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…