Neurodiversity Fact Sheets

This guidance and the ‘factsheets’ below are not intended to cover every aspect of every condition.

It is intended to act as an introduction and guide to aid understanding, communication, and enhance enjoyment of netball for all.

Some conditions like dyscalculia, dysgraphia are not included as these are likely to have less impact on netball participation.

Some related terms explained:

• ADOS: the most common type of diagnostic test for autism in the UK (Autism Diagnosis Observation Schedule)

• Acquired or Traumatic brain injury: some conditions or neurological differences can arise from an injury

• Aspergers Syndrome: a now outdated term to refer to a form of autism with little or no impairment in language use.

• Comorbidity/Coexistence: the presence of more than one disorder in the same person

• Hyper/Hyposensitivity: an unusually high or low response to a particular stimulus (eg light or noise)

• Intersectionality: a theoretical framework to understand how social or other identities can inter-relate to create discrimination or privilege. (eg, autism with gender, class with religion)

• Neurodiversity: The concept that brain differences are natural variations, not deficits. 

• Neurodivergent: Individuals whose brains function differently than the majority, often including those with autism, ADHD, dyslexia, and other neurological differences. 

• Neurominority: A group of neurodivergent individuals who share a similar form of neurodivergence. 

• Neurotypical: The group of people whose brains function in ways that are considered the norm. 

• Savant: an individual with specific exceptional skill or talent – eg maths or music

• Stimming (self-stimulation): behaviours often used by some people with autism to assist with calming, concentration or shutting out overwhelming external stimuli. (could be finger clicking, rocking, repetitive noises or other behaviours)

• Time Blindness: Time blindness is used to describe when a person experiences difficulty in knowing what time it is now, how much time is left, and how quickly time is passing.

IMPORTANT THINGS TO REMEMBER:

·       Everyone is different. Just as every woman is different; every child, everyone from a particular religion, race or country is different. Every neurodivergent person is also different

·       One person with autism may experience the world very differently from another, and may present with very different behaviour. One person with ADHD may find things really challenging that another with ADHD may find very easy.

·       A neurological difference is not linked to intelligence.

·       Some people may be very open about their differences while others may not. Some may be very knowledgeable about it, others may have just been diagnosed or not even know they have a neurological difference.

·       People may have two or more neurodivergences at the same time: ‘comorbidity’.

·       Stress is likely to exaggerate how a neurological difference appears

·       If in doubt ask. Meeting needs, facilitating a good netball experience, training sessions or match play starts with good communication

·       Don’t assume. You may think you know about a condition but as suggested above, people’s experiences, needs and presentation may be different from someone you are familiar with.

·       Some people may want help, others may not.

·       If you are dealing with a child or vulnerable person it is good practice (if you have the consent of the person and/or their parent/carer) to speak to a parent, carer, a specialist (if one is involved), or their school

Consider using a ‘Passport’ (see downloads) as a place to agree and record in writing, how a person wishes to receive instruction, coaching, communication or other relevant issues.

Consider some additional or specialist training for coaches or volunteers.