Imagine you are asked to cross a rushing river. There’s no bridge, so you’ll have to build one yourself, using only the materials and tools you have on hand. You’re told that when you reach the other side, the people there might not speak your language, and it will be up to you to fit in the best you can. This is what we ask of children when we send them off to primary school without supporting their understanding of their own ways of being and the unique differences present in people who make up the world around them.
There’s another way. When we socialize acceptance of neurodiversity in early childhood, we’re equipping children with tools to build bridges collaboratively. More than that, we’re giving children the gift of learning guided by acceptance, rather than value judgments. This is a time when children are in the thick of identity formation, and the way we support them during these years is pivotal. SANDE (Socializing Acceptance of Neurodiversity in Early Childhood) Bridge is built on the idea that all children—neurodivergent and neurotypical—benefit from exposure to different ways of thinking, communicating, and showing up in the world.
Why start early?
When we plant seeds—or kernels of ideas—they grow over time. The earlier they’re planted, the better the chance of healthy development. We know that in early childhood, brains are quite malleable, busy building neural pathways that create a foundation for lifelong learning. This is why things like learning a new language are often much easier for people in their early lives. Science tells us that we can strengthen neural connections through repetition over time, which is why it’s important to lay the groundwork for acceptance at a young age. When we teach children in ways that promote inclusion and equity, we are building pathways that will endure beyond preschool. Exposure is important during these early years, which is why we’ve created a suite of materials that is based on respect for others’ differences and developing the tools needed to build bridges of understanding.
What is SANDE Bridge and why does it work?
SANDE (Socializing Acceptance of Neurodiversity in Early Childhood) Bridge is an early childhood curriculum designed for inclusive classrooms with children ages 3–6. It is comprised of ten social-emotional learning units that each include a choose-your-own-path read-aloud story and accompanying classroom activity, as well as teacher training materials for educators, and informational handouts to send home to families. SANDE was developed by autistic and neurodivergent creators with feedback from the broader neurodivergent community to ensure it meets the needs and priorities of our neurodiverse world. SANDE is couched in evidence-based practices that support early learning with strategies like a story-based curriculum, visual supports, and music-mediated learning. More than that, it’s fun! With SANDE Bridge, we meet children where they are, with playful, engaging material that is equally accessible to neurotypical and neurodivergent children.
How are families and teachers supported with SANDE Bridge and why is this so important?
Social-emotional understanding is complex, and families with young children may not be attuned to all of the ins and outs of its development. SANDE Bridge utilizes practical caregiver handouts that explain the nuances of adopting a neurodiversity approach and empower families to understand how their children develop social-emotionally. For educators, SANDE Bridge includes companion “Just in Time” training that offers teachers a foundation in the neurodiversity framework, with actionable content to use immediately with their students. Success in early childhood is built on collaboration between educators, children, and their families. SANDE Bridge supports these three groups individually, and in relation to one another. The work of helping children understand their place in the world is really a project of relationships—nurturing an understanding of themselves and their similarities and differences with other children, and the relationships that make that understanding possible. When teachers and caregivers use a neurodiversity approach, they are modeling an acceptance that permeates the way children see themselves and their peers. Even at its most subtle, “ableism”—a belief that prioritizes abled and neurotypical ways of interacting with the world—is a system of oppression that affects children’s development in negative ways. When a child cannot meet expectations that are considered “normal,” they often carry shame and guilt that can stay with them for a lifetime. On the other hand, when we celebrate a child’s strengths and differences, rather than pathologize or attempt to “fix” them, we are giving children the opportunity to be valued for who they are.
What are the long-term effects?
By supporting children’s understanding of differences in the way people think, communicate, and behave, we are reinforcing their understanding of themselves and the world around them. As children better understand their unique ways of communicating, socializing, and existing in the world, they learn about their unique needs and how meeting those needs will allow them to thrive. By empowering children to accept themselves as they are, we are setting the groundwork for self advocacy.
Let’s return to our DIY bridge project from earlier. For so long, we’ve asked kids to build bridges of understanding about other people, using minimal tools and limiting beliefs about themselves and others. When it comes to children’s success, building bridges of understanding must be with their peers, teachers, and caregivers.
We must move away from the expectation that neurodivergent individuals need to fit neurotypical ways of being. This does a disservice not only to the neurodivergent community, but to all children. When we emphasize self-knowledge, and the responsibility each individual has to learn about others, we are teaching children to move through the world with curiosity, rather than judgment. And most importantly, we are teaching them that the project of understanding each other is a shared responsibility.
To learn more about the ways SANDE Bridge can lay the groundwork for acceptance, advocacy, and inclusion in early childhood education, click here!
