Embracing All Brains: Why Neurodiversity Matters

Format

Individual Presentation

Sam MarionFollow

First Presenter's Institution

Neurodiversity Spot

First Presenter’s Email Address

sam@sammarion.com

First Presenter's Brief Biography

Sam Marion is a Licensed Clinical Social Worker in Buford, Georgia who works at the intersection of neurodivergence and trauma. He completed his Master of Social Work at the University of Georgia in 2014, Certificate in Traumatic Stress Studies through the Trauma Center at JRI in 2018, and Postbaccalaureate Certificate in Learning Differences and Neurodiversity with a Specialization in Executive Function from Landmark College in 2024. Sam has advanced training in Art-Based Supervision, expressive arts, play therapy, SandTray, EMDR, and IFS. Sam works with individuals and families in private practice, and he is a content creator, author, speaker, consultant, coach, and advocate.

Submitter

I am submitting this proposal as one of the presenter(s)

Location

Verelst

Strand #1

Head: Academic Achievement & Leadership

Strand #2

Health: Mental & Physical Health

Relevance

This proposal relates to Head because understanding how different brains work is connected to academic achievement, and it relates to Health because a person's mental health is part of neurodiversity.

Brief Program Description

Neurodiversity is a word and concept that has become popular to use but continues to have varying and confusing definitions and descriptions. This presentation is for attendees who want to use supportive and affirming language and approaches but need some initial clarity about what to use, when, and why.

Summary

Neurodiversity is a concept that varies in its reception from those who totally embrace it to those who are incredibly uncomfortable with it. Oftentimes, the people who are not willing to accept the idea are people who simply have not had the opportunity to learn the full understanding, ask questions, and gain their own perspective of this viewpoint. Also, picking up on snippets without context can be confusing and even unsettling, so some people who may be inclined to embrace the philosophy are hesitant to do so without more information.

The goal of this presentation is to provide a foundational understanding of neurodiversity and related concepts. The information presented will draw from a combination of higher education, research, clinical experience, and lived experience in a manner very few professionals are able to do. Attendees will be provided an overview of the neurodiversity movement emphasizing the impact of lived-experience voices being elevated and the ongoing evolution of how information is taught to a range of professionals. Basic definitions will be given for words that attendees are likely to have heard but may not know the proper ways to use the different words.

This foundational understanding is critical to enabling professionals to being neurodiversity-affirming and embracing all brains. The intent of this presentation is not to be comprehensive as much as it is to provide a breadth of knowledge that can be built upon. Attendees will be able to use the theoretical foundation combined with concrete examples to return to the professional settings and view students, clients, and coworkers through a new lens and begin taking steps to support each of them in their individuality. Perhaps most importantly in a presentation such as this one, attendees will be reminded that the willingness to hear and learn more about a different approach than one may have been taught is in itself a powerful step towards embracing those who think differently.

Evidence

This presentation will be based on recent research and writings in order to give the most up to date perspectives possible. There has been so much evolution on this topic in the last few years that even some publications from as recent as five years ago are now outdated. Some of the research will simply be to give the history or the neurodiversity movement. Other research will demonstrate the need for further progress from the neurodiversity movement.

American Psychiatric Association. (2013). Diagnostic and Statistical Manual of Mental Disorders (5th ed.).

American Psychiatric Association. (2022). Diagnostic and Statistical Manual of Mental Disorders (5th ed., text rev.).

Ashburn, M. & Edwards, J. (2023). I will die on this hill: Autistic adults, autism parents, and the children who deserve a better world. Jessica Kingsley Publishers.

Dawson, P. & Guare, R. (2009). Smart but scattered: The revolutionary “executive skills” approach to helping kids reach their potential (First edition.). Guilford Press.

Grandin, T. (2013). The autistic brain: Thinking across the spectrum. Houghton Mifflin Harcourt.

Hayden, C. (2023). Different, not less: A neurodivergent’s guide to embracing your true self and finding your happily ever after. Murdoch Books.

Marion, S. (2024). Embracing All Brains: A 30 Day Guided Journal for Becoming a Neurodivergent-Affirming Educator. Sam Marion Counseling and Consulting, Inc.

Monteiro, M. (2010). Autism conversations: Evaluating children on the autism spectrum through authentic conversations. Western Psychological Services.

Nerenberg, J. (2020). Divergent mind: thriving in a world that wasn't designed for you. New York, NY, HarperOne, of HarperCollins. Publishers.

Price, D. (2022). Unmasking autism: discovering the new faces of neurodiversity (First edition.). Harmony Books.

Rogers, A. (2023). Thriving together: An essential guide: finding support and mastering self-care for caregivers of children with differences and disabilities.

Rogers, S., Dawson, G., Vismara, L. (2012). An early start for your child with autism: using everyday activities to help kids connect, communicate, and learn (First edition.). Guilford Press. Van Reusen, A.& Bos, C. (1994). Facilitating student participation in individualized education programs through motivation strategy instruction. Exceptional Children, 60(5), 466-475. https://doi.org/10.1177/001440299406000510

Walker, N. (2021). Neuroqueer heresies: Notes on the neurodiversity paradigm, autistic empowerment, and postnormal possibilities. Autonomous Press.

Learning Objective 1

Participants will be able to outline the history of the neurodiversity movement.

Learning Objective 2

Participants will be able to define words such as neurodiversity, neurodivergence, and neurodiverse, and they will be able to explain why the words are not interchangeable.

Learning Objective 3

Participants will be able to immediately apply principles of a neurodiversity affirming approach into their work.

Keyword Descriptors

neurodiversity, neurodivergence

Presentation Year

2025

Start Date

3-3-2025 10:15 AM

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Mar 3rd, 10:15 AM

Embracing All Brains: Why Neurodiversity Matters

Verelst

Neurodiversity is a word and concept that has become popular to use but continues to have varying and confusing definitions and descriptions. This presentation is for attendees who want to use supportive and affirming language and approaches but need some initial clarity about what to use, when, and why.