A guide to neurodiversity in the early years

In recent years, there has been an increasing dialogue about the best ways to support children who have developmental differences. These children are traditionally referred to as having special educational needs (SEN).

While this term was originally designed to ensure that we identify and support those children in a timely manner, it has been criticised for its dominant focus on a child’s deficits and delays. In short, SEN only gives us part of the picture yet it can often become a dominant label that negatively shapes and shifts their experiences. This has to change if we are dedicated to improving children’s physical, social, emotional, cognitive and academic outcomes.

The aims of this booklet are to:

• introduce the concept of neurodiversity in an accessible way

• consider how ableism is a barrier to inclusion

• explore neurodivergent profiles of development

• develop practical approaches in becoming neurodiversity-informed within our early years practice.