Teaching young children about disabilities and neurodiversity is not only important but essential for fostering empathy, inclusion, and understanding.
While this conversation may seem daunting, especially for parents and educators, it is crucial to approach it with patience, empathy, and age-appropriate resources.
In this guide, we will offer some effective strategies to help parents and educators alike navigate this crucial topic with confidence. For a specific example of how this can be applied, we will specifically cover helping neurotypical kids understand autism.
Starting the Conversation
When introducing the topic of physical or intellectual disabilities and neurodiversity of any kind to young children, storytelling can be a powerful tool.
Children's books like those featured on Reading Rockets' list of books featuring learning differences and neurodiversity can serve as gentle introductions to the subject.
Such stories feature disabled and/or neurodiverse characters navigating everyday situations, helping children get a better picture of disabled and neurodiverse experiences.
Additionally, incorporating videos and interactive activities can further engage children and reinforce key concepts about disabilities and neurodiversity in relation to inclusion.
Tips for Parents and Educators
When discussing disabilities and neurodiversity with young children, it is essential to approach the conversation with sensitivity and honesty. Getting advice from (willing) parents of children with disabilities or neurodiverse children, or just neurodiverse people and/or people with disabilities themselves, can be good foregrounding for any discussion here.
Use age-appropriate language and concepts, and encourage questions and open dialogue.
Be prepared for an open dialogue leading to a neurotypical child without a disability voicing confusion or even frustration about interacting with a neurodiverse peer or one with a disability.
Communicating that neurodiverse children or those with disabilities are not at fault for how or why they do things differently can be key to helping a child reach the patience and understanding needed to get along with neurodiverse peers and those with disabilities.
And some neurodiverse children and those with disabilities may indeed feel frustration with the difficulties in e.g. communication that neurodiversity or a disability may cause. In light of this, it can be helpful to let neurotypical children without disabilities know that in such situations, it can be all around better to be patient and even provide assistance if needed, rather than sharing in (and perhaps thereby contributing to) any frustration.
In general, provide simple and straightforward explanations to children.
For instance, unless a child is super-curious, going into the weeds about the neurological and/or biological (like genetic) explanations for e.g. autism may be unnecessary. Instead, simply explaining that neurodiversity or a disability may be something the peer was born with or otherwise resulted from an accident or other event, could be sufficient.
Again, a helpful teaching to impart is that neurodiversity or a disability, and much of the resultant conduct, is out of the peer's control. This can foster greater understanding of why the peer acts differently.
And of course be prepared to offer reassurance and support as needed.
Additionally, modeling inclusive behavior and language sets a powerful example for children to follow. By demonstrating empathy, acceptance, and respect towards individuals with disabilities, parents and educators can help shape children's attitudes and values, promoting a more inclusive and compassionate society.
Inclusive Classrooms and Educational Resources
Inclusive classrooms play a crucial role in educating children about disabilities and fostering a culture of acceptance and empathy.
Incorporating inclusive practices such as peer buddy programs, group discussions, and hands-on activities can significantly improve attitudes toward individuals with disabilities among students.
Furthermore, educational resources like our "Beginnings: Supporting Young Children's Understanding of Differences" guide from Time Timer offer practical strategies for educators and parents to support neurodiverse children and children with disabilities in various learning environments. These resources emphasize the importance of using visual aids, structured routines, and inclusive language to create an inclusive and supportive atmosphere for all students.
Helping Kids Understand Autism
First and foremost, do be apprised that opinion is divided about whether autism should be considered a disability or not. Under certain medical, legal, and social definitions, it is considered a disability, while in other definitions it is not.
And of course autism exists on a spectrum. Some severe cases may resemble a disability to some people. Meanwhile, milder cases may not seem like a disability at all to others. And among people with autism there are individuals who do not believe they are a person with a disability.
However, there is currently wider (though not universal) support for using the term neurodiversity when classifying autism. Neurodiversity extends beyond autistic people to a wide range of disorders, ADHD (attention deficits hyperactivity disorder) included.
Delineating the difference between disability and neurodiversity is not exactly an easy task.
There are some perspectives that fit neurodiversity under the wider umbrella of disability, while other perspectives seek to distinguish neurodiversity and disability.
However one classifies Autism Spectrum Disorder (ASD), the fact remains that it is a complex developmental condition. Further, it can affect individuals in different ways and lead to problems in interactions. Especially between certain autistic children and children without autism.
As such, educating children without autism about autism can be one avenue in mitigating potential social problems that may arise in such settings where an autistic child is in the minority.
Broadly, the challenges that autistic individuals face tend to be in the areas of communicating, socializing, and reasoning.
For kids, it is crucial for them to understand that their autistic peers may seem aloof, especially when concentrating on an activity. They may also struggle to make eye contact. Or, they may make less facial expressions and not be as verbal as neurotypical students.
Another thing that neurotypical children should know is that their autistic peers will likely be more attached to routine and wish not to break from it, even feeling distressed if the routine is unexpectedly broken.
More broadly, their autistic peers may also have clearly defined comfort zones and "do's and don'ts", as well as heightened sensitivities (and reactions) to e.g. loud noises.
This could easily be communicated as general ground rules for the social world in a sit-down between a parent and child, but things get a bit more complicated when it comes to educators with autistic students.
A good resource for children (and even adults) is the Sesame Street segment that offers some best practices for neurotypical children socializing with an autistic peer.
For one, educators should not take matters entirely into their own hands when it comes to giving neurotypical students advice about how to interact with an autistic classmate.
Instead, a teacher should be proactive in reaching out to the parents of an autistic student to get advice about what the other students should know about the autistic student. Keeping an open line of communication with those parents can be conducive to a good classroom environment for the autistic student.
It can be especially helpful to know what may be stress-inducing for the autistic student, so that neurotypical students can know the triggers.
We recommend that educators look over the free resource "Educating Children about Autism in an Inclusive Classroom".
Likewise, in specific cases for parents, it can be helpful to first reach out to the parents of an autistic child to get their thoughts on what to tell a neurotypical child about interacting with autistic peers, with specific advice about those parents' autistic child.
Time Timer Supports Students
Talking to young children about disabilities and neurodiversity is a journey that requires patience, empathy, and understanding.
By utilizing a combination of resources, including books, videos, educational materials, and real-life examples, we can empower children to embrace differences and celebrate the uniqueness of every individual.
Together, we can nurture empathy, foster inclusion, and build a more compassionate society where everyone feels valued and accepted, regardless of ability.
