Barriers to Appropriate Support for Autistics
What gets in the way of schools and service providers effectively supporting Autistics?
Common ground across marginalized groups
I’m upgrading some of my courses in order to pursue an advanced degree. One subject area in a course I’m taking is multicultural competence in counselling. The material refers to clients and people of all racial and cultural identities, but of course, I found myself relating what I was reading to my current work with neurodivergent folks.
Many of the evidence-based recommendations used to train counsellors in these skills are also applicable to supporting Autistics and other neurodivergent folks in a variety of settings.
Unfortunately many of the attitudes which limit cultural competence in counselling are also prevalent in the wider psychological profession, in public education, and in society in general.
Barriers to culturally competent practice
Ignorance regarding the underlying philosophical, structural, and technological alterations that are necessary;
Reluctance to develop from a “one-size-fits-all" approach (in terms of out-dated pedagogy, as well as inflexible institutional policies);
Failure to recognize, accept, and honour cultural (and neurological) diversity;
Lack of self-awareness regarding how one’s socialization impacts their practice;
Failure of training programs to prepare staff to adequately and competently support Autistics;
Lack of willingness to learn from, and listen to, Autistic people and their loved ones
I will expand on each of the above points in my next two articles, outlining how these barriers also apply to schools, community and social services, and other support services for neurodivergent students and clients.
My follow-up articles will then address the Multicultural Counselling Competencies (MCCs) and how they can be applied to more effectively supporting and respecting the differences of neurodivergent people.
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