Neurodiversity Affirming OSHC Practice in OSHC

“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 examples of the diversity we are likely to encounter in our day to day work with children and young people and their families in OSHC. But what do you know about the neurodiversity paradigm? Do your practices help or harm? Are your neurospicy kids getting the affirming OSHC experience they deserve?

OSHC educators have a responsibility to ensure neurodivergent children and young people have equitable access to the environment, activities, routines and positive interactions with adults and peers, that occur as part of a quality OSHC program. This is especially important because formal education is often very stressful (even traumatic) for these children, sometimes resulting in comorbid conditions like depression.

While these statistics have not been researched in OSHC, it is clear that professionals working with children and young people need to understand how they can best incorporate inclusive practice which welcomes neurological diversity, and enhances a sense of belonging. All children should be able to succeed in OSHC through their play and leisure. When we don’t embrace and accept children and their unique diversity, they are pressured to mask and conform, resisting their individual needs and innate sense of self-worth; which compromises their wellbeing and connection to the OSHC community. This often results in complex and challenging behaviours; which are disastrous for everyone – most of all the child.

This session is suited to OSHC professionals at all career stages.

NQS: QA1, QA2, QA3, QA5, QA6