Most of the technical words within the ND Hub should be explained in the text however over the next few weeks, we will be building a glossary or words that you may want to look up. Here are a few key words and phrases for starters…
Neurodiversity is the concept that there are a variety of ways that people’s brains process information, function, and present behaviourally. Rather than thinking there is something wrong or problematic when some people don’t operate similarly to others, neurodiversity embraces all differences. The concept of neurodiversity recognises that both brain function and behavioural traits are simply indicators of how diverse the human population is.
Neurotypical is a descriptor that refers to someone who has the brain functions, behaviours, and processing considered standard or typical. Neurotypical people may have no idea they are because the subject has likely never come up for them before. These people usually hit all of their developmental and behavioural milestones at the same times and ages that are considered standard for most people. Once grown, they generally move through life without having to wonder if their brains function in the same way as others do.
Neurodivergence is the term for people whose brains function differently in one or more ways than is considered standard or typical. There are many different ways that neurodivergence manifests, ranging from very mild ways that most people would never notice to more obvious ways that lead to a person behaving differently than is standard in our society. We’ll examine the most common types of neurodivergence and the ways they manifest ahead.
Hypersensitivity (Over responsive): Over responsive to sensory information. A generalization could be that hypersensitivity results in tendency to be fearful and cautious or negative and defiant.
Hyposensitivity (Under responsive): Under-responsive to sensory information. A generalisation could be that Hyposensitivity results in a tendency to crave intense sensations or to withdraw and be difficult to engage.
Integration: the act of being able to integrate or bring together sensory motor functions in a useful, functional level of performance.
Interoception: our awareness of of sensations originating inside of our body, such as hunger, a full bladder, feeling tired, or ill and also includes recognition of body feelings as they relate to felt emotions such as heat from anger, heaviness from sadness, etc.
Sensory diet: A prescribed list of multi-sensory experiences designed to support function and participation throughout the day.
Gross motor skill development involves the large muscles in the arms, legs and torso. Gross motor activities are important to everyday physical activities like walking, running, throwing, lifting, kicking, etc. Gross motor abilities also form the basis for fine motor skills and relate to body awareness, reaction speed, balance and strength.
Fine motor coordination refers to the use and control of small muscles in the body in order to engage in various tasks requiring fine motor control and manipulation. Fine motor coordination skills are important for tasks and skills such as copying shapes and letters, colouring, cutting, buttoning/zipping, and self-feeding. This foundational skill is important for kids to be able to plan out their motor actions to participate in age-appropriate activities.
Echolalia: Some children will frequently repeat words or phrases they have heard other people say or remembered from TV or a book. This is known as echolalia.
Specific learning difficulties affect the way information is learned and processed. They are neurological (rather than psychological), usually run in families and occur independently of intelligence. They can have significant impact on education and learning and on the acquisition of literacy skills.
Learning Disability or Intellectual Disability is a term used in the UK which is internationally now recognised as ‘Intellectual Disability’. These terms mean the same thing and refer to children and young people (or adults) who have significant difficulties in two main areas of their learning:
- Their intellectual or cognitive ability and functioning
- Their use of everyday adaptive living skills, e.g. self-care, dressing, toileting, social skills, using transport, etc.
Complex needs: Someone is defined as having ‘complex needs’ if they need a high level of support with many aspects of their daily life and rely on a range of health and social care services. This may be because of illness, disability, broader life circumstances or a combination of these.