Updated: Aug 18
The challenges for children who have poor language and communication skills are often heightened by emotional struggles and difficulties with regulating their behaviour.
So, what do we know about these things?
How important is it that children are ‘diagnosed’? And if so, what difference does that make to what support they need?
What about children who are not diagnosed? Do they have a problem or not? If there is a threshold for receiving a diagnosis for DLD or ASD, what does it mean if they don’t make the diagnosis, but they still struggle?
Should we be more willing to recognise that ‘disorders’ are often not stand alone and that how children present is unique.
Emerging data suggests that more likely than not, each is us will have elements of our brain structure that may result in ‘difference’.
Is it more helpful to convey the message that brain difference is evident in us all. There is a tendency to think about a typical brain and a non-typical one – one which someone diagnosed with autism might be referred to as having.
Regardless of the ‘difference’ we should value that and focus on how that individual brain works and adapt our supports to optimise the ways in which we can help overcome identified challenges.
Data shows us that once learning and thinking differences are embraced confidence is built, compassion and empathy increase between people, communities are more connected and social structures embrace and understand diversity. Makes the world a far better and fairer place!
We are running workshops in the new year if you are interested in hearing a bit more about what new research tells us and how to better understand and support your child. Register your interest.