JRS Educational Therapy

Wednesday, June 19, 2024 by Julie Stoner | Identity Work

The Importance of Identity Work on the Self-Concept of Neurodiverse Students

Understanding and fostering the self-concept of neurodiverse (ND) students is a critical aspect of creating an inclusive and equitable educational environment. Identity work—the process through which individuals explore, understand, and express their unique identities—plays a fundamental role in shaping how these students see themselves and their place in the world. Engaging in identity work helps ND students build a positive self-concept, which is essential for their overall well-being, academic success, and personal development. 

Defining Neurodiversity and Self-Concept

Neurodiversity refers to the idea that neurological differences, such as autism, ADHD, dyslexia, and others, are natural variations of the human brain. These differences should be recognized and respected as part of human diversity. Self-concept, on the other hand, encompasses an individual's perception of themselves, including their abilities, characteristics, and overall sense of identity.

For ND students, self-concept is often influenced by societal attitudes, educational practices, and the presence or absence of supportive environments. Negative stereotypes and misconceptions can severely impact their self-esteem and self-worth, making it imperative to address these issues through intentional identity work. 

The Role of Identity Work in Shaping Self-Concept

1. Affirmation of Neurodiverse Identities: Identity work involves recognizing and celebrating the unique strengths and perspectives of ND individuals. When students see their ND traits as valuable contributions rather than deficits, they begin to develop a more positive self-concept. Affirmation can come from inclusive curricula, representation in media, and the presence of role models who share their neurodiversity.

2. Building Self-Awareness: Engaging ND students in identity work cultivates self-awareness. By understanding their own neurological profiles, students can better articulate their needs, strengths, and challenges. This self-knowledge empowers them to advocate for themselves in educational settings and beyond.

3. Challenging Stigma and Misconceptions: Identity work helps to dismantle harmful stereotypes and misconceptions about neurodiversity. By creating spaces where ND students can share their experiences and narratives, educators and peers can challenge biases and promote a more accurate understanding of neurodiversity. This cultural shift not only benefits ND students but also fosters a more inclusive school community.

4. Promoting Resilience and Self-Efficacy: When ND students engage in identity work, they develop resilience and a sense of self-efficacy. Understanding that their neurodiversity is a part of who they are, rather than a flaw to be fixed, enables them to approach challenges with confidence. This mindset shift is crucial for academic persistence and personal growth.

5. Fostering Inclusive Educational Practices: Identity work also informs and improves educational practices. Teachers who understand the importance of ND identities are more likely to adopt inclusive teaching strategies that cater to diverse learning styles. This can include differentiated instruction, the use of assistive technologies, and the creation of sensory-friendly classroom environments. 

Practical Approaches to Identity Work

To effectively support the self-concept of ND students through identity work, educators and schools can implement several practical strategies:

• Inclusive Curriculum Development: Integrate materials and resources that reflect the experiences and contributions of ND individuals. Teach multiple strategies for learning new concepts. 

• Professional Development: Train educators on neurodiversity and inclusive teaching practices.

• Student Support Groups: Create safe spaces for ND students to connect, share experiences, and support each other.

• Parental Involvement: Engage parents and guardians in conversations about neurodiversity and identity work, providing them with tools to support their children’s self-concept at home.

• Mentorship Programs: Establish mentorship programs where ND students can connect with ND adults who have navigated similar experiences. 

Conclusion

Identity work is a powerful tool in shaping the self-concept of neurodiverse students. By affirming their identities, building self-awareness, challenging stigma, promoting resilience, and fostering inclusive educational practices, we can create a more equitable and supportive environment for all students. This approach not only benefits neurodiverse individuals but also enriches our educational systems and society as a whole. 

Friday, January 12, 2024 by Julie Stoner | Identity Work

Internalized Ableism

“Internalized ableism is when a disabled person discriminates against themselves and other disabled people by holding the view that:

• disability is something to be ashamed of, 
• or something to hide,
• or by refusing accessibility or support.”

It manifests when individuals with disabilities internalize negative societal perceptions and biases about their own abilities, reinforcing a sense of inferiority or inadequacy.

When students with disabilities absorb negative stereotypes and believe in their own limitations, it hampers their self-esteem and hinders academic and social development.

Great Videos on the Topic:

Internalized Ableism & How to Cope Sydney Zarlengo

https://youtu.be/3YhUGaF_E8o?si=pZxJzz_VUxQlX8AN

Internalized Ableism Purple Ella

https://youtu.be/6f9VFMIhAxs?si=k86uKyT8wkDfVs6z

 The Chronic Notebook 

https://youtu.be/94j9MV0l-94?si=1l3HEDZzQVUIFbdI

 A Guide to Ableism Sydney Zarlengo 

https://youtu.be/eFefext8Amk?si=z3AzIjvUbMzc3Ykm

 Ableism PBS Wisconsin Education 

https://youtu.be/FDsx6TJmx8Q?si=yOJ05FJAHb3mgz1s

 Multicultural Autism Activist Network 

https://youtu.be/269OJTXffnc?si=sWAJpYoBqPl-b_HO

To counter internalized ableism, schools need to implement strategies that foster a positive self-image and promote the capabilities of individuals with disabilities. This includes  incorporating diverse and representative content in the curriculum, providing accessible learning resources, and cultivating a supportive and inclusive community.

KEY TAKEAWAYS:

Raise Awareness: Acknowledge and confront ableism in both societal structures and within yourself. Awareness is the first step towards challenging and transforming our perspectives and reactions.

Embrace Support: Encourage individuals with disabilities to shed any feelings of shame when seeking the help and support they rightfully deserve. Personally grappling with this challenge highlights the need to dismantle societal stigmas surrounding asking for assistance.

Strength in Seeking Support: Recognize that seeking support is not a sign of weakness or personal failure. Instead, it reveals the systemic weaknesses inherent in an inequitable system. People with disabilities exhibit tremendous strength by navigating and thriving in a system not inherently designed to accommodate them.

Beyond Productivity: Challenge the notion that personal worth is tied to productivity or output. You are not defined by what you do; your value transcends societal expectations of productivity. Embrace your inherent worth beyond conventional measures.

Monday, November 6, 2023 by Julie Stoner | Identity Work

Neurodivergent Masking

Neurodivergent masking, often referred to as "camouflaging" in the context of conditions like autism and ADHD, involves concealing or suppressing one's neurodivergent traits, behaviors, or characteristics to blend in with the neurotypical majority or societal expectations. While masking may sometimes be a coping strategy for individuals to navigate social situations more comfortably, it can also be harmful for several reasons: 

Mental and Emotional Strain: Masking requires significant mental and emotional effort. Individuals may constantly monitor and adjust their behavior, often leading to exhaustion, anxiety, and stress. The ongoing effort to fit in can be emotionally taxing and contribute to mental health challenges.

Authenticity and Self-Acceptance: Masking can lead to a sense of disconnection from one's true self. It may create a gap between how individuals present themselves to the world and who they genuinely are. This disconnection can impact self-acceptance and self-esteem.

Burnout: Prolonged masking can result in burnout. Individuals may reach a point where they can no longer sustain the effort to conform to neurotypical norms, leading to a breakdown in mental health and well-being.

Missed Support: When individuals mask their neurodivergent traits, they may not receive the understanding and support they need. This can be especially detrimental in educational, professional, or therapeutic settings where accommodations or interventions are necessary.

Social Isolation: Masking can isolate individuals from their peers. They may have fewer opportunities to connect with others who share their neurodivergent experiences, leading to social isolation.

Delayed Diagnosis and Intervention: Effective intervention and support often rely on accurate identification and diagnosis of neurodivergent conditions. When individuals mask their traits, it can lead to delayed diagnosis and, consequently, delayed access to appropriate interventions and accommodations.

Impact on Mental Health: Prolonged masking can contribute to mental health conditions such as anxiety and depression. The stress of concealing one's true self can take a significant toll on overall well-being.

Reduced Innovation: Embracing neurodiversity can lead to unique perspectives and creative problem-solving. When individuals feel compelled to mask their differences, society may miss out on the valuable contributions neurodivergent individuals can provide.

Stifled Self-Expression: Masking restricts individuals' ability to express themselves authentically. This can hinder personal growth, creativity, and self-discovery.

Sustainability: Masking is not a sustainable long-term solution. Over time, the effort required becomes increasingly burdensome and detrimental to an individual's overall quality of life.

Recognizing the harm of neurodivergent masking is a crucial step in fostering acceptance, understanding, and support for individuals with neurodivergent conditions. Encouraging a more inclusive and accommodating society can alleviate the pressure to mask and improve the well-being and success of neurodivergent individuals.