Neurodiversity affirming occupational therapy for Autistic children

The presentation

In a compelling presentation, researchers Sue Messer and Julia Sterman shed light on the challenges and opportunities in supporting autistic children through a neurodiversity-affirming lens. Their research powerfully challenges traditional, deficit-focused approaches and advocates for a more compassionate, strengths-based understanding of autism. 

Sue's research, focusing on James's personal story, vividly illustrates the profound impact of school experiences on autistic young people. James's narrative reveals a heart-wrenching journey of bullying, social isolation, and mental health struggles. His experience highlights how schools often inadvertently contribute to negative self-perception by failing to understand and support autistic students. 

Julia Sterman's scoping review complements Sue’s work by exploring neurodiversity-affirming occupational therapy approaches. Her research synthesised 26 peer reviewed articles, revealing critical insights into supporting autistic children. The review emphasised two fundamental themes: creating inclusive environments and reframing intervention approaches. 

Promoting inclusion involves understanding and supporting autistic children's social experiences. Contrary to stereotypes, many autistic children desire social connections but thrive best in environments that genuinely understand and accept their unique communication styles. This might mean creating interest-based clubs or spaces where autistic children can interact authentically, rather than forcing them to conform to neurotypical social norms. 

The research challenges occupational therapists and educators to critically reflect on their practices. Instead of attempting to 'fix' autistic children, professionals should focus on: 

• Supporting individual strengths 
• Accepting autism as natural human variation 
• Promoting autistic communication styles 
• Creating genuinely inclusive environments 
• Prioritising autistic perspectives 

Julia highlighted significant gaps in current research. Most studies still rely on perspectives from parents and professionals rather than autistic children themselves. Only nine out of the 26 reviewed articles included autistic voices, and just one incorporated perspectives from children with intellectual disabilities. 

Both presenters stressed the importance of listening to autistic individuals. They advocated for research and interventions that centre autistic experiences, involving autistic adults and children in designing support strategies. 

Their recommendations extend beyond individual therapy. They call for whole-school approaches that challenge ableist cultures, provide sensory-friendly spaces, and support transitions. The goal is not to change autistic children but to create environments where they can thrive. 

The research also highlighted the harmful effects of 'masking' - where autistic individuals hide their natural traits to fit in. This behaviour, often encouraged by well-meaning but misguided interventions, can lead to significant mental health challenges. 

Practical suggestions for occupational therapists and educators include: 

• Questioning social norms and expectations 
• Reducing pressure to mask 
• Supporting autistic communication styles 
• Creating interest-based social opportunities 
• Focusing on strengths rather than perceived deficits 

By challenging existing paradigms, Sue and Julia offer a hopeful vision of neurodiversity-affirming practice that recognises and celebrates autistic individuals' unique qualities.