, all day long, to help you do all the things you do—even things you can’t control, like digesting your food!

And what do we mean when we say every brain is “unique”? Every brain works in its own specific ways, and every brain has its own set of strengths and weaknesses. However, most brains also have things in common with each other. For example, most kids have brains that allow them to read, write and do math by a certain age. Most kids’ brains also enable them to communicate, interact and play with peers. Kids with this type of brain are called “neurotypical.” 

There are some brains that are even more unique than neurotypical brains: They are called “neurodivergent.” Kids with neurodivergent brains learn and experience the world differently than neurotypical kids. Because of that, they sometimes need extra help and support at school, which is called “accommodations.” But just because neurodivergent kids might need accommodations, it doesn’t mean there’s something wrong with their brains.   

Let’s look at what all this means. 

Jack, a third grader, is great at memorizing sports trivia and is a master Lego builder. However, reading is difficult for him. He often needs to re-read a paragraph a few times to understand what it says. He confuses letters that look similar, like b and d, or letters that sound similar, like d and t. Because of these difficulties, he needs more time than his classmates to complete his schoolwork. Sometimes the teacher lets him listen to reading assignments on the computer and gives him visual aids (like drawings) to help him understand the text. She also gives him reading guides and highlights important words and passages. With the help of these accommodations, Jack can do his schoolwork and learn right alongside his peers.   

Luna, a fourth grader, is an avid reader but needs help with math. She often confuses symbols like the plus, minus, multiplication and division signs. She can’t do mental math and needs to use her fingers to count. The teacher helps Luna by highlighting and circling important words, signs and numbers on her math worksheets. She also gives Luna charts with math facts and multiplication tables. Like Jack, Luna needs more time than her classmates to finish quizzes and tests. 

 

Hazel is a third grader who loves reading fantasy books and historical fiction. She enjoys going to school and learning new things, but sometimes has a tough time working in groups. Whenever things get loud in the classroom, Hazel can get a little upset. The teacher helps by providing noise cancelling headphones during noisy activities and by letting her take quizzes and tests in an empty classroom. Although Hazel knows many words and can read and write well, sometimes she has a tough time communicating with peers. During recess, she needs time alone to decompress and get her brain ready for learning again. 

Felix is a talkative and energetic third grader. He likes all subjects, especially science and math, but it is difficult for him to sit still and do schoolwork for too long. That is because Felix’s body needs frequent movement breaks for his brain to “calm down” and focus. So, whenever he starts feeling “twitchy,” Felix lets his teacher know, and she helps him pick a calming strategy. Some of his strategies include using a fidget (like a spinner or a squeeze ball), doing wall pushups or sitting on a therapy ball instead of a regular chair. 

Do you know a kid who is a little bit like Jack, Luna, Hazel or Felix?  Lots of people do!  Do you sometimes feel like at least one of them? Well, that is totally normal—to be different is a natural part of being human.

 Doctors and scientists have been studying the brain for a long time. Now, we know that many people who are neurodivergent also have things they can do well and without help. What’s more, we can make things easier for people whose brains or bodies work differently by making simple changes to our environment. For example, if a kid has a tough time staying focused in the classroom, we can have her sit up front, close to the teacher, or try one of Felix’s calming strategies. If a student can’t write or draw with a pencil, he or she can use a computer to type and complete classroom assignments. If a kid needs a wheelchair to move around, we can make sure the school property has ramps and elevators. 

Some neurodivergent kids have brains that are so unique they require even more accommodations than Felix, Jack, or any of the kids we described. Some of them communicate differently and don’t use words the way neurotypical kids do. Others learn things at a slower pace and need different teaching strategies to understand the material. Many neurodivergent students need an aide to help them during the school day. And there are those who do much better in classrooms that are specially designed with their needs in mind, with teachers who are trained to teach students who learn differently. Sometimes, neurodivergent kids need to attend schools that were specifically created for students with learning differences.  

On the other hand, there are kids whose brains are so unusual, they can learn things extremely quickly—much quicker than kids their age and even some adults. Have you ever seen news stories about kids who graduate from high school at the age of 9 and start college before they are even 10 years old? Well, that’s a neurodivergent kid for you! 

So, why is it important to know that there are different types of brains in the world? Well, for one thing, because YOU have a brain! If you feel like you learn differently and would do better at school with more support, it would be helpful to talk with an adult about it. If you know someone who is neurodivergent, it’s important to understand that his or her differences are not problems. We all have unique brains and different ways of learning and experiencing things. And that makes life all the more exciting! 

 Questions 

  1. Some brains are good at memorizing things. Other brains are good at imagining and creating stories or paintings. Some brains are good at figuring out and understanding what people are feeling. Other brains are great at understanding math or working with computers. What are some of the things your brain is good at? 
  2. Most brains have a thing or two (or three, or more!) that are tough for them to do. Jack is great at memorizing sports trivia, but reading is difficult for him. Luna is an avid reader but struggles with math. What are some things that are hard for you? 
  3. What does it mean to have a “neurotypical” brain? 
  4. What does it mean to have a “neurodivergent” brain? 
  5. Sometimes, a neurodivergent kid can have a tough time doing certain things, such as staying focused in the classroom. What are some accommodations a neurodivergent student can get at school? 
  6. Being neurodivergent can also mean having unusual abilities, such as learning how to read at the age of 3, for example. Can you think of other similar examples? 
  7. Do you know someone who is neurodivergent? Now that you have this knowledge, do you feel like you understand them a little better? 

 

 

Embracing Difference

One of the most empowering insights I’ve reached as a special needs parent was the realization that differences in brain function are natural, ever-present aspects of the human experience. They are as old as humanity itself.

It took me a while to embrace this view, partly because my neurodiverse child’s struggles—such as her social communication difficulties and motor clumsiness—are undeniably and inextricably tied to her neurodiversity. But eventually I came to view her difference for what it is: her unique way of filtering and processing information, communicating her impressions, and functioning in this world.

© Suri Pacinelli

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Children's Materials

The Special Leaves

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THE SPECIAL LEAVES

 

It’s time for outdoor recess and the day is about as perfect as can be: The sky is clear, the air is crisp, and the school playground is covered with crunchy leaves. 

Crunch, crunch, crunch, crunch, crunch. 

“What’s that sound?” Tom, a fourth grader with delicate limbs and thick eyebrows, wonders to himself. He glances around the playground and quickly spots a group of kids stomping on the fallen leaves. 

Crunch, crunch, crunch, crunch, crunch. 

The kids seem to enjoy that crackling sound and are jumping around excitedly, as if those helpless leaves were leftover bubble wrap or the latest “pop it” toy.  

But Tom is not enjoying himself at all. He cringes in agony and covers his ears. He needs to find a quiet place fast.  

Before scanning the space around him for a peaceful spot, Tom pulls a pair of sunglasses from his jacket pocket. It’s a bright day, and he is glad he didn’t forget his sunglasses at home. He puts them on, looks around, and eventually finds a large, lonely tree on the edge of the playground. He starts walking in that direction.  

Crunch, crunch, crunch, crunch, crunch. Tom steps on the ground gingerly, but the leaves crumble under his black sneakers. He cringes again.  

When he gets closer to the tree, Tom kneels to inspect the leaves on the ground. He notices some of them are a different combination of yellow, orange, and red. 

“Wow,” he says. “These leaves are awesome. I’ll start a collection!”   

It takes him several minutes to gather a collection of what he thinks are the coolest leaves ever. He is beaming proudly and is ready to put them in his pocket, when he hears rustling behind him.   

“Jump!” someone yells. 

Startled, Tom drops his new leaves then turns around to face Brooke, one of his classmates. She is jumping in a nearby leaf pile like a mad kangaroo, her flushed face framed by bouncy brown curls. Brooke is wearing a sleeveless cotton dress with patch pockets and doesn’t seem bothered by the cool temperature. 

“Jump, Tom, jump!”  

Brooke runs toward Tom and grabs his pale hands. She notices his sunglasses and tries to snatch them, but Tom swiftly waves her hand away. 

“Stop it, Brooke. You just ruined my game!”   

Brooke gives Tom a puzzled look and takes a few steps back. She walks back to the same leaf pile and starts loading her arms, then throws the colorful foliage high up in the air.  

“Yaaaay,” she shouts, as she swirls herself around with her eyes tightly closed. The leaves rain down upon Brooke’s head, and some get stuck in her curls. She looks like a wild forest princess. 

Tom is about to get away from Brooke when he spots Mrs. Goodwill walking toward them. Mrs. Goodwill is an aide who stays with Brooke most of the school day to help with activities and assignments. She has a worried look on her face and is holding Brooke’s sweater.   

“Mrs. Goodwill,” Tom says. “Brooke just made me drop my special leaves. Now they are mixed with the others on the ground, and I can’t find them.” 

“Brooke,” Mrs. Goodwill says. “Did you hear Tom? I think we should help him find his leaves. What do you think?” 

Brooke looks at Mrs. Goodwill quietly and seems to hesitate for a moment. She then looks away and starts bouncing in the leaves again.  

“Brooke, can you help Tom find his leaves?” Mrs. Goodwill insists.  

But before Brooke can respond, Tom covers his ears and takes off.   

“Brooke ruined everything,” he mutters. “Why is she always so hyper?”  

Tom is not happy at all: this is the second time he has to change spots in the playground. He is walking fast, and with each step he takes he feels the leaves on the ground crumble into a thousand tiny pieces.  

Crunch, crunch, crunch, crunch, crunch.  

“Ugh,” he blurts out.  

He needs a calming strategy quickly.  Just then, he spots the playground xylophone and notices no one is using it. He runs toward it. 

Tom has a piano at home, and he likes to play it to soothe himself after a rough day. This is the perfect opportunity to do the same thing at school. He stands in front of the xylophone for a moment, grabs the mallets, and starts playing a classical tune.  

“Aah,” Tom exhales. It doesn’t take long for his entire body to relax. The pretty melody coming from the xylophone muffles all the noise around him, making him forget how upset he was a minute ago. Of all the sounds in the world, classical music is his favorite by far.  

Meanwhile, in a different area of the playground, Brooke has found her way to a spinning seat. Mrs. Goodwill patiently looks on as the fourth-grader whirls nonstop for nearly a minute. 

When the seat stops turning, Brooke decides the fun must continue, so she makes it go in the opposite direction. She does this again, and again, and again. Spinning helps her body calm down and makes it easier for her to focus on schoolwork. Jumping and climbing help, too, so Mrs. Goodwill always makes sure Brooke gets plenty of movement during recess.  

“Do you think you’re done now, Brooke?” Mrs. Goodwill asks after the spinning stops completely. “Maybe you can put on your sweater now. It’s a bit chilly.”  

Brooke refuses the sweater and jumps off the seat. She kneels and starts going through the multicolored leaves on the ground, picking out and discarding a few until eventually settling on three of them. She tucks the chosen ones in her dress pocket.  

“These are pretty leaves, aren’t they?” Mrs. Goodwill asks. “You’ve got some good ones there.” 

But Brooke doesn’t answer. She just heard a lively tune coming from the playground xylophone and is now running toward it. Next thing you know, she is standing next to Tom with a wide smile on her face. Tom looks at Brooke sideways and lets out an annoyed sigh.  

“There she is again,” he thinks to himself. “I’m not letting her ruin my fun this time.”  

Tom continues playing the xylophone, pretending Brooke isn’t there. She raises her arms above her head and starts practicing a few dance moves. She bends her knees, lifts one leg off the floor, and jumps from one foot to the other. She looks way more graceful than a mad kangaroo this time.  

Mrs. Goodwill watches it all with a smile, then glances at her watch.  

“Okay, Tom and Brooke, it’s time to go back to the classroom,” she says. “Good job playing together just now!” 

Tom looks in Brooke’ direction and notices that she’s reaching for something in her pocket. She finally removes three leaves and hands them to him. He smiles.  

“Cool!” he says. “Did you notice that this leaf is mostly yellow, with a few red patches?” 

Brooke looks at the leaf and nods. 

“And this leaf right here is the opposite,” he adds. “It’s mostly red with a few yellow patches.” 

Tom goes on to look over the third leaf and Brooke skips away toward the school building. Mrs. Goodwill tries to get Brooke’s attention.  

“Hey Brooke, did you remember to use your words to apologize to Tom for upsetting him earlier?” 

“It’s fine, Mrs. Goodwill,” Tom responds. “I know she didn’t mean to.”   

 He looks at his new leaves and smiles. 

“Plus, come to think of it, these leaves are just as special as the ones I lost.” 

Discussion

  1. Can you describe some of the ways in which Tom and Brooke are different from each other?  
  2. Does Tom use words to express his thoughts and feelings? Does Brooke do the same? 
  3. What are some of the things that are bothering Tom today? 
  4. Why does he put on sunglasses early in the story? 
  5. Does he find a solution for his problem(s)? 
  6. Brooke needs a lot of movement to help her focus and get her brain ready for learning. What are some of the things that she does during recess that help her when she goes back to the classroom? 
  7. Do you sometimes feel like you need a calming strategy? What are some of the things you do whenever you feel distracted, uncomfortable, twitchy, or anxious? 

Going in Depth

Our eyes, ears, nose, tongue, and skin are always feeding our brain with information. The brain then makes sense of it all and responds appropriately. 

Some people’s brains get easily overwhelmed by the information coming from the senses. When that happens, a person might be bothered by things such as bright lights, loud noises, strong smells, certain food textures, and some types of movement.  

The opposite can also happen: the brain might have a tough time receiving, interpreting, and responding to information coming from the senses, so it needs even more information—more movement, physical touch, lively sounds, stimulating lights and colors, exciting smells and tastes—to “feel” the world around it and to stay calm and alert.  

As we can see in the story, Tom’s brain gets overwhelmed by bright lights and loud noises. He calms himself down by playing classical music on the xylophone. Brooke, on the other hand, needs a lot of movement—jumping, spinning, and climbing—in order to get her brain alert and ready for learning. Unlike Tom, she is not bothered by loud noises or bright lights. 

These are just two examples of how different brains might interpret and react to the world around them. Can you think of other examples? Do you ever feel overwhelmed in a very crowded or loud place? Do you ever feel like you need some movement after sitting down for a long time? Tell us! 

 

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My Twin Sister, Emma

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MY TWIN SISTER, EMMA

Emma's drawing

My twin sister, Emma, and I are the best of friends. But even though we look so much alike, we are actually quite different. I am a real chatterbox and can strike up a conversation with just about anybody. People call me “Chatty Addie.” Emma, on the other hand, is very quiet, and when she does talk, she has a tough time getting her words out.  

Sometimes, Emma sounds like this: “Um…Addie! Um…let’s go…outside!” She uses a lot of “ums” when she speaks, did you notice? That’s because she needs more time than most kids to put her words together. I’m used to the way she speaks, but sometimes people get impatient if she takes too long to explain what she is thinking. Do you ever have a hard time finding the “right” words to say? Then you might know how Emma feels.  

Because speaking is tough for her, Emma prefers using short sentences. If you ask her a “yes or no” question, chances are she will probably just say “yes” or “no,” and then stop talking. You might need to ask her more questions to get her to chat more. 

Even though my sister is quiet, we play really well together. When we were younger and Emma could not say many words, she would point to a toy or game and say, “play, play, play!” Sometimes, she just wanted “quiet play.”  Emma would smile as we played with Legos or board games, and I could tell she was happy. Other times, we did lots of “loud play”: singing, running around, and dancing up a storm. Emma is one of the best dancers I know.

MY TWIN SISTER, EMMA

My twin sister, Emma, and I are the best of friends. But even though we look so much alike, we are actually quite different! I am a real chatterbox and can strike up a conversation with just about anybody. People call me “Chatty Addie.” Emma, on the other hand, is very quiet, and when she does talk, she has a tough time getting her words out.  

Sometimes, Emma sounds like this: “Um…Addie! Um…let’s go…outside!” She uses a lot of “ums” and she often pauses when she speaks, did you notice?  That’s because she needs more time than most kids to put her words together. I’m used to the way she speaks, but sometimes people get impatient when she takes too long to express her thoughts. Do you ever have a hard time finding the “right” words to say? Then you might know how Emma feels.  

Because speaking is tough for her, Emma prefers using short sentences. If you ask her a “yes or no” question, chances are she will just say “yes” or “no,” and then stop talking. You might need to ask her more questions to get her to chat more. 

But even though my sister is quiet, we play really well together. When we were younger and Emma could not say many words, she would point to a toy or game and say, “play, play, play!” Sometimes, she just wanted “quiet play.” Emma would smile as we played with Legos or board games, and I could tell she was happy. Other times, we did lots of “loud play”: singing, running around, and dancing up a storm. Emma is one of the best dancers I know! 

Emma's drawing

Do you know what else Emma does well? She can draw almost anything you ask: dragons, unicorns, robots—you name it! One day after school, when Emma was sad and didn’t feel like talking, she made a drawing of herself and one of her friends. My mom looked at the drawing and said, “Sometimes a picture is worth a thousand words.” Well, I know what my mom meant! After looking at Emma’s detailed drawing, I could tell that she and her friend had had an argument that day. Emma didn’t have to say anything—her drawing said it all. 

And speaking of arguments: of course, things are not always perfect between Emma and me! There are times when our games do not work at all, and I get really frustrated. A couple of years ago, when we were seven years old and were playing the “Guess Who” board game, Emma could not come up with questions on her own—which is the whole point of the game! I had to tell her what questions to ask me, which made it really boring. So, I lost my patience and stormed out of the playroom. Then I found my mom in the kitchen. 

“Mom, how come Emma can’t talk like me?” I asked. “We’re exactly the same age!”     

My mom sat me down at the kitchen table. “Well, Addie, Emma’s brain works differently from yours. Do you remember what I told you before about the brain?” 

“You told me that the brain and the body work together,” I said.  

“That’s right. Every time you think, speak, or move any part of your body, it is your brain that is helping make it happen.” 

“So, is it my brain that is making my mouth move right now?” 

“Yes,” my mom responded. “Your brain sends and receives messages to and from every part of your body. It’s complicated, but the important thing to remember is that, even though everybody has a brain, not every brain works the same.” 

“Why not?” I asked. 

“Because every single brain in the world is unique,” she said. “Some brains are good at understanding math, for example, other brains might be good at memorizing words. Some brains can understand new ideas very quickly, other brains might need more time to understand new things and to get used to them.” 

I thought about it, then asked, “Is that why it is hard for Emma to speak? Is it because it takes longer for her brain than it takes my brain to figure out what words to say?”  

“Yes,” my mom said. “That is why she goes to a speech therapist—so she can get better and faster at getting her words out.” 

It was good to hear my mom’s explanation. I now understand that just because someone has a tough time doing certain things, it doesn’t mean they can’t do other things well. And just because our brains work differently, it doesn’t mean we can’t find a way to communicate. We just need to be patient and try to find different ways to express our thoughts and understand each other.  

Do you have a friend like Emma? If so, I hope you have learned a lot from each other. And I hope you continue to have lots of fun together!  

Questions

  1. Emma and Addie are twins, so they look very much alike. But there is one way in which they are very different from each other. Can you tell us how? 
  2. We all have unique ways of talking and expressing ourselves. How does Emma express her thoughts and feelings? 
  3. Do you think Emma might have interesting ideas even though she doesn’t use her words very often? What makes you think that? 
  4. Can you recall a time when you had a thought in your mind but had a tough time putting it into words? How did that make you feel? 
  5. Can you think of games you can play with a kid who is quiet or uses few words when he or she speaks? 

Addie

When talking with a friend like Emma, keep in mind:

  • Just because your friend isn’t saying much, it doesn’t mean he or she can’t understand your words. It also doesn’t mean your friend doesn’t have thoughts and opinions about what you’ve just said. 
  •  You might need to give your friend a little more time to respond to your questions or comments. Remember, kids like Emma take longer than you to put their words together. 
  • Sometimes, your friend might answer a question or make a comment and then stop talking. To keep the conversation going, you might need to ask him or her a few more questions.  
  • If you are in a noisy place, your friend might get distracted or overwhelmed and get even quieter. It helps to find a place that is not so noisy, if you guys want to have a conversation.    
  • There are other ways your friend might choose to communicate. Sometimes eye contact or a simple smile will be all that you will get. Other times, drawing, dancing or blowing off steam on the playground might be how your friend communicates with you. 

Addie

When talking with a friend like Emma, Keep in mind:

  • Just because your friend isn’t saying much, it doesn’t mean he or she can’t understand your words. It also doesn’t mean your friend doesn’t have thoughts and opinions about what you’ve just said.    
  • You might need to give your friend a little more time to respond to your questions or comments. Remember, kids like Emma take longer than you to put their words together. 
  • Sometimes, your friend might answer a question or make a comment and then stop talking. To keep the conversation going, you might need to ask him or her a few more questions.  
  • If you are in a noisy place, your friend might get distracted or overwhelmed and get even quieter. It helps to find a place that is not so noisy, if you guys want to have a conversation.    
  • There are other ways your friend might choose to communicate. Sometimes eye contact or a simple smile will be all that you will get. Other times, drawing, dancing or blowing off steam on the playground might be how your friend communicates with you.