What is Diversity Affirming Practice?

By Annette Thompson (Abilities Collective @ Curtin, Secretary)

Scrolling social media recently (face it, don’t we all?) I came across a light-hearted post about a parent who cut their junior’s sandwiches wrong, and I found myself reading the comments with more than a little disdain. So many judgemental pointers about pandering to whims, starting unhealthy habits, and “eat it or go hungry”. You get the idea; but what was clear to me is that this is the tip of a significant iceberg that neurodiverse people (and parents) know all too well.

Learning to tell the difference between something that is a choice or a habit and something that is a regulating behaviour or sensory need that forms part of an individuals’ safe boundaries is a key skill that we who are neurotypical have yet to perfect, and it quite often causes inconsistencies, conflict, and stress.

Recent research has shown that standard therapeutic practices that seek to mask and reduce neurodivergent traits are causing harm including stress, depression, poor self-worth, and lower participation in society ⁽¹⁾.

As a parent to neurodiverse children, my standing decision in most situations is Pick Your Battles. Accept when it does not matter enough to be a problem and be gracious enough to recognise people as they are. Diversity affirming practice recognises and accepts the unique differences and strengths of individuals

Some tips for Diversity Affirming Practices are: ^{(2) (3) (4)}

• Accept that what you think is a standard way of doing something may only be standard to you. Look at the result and realise that if they got there by another method, let it go.
• Do not talk about disability or neurodivergence as a medical thing to be fixed, cured, or resolved. It is neither sad nor heroic; it is part of who that person is.
• Look for strengths and find ways to encourage people to work in spaces that affirm those strengths.
• Regularly talk about asking for boundaries and accommodations including space to take a brain break and accepting sensory needs and regulating patterns.
• Advocate for authentic inclusion that does not expect or endorse masking or isolating others.
• Learn about ableist language and look for ways to reframe what you say.
• Listen to lived experience and advocate for neurodivergent and disabled voices in decision making.
• Talk to the person, not about them. Ask the individual what they need and include them in decisions about them.
• Ask about language preferences. In official communications Curtin uses Person first language but if an individual requests you to use identity first language about them, then try to remember.
• Be an advocate and an ally. Speak up and expect them same from others.

References

1. https://yourmindmatters.net.au/a-neurodiversity-affirming-approach-what-is-it-and-how-can-it-support-your-children/
2. https://abilityactionaustralia.com.au/providing-a-space-for-neurodiversity-and-inclusion/
3. https://therapyworks.com/blog/child-development/what-it-means-to-be-neurodiversity-affirming/
4. https://www.inclusionwa.org.au/blog/inclusion-what-is-it-and-how-to-be-inclusive/

About Anni

Anni started at Curtin in 2007 and works within Curtin Information Management and Archives, predominantly supporting Privacy compliance and Freedom of Information.  Anni uses She/Her pronouns and is married with 4 biological and 3 stepchildren.  3 of Anni’s children have a neurodivergent diagnosis and Anni has spent the past 24 years advocating for and negotiating the disability space in education, employment and NDIS and allied health in order to support her family.  Anni is one of the founding members of the Abilities Collective.