Neurodiversity and the "Boring Old Normies"
Updated: Apr 22
Oh man, even us neurodiversity experts fall victim to the trap of trying to do things the "boring old normie" way. Check out the trap I fell into this week, and how I got out of it here:
You see, everyone's brain works a little bit differently. And we love how neurodiverse brains work! They can do so many cool things! They just don't do them the way that "Boring Old Normie Brains" do.
You see, I have something called dysgraphia.
There's a part of your brain that comes up with all the ideas - let's call that the "thinking part". There's a different part of your brain that sends the signals down to your hands when you want to write with a pen, or type on your keyboard, let's call that the "writing part". In my brain, the connection between the "thinking part" and the "writing part" isn't super strong- it doesn't always work for me like it would if I had a "normie brain". So every time I tried to type my ideas this week, or use a pen to write them down, *POOF* suddenly all the ideas would fall out of my head!
So what do I do when this happens? Well, once I realized that I had fallen into the trap of trying to get my neurodiverse brain to work in a neurotypical way, I started utilizing my interventions. I use something called a scribe- I've actually used a scribe since I was a kid! My scribe tells me the prompt, then I talk the ideas out, and they write them down. Once they have the ideas on the page, I can go back edit and reformat the document. Sometimes my scribe is a member of my household. Sometimes I use speech-to-text software as a scribe (like when I send text messages). Sometimes, as a business owner, I hire someone to turn my videos into articles for me (some of these blog posts, for example)!
As an adult, this situation was kind of annoying. For a child who is just learning about how their brain works, it can become super frustrating. We can all work together to help our kids understand how their brains work, what does it look like, and what kinds of interventions can support them so that they can share their knowledge without making them use parts of their brain that don't work the same as other people's.