The Harvard Medical School’s “Harvard Health Publishing” defines neurodiversity as:

“Neurodiversity describes the idea that people experience and interact with the world around them in many different ways; there is no one "right" way of thinking, learning, and behaving, and differences are not viewed as deficits.

The word neurodiversity refers to the diversity of all people, but it is often used in the context of autism spectrum disorder (ASD), as well as other neurological or developmental conditions such as ADHD or learning disabilities. The neurodiversity movement emerged during the 1990s, aiming to increase acceptance and inclusion of all people while embracing neurological differences. Through online platforms, more and more autistic people were able to connect and form a self-advocacy movement. At the same time, Judy Singer, an Australian sociologist, coined the term neurodiversity to promote equality and inclusion of "neurological minorities." While it is primarily a social justice movement, neurodiversity research and education is increasingly important in how clinicians view and address certain disabilities and neurological conditions.”

At Integrated Creative Therapy, we take our years of experience supporting neurodiverse clients to develop the skills and strategies necessary to live their lives to it’s fullest potential. Supporting a balance of academic, social-emotional, and executive functioning challenges, our coaching services offer young people the one-on-0ne instruction necessary to not only develop these foundational skills and strategies but to perfect their implementation in various academic, social, and vocational situations.

We develop a personalized learning curriculum for individual students specific learning disorders and learning profiles using evidence-based practices to facilitate students’ independence, participation, and skill acquisition. Sessions assist clients as they work to their potential by developing short-term and long-term goals, leading to a successful transition into independence and success as they see it. Sessions also offer instructional strategies included utilization of collaborative environments, Growth/Fixed Mindset, Locus of Control, technology integration/digital literacy, self-reflection, S.M.A.R.T. goal setting, emotional identification and naming (emotion wheel), Comma vs. Period Mindset, Rate of Perceived Exertion (R.P.E.), mindfulness, and other creative strategies utilizing metaphor to allow for safe and practical spaces for discussion and introspection. Where applicable, we collaborate with teaching teams, administration, parents, and the community to ensure the constancy of messaging and holistic support for our clients.