A Neurodiversity Affirming Approach to Understanding Autism & ADHD in OSHC

Facilitated by Emily McKenna

“Inclusion enables access, engagement and success for all learners” (Ashmin & Elkins, 2009) and  underpins all of the quality areas, with the words “each child” being used intentionally throughout the NQS, 18 times to be exact!

Autism and ADHD are part of the natural spectrum of neurological diversity and just one such example of the diversity we are likely to encounter in our day to day work with children & families. Within OSHC there is great responsibility to ensure neurodivergent children have equitable access to the environment, activities, routines and interactions that occur as part of a quality OSHC program. Within formal education the majority of exclusions and suspensions go to “vulnerable children”, with children with a disability contributing to the largest portion of this statistic. While these statistics have not been researched in OSHC, It is clear that professionals working with children need to understand how they can best incorporate inclusive practice which welcomes neurological diversity, rather than expecting children to mask and conform.