Neurodiversity-affirming developmental care — formative SAQs

SAQ 1 (10 marks)

A 10-year-old autistic child attends with headphones. School wants a "better behaviour" letter. The child asks not to be forced to make eye contact. There is no acute medical emergency. ^[1]

1. Define neurodiversity-affirming developmental care in one sentence and name three core actions at the first encounter. (3) ^{[1] [5]}
2. Explain the double empathy problem and how it changes your interpretation of "poor social skills." (3) ^[2]
3. Outline a closed-loop plan for school and clinic (goals, adjustments, owner, review). (4) ^{[7] [6]}

Model answer

Affirming care respects neurotype and preferred language, redesigns person-environment fit, opens supports the child and family want, and still practises full medical vigilance — it is not anti-diagnosis. First actions: safety check; ask language/communication preference; reduce sensory load; map mismatch; co-write goals with both voices. ^{[1] [5]}

Double empathy: misunderstanding between autistic and non-autistic people is often mutual, not a one-way deficit in the child. "Poor social skills" may reflect relational mismatch and inaccessible environments rather than pure child failure. ^[2]

Plan: co-define 2-4 goals (e.g. communication access, reduced meltdowns, safe attendance); recommend concrete adjustments (quiet assembly alternatives, movement breaks, written instructions); name school and medical-home owners; set review date; document hospital/school passport; screen for co-occurring medical/mental-health needs. ^{[7] [6]}