Transition Model: Supporting Individuals with Neurodiversity
Keywords:
Neurodivergent, transition, from childhood, to adolescent, supporting neurodiversityAbstract
Supporting children with neurodiversity requires a paradigm shift from traditional deficit-based approaches to inclusive, strengths-based frameworks that honor cognitive and behavioral differences. Neurodiverse children—such as those with autism spectrum disorder (ASD), attention-deficit/hyperactivity disorder (ADHD), dyslexia, and related conditions—face unique challenges related to communication, sensory processing, executive functioning, and emotional regulation. This paper explores effective strategies for supporting these children across home, school, and social environments. Emphasis is placed on the use of visual schedules, sensory accommodations, clear communication, predictable routines, and individualized transition planning. Furthermore, the paper highlights the importance of fostering inclusive classroom practices, promoting self-advocacy, and building collaborative partnerships between families, educators, and professionals. Drawing on current literature and neurodiversity-affirming models, the study underscores the value of creating environments that empower neurodivergent children to thrive academically, socially, and emotionally. Ultimately, supporting neurodiverse children is not only a matter of accommodation but a commitment to equity, dignity, and human potential.
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