A Workbook to support Neurodivergent Kids and Teens explore their Identity (for ages 9 to 15 years old (or thereabouts)
This beautiful book is the newest in our series of empowering books for Neurodivergent kids and teens. It will help Autistic kids and teens explore their identity with positivity.
“What matters most is what we think and feel about ourselves. Your relationship with yourself is the most important relationship or friendship you will ever have.” – Evaleen Whelton (author)
How do I tell my child they are Autistic?
The above question is commonly asked of the author Evaleen so she wanted to create a workbook or space for children aged 9 to 15 or thereabouts to explore their identity. Instead of telling kids and teens what Neuodivergence means to them, she wanted to create a book that gives young Neurodivergent folks space to explore that for themselves while giving an alternative to the negative medical model that pathologises very human differences. This book is not just for Autistic kids and teens but for kids who are in anyway Neurodivergent.
Contents:
- A little intro for kids and teens
- A little intro for adults using this book with kids and teens
- Myths about Neurodivergent people
- Section 1: What is Neurodiversity?
- Section 2: Stuff we find easy
- Section 3: Doing things differently
- Section 4: Stuff we find difficult
- Section 5: What does it mean to be Neurodivergent
- Section 6: Exploring the double empathy problem
- Section 7: How do we co-exist?
- Section 8: How do you feel about Neurodivergence?
- Section 9: Well known Neurodivergent People
- Section 10: Special Interests
- Section 11: Being treated differently
- Section 12: All about me
Who is this book for?
It’s for parents, professionals, teachers, teaching assistants or schools to us with Neurodivergent kids and teens. If you’d like a book to help other people, like peers and school staff understand Neurodiversity then Include is a wonderful program to do just that
Is it all writing?
No – spaces have been left by the author for sentences and drawings but that’s just for people who like to write and draw so it’s important that other ways of thinking and communicating are supported throughout this book. It might happen that some parts are filled in, other parts are left blank and other parts are explored through song, art or dance. It doesn’t really matter how sections are explored, it matters that they are explored in ways that suit the child or teen using this book.
