Neurodivergence is not a label, but a distinct way of experiencing the world. When working with children, understanding and respecting these differences is essential for building safe, inclusive, and empowering environments. This article proposes a perspective that goes beyond diagnosis, focusing on understanding, empathy, and adaptation.
What do we mean by neurodivergence?
The term encompasses conditions such as Autism Spectrum Disorder (ASD), ADHD, dyslexia, dyspraxia, among others. These are not diseases, but rather different ways of processing information, communicating, and relating. Intervention must be based on this premise. avoid pathologizing approaches that negatively affect your mental health and self-esteem.
Common mistakes in the intervention in the intervention with minors with neurodivergence
- Interpreting behaviors as disobedience: What may appear to be “bad behavior” may be a response to sensory stress or a lack of understanding from the environment.
- Apply behavioral techniques without adaptation: Reward and punishment systems can be counterproductive if the child's motivations are not understood.
- Lack of specific training: Many professionals lack the tools to adequately identify and support neurodivergent minors.
Strategies for respectful intervention
- Active listening and observation without judgment.
- Adaptation to the environment: reduce stimuli, offer clear routines, allow sensory breaks.
- Collaborative work with the family and the school environment.
- Promote emotional self-regulation through play and creativity.
In addition to adapting the physical environment, it is essential to review the language we use when referring to these minors. Words like “disorder” or “deficit” can reinforce a negative view and limiting. Instead, talking about “different processing” or “different ways of learning” helps build a more respectful and empowering narrative. Language creates realities, and in interventions with children, every word counts.
Another key aspect is interdisciplinary work. Professionals in psychology, social education, occupational therapy, and families must form a cohesive team that shares information and strategies. Fragmented interventions can lead to confusion and frustration in children. Therefore, it is essential to establish fluid communication channels and common action protocols.
Finally, we cannot forget the voice of the child themselves. Listening to how they experience their experiences, what helps them and what hinders them, is an invaluable source of information. Person-centered intervention is not just a technical approach, but an ethical stance that recognizes the child as an active subject in their process.
Intervening with neurodivergent minors involves changing the question from “What’s wrong?” to “What do you need?”It is a paradigm shift that humanizes, respects, and empowers. Inclusion is a right, not a goal.
Would you like to delve deeper into this field and work to help integrate children? Be sure to find out about our Postgraduate in Intervention with Minors and find out how to reach them.
