Campaign to Raise $25,000 to Unlock the Potential for a Brighter Future

During this season of giving, The Children’s Guild, a leading Mid-Atlantic nonprofit organization serving children, families, and child serving organizations is supporting Neurodiversity in Children with a goal of raising $25,000 to improve special education services. Celebrating its 70^th anniversary, The Children’s Guild is focused on helping students and families find success socially, emotionally, educationally, and developmentally through special education and charter schools, school-based mental health services, treatment foster care, autism services, family mental and behavioral health services, and workforce development programs. 

The Children’s Guild recently published Understanding Neurodiversity in Children and what it means to be neurodivergent, a term used to describe individuals whose brains process, learn, or behave differently from what is considered typical neurological development (neurotypical).    At The Children’s Guild (TCG) the staff is trained to meet neurodiverse students where they are with tangible resources so they can experience more success. TCG oversees nonpublic, charter, and public schools, as well as programs for children at all different learning and emotional levels. Since its inception in 1953, The Children’s Guild operates schools serving students with significant behavioral and academic issues including emotional disturbance, autism across the spectrum, developmental disabilities, and any combination of those disabilities.

Of the world’s population, 15-20 percent exhibit some form of neurodivergence. Although the word refers to the diversity of all people, it is often used in the context of autism spectrum disorder, as well as other neurological or developmental conditions, such as ADHD or learning disabilities. About 1 in 6 (17%) children aged 3–17 years were diagnosed with a developmental disability, as reported by parents, during a study period of 2009-2017. These included autism and attention-deficit/hyperactivity.

Understanding Neurodiversity in Children provides definitions on the types of neurodiversity and signs to look for and how best to support a neurodivergent loved one.  The three most common types are: 

• Autism Spectrum Disorder (ASD): A broad range of conditions characterized by challenges with social skills, repetitive behaviors, speech, and nonverbal communication. Signs of autism usually appear by age 2 or 3, and some even earlier. About 1 in 36 children have been identified with ASD, according to estimates from the CDC’s Autism and Developmental Disabilities Monitoring (ADDM) Network. Autism is reported to occur in all racial, ethnic, and socioeconomic groups and is nearly 4 times more common among boys than among girls.
• Attention Deficit/Hyperactivity Disorder (ADHD): A neurodevelopmental condition characterized by persistent inattention, hyperactivity, and impulsivity. ADHD symptoms start before age 12, and in some children, they’re noticeable as early as 3 years of age. The CDC suggests that around 9.4% of all children are diagnosed with ADHD at some point before the age of 18.
• Dyslexia: A specific learning disorder that primarily affects reading skills. Dyslexia symptoms can appear as early as preschool age. According to the Yale Center for Dyslexia and Creativity, dyslexia affects 20% of the population. 

Since neurodiversity refers to the unique way that each person’s brain develops, it is not preventable, treatable, or curable but some of the conditions that cause a person to be neurodivergent are manageable. The best ways to help a neurodivergent child is to provide sensory-friendly spaces by reducing noise levels, using soft lighting, or providing access to sensory tools like noise-canceling headphones or fidget toys. Allow for sensory breaks if sensory overload occurs. Provide targeted social skills training programs on understanding nonverbal cues and maintaining conversations and establish predictable routines and visual schedules and breaking down complex tasks into smaller chunks.

Society has shifted greatly in the past few years in its understanding of the importance and diversity of how the brain operates. Advancements have been in special education, with approaches becoming centered around how people with assorted neurodivergent tendencies learn best. The Children’s Guild schools and programs are committed to providing a supportive and nurturing environment for neurodiverse students.  During this Season of Giving, support The Children’s Guild and help them reach their goal of raising $25,000 to support neurodiverse students throughout their schools and programs.  Click here to learn how to give.

Schools and programs of The Children’s Guild include Monarch Academy Annapolis, Monarch Academy Glen Burnie, Monarch Global Academy Laurel, Monarch Preschool College Park, The Children’s Guild DC PCS, The Children’s Guild School of Baltimore, The Children’s Guild School of Prince George’s County, The Children’s Guild: Transformation Academy, The Janet & Frank Kelly Autism Center, TranZed Academy for Working Students, TranZed Apprenticeships, and Outpatient Mental Health Clinic.  For more information, visit https://childrensguild.org/.

A sensory room is a safe space that has been specifically designed for someone with neurodevelopmental or psychiatric conditions, such as a learning disability, anxiety, ADHD, autism, behavioral challenges, or mood disorders, but anyone with sensory processing impairments can benefit from them. The Children’s Guild provides individualized experiences for all learning and emotional levels with in-house clinicians and social workers as well as sensory rooms in a few of our schools. 

Sensory rooms can include various stimuli that engage a person and help them manage stimulation. Everything usually is adjustable, and the room should be comfortable, dim, quiet, and secure so that the person can explore everything with a calm state of mind. 

Sensory rooms are designed as a soothing environment where people are encouraged to build their confidence and learn new skills. They are also a peaceful refuge to go to when someone is feeling overstimulated or experiencing heightened emotions. Generally, all sensory rooms offer soft lighting, textures, sounds, and color schemes. 

Sensory rooms  help children learn how to interact with the world surrounding them in a safe way that offers consistency and holds no risk. The child gets free range in the area at their leisure. This freedom allows the teacher, therapist, parent, or caregiver to observe what the child does and does not find calming or exciting.

What Are the Benefits of a Sensory Room? 

1. Increases opportunities for socialization

Using a sensory room with others encourages the use of social skills in a safe, calm, and welcoming environment. Sensory rooms for disabled children may include cause-and-effect toys and games that promote turn-taking and interaction within the room.  

2. Improves movement, sense of orientation, coordination, and balance

Sensory rooms help each child work on their gross and fine motor skills. These skills are essential because they help day-to-day living. For example, tying shoes allows them to change locations and dress independently. Sensory rooms are also beneficial for children with additional physical difficulties because they can help with muscle tone and relaxation.  

3. Sharpens focus

Sensory toys and equipment are designed to help individuals concentrate on the activity they are engaged with. Every experience is accessible and soothing. This increases the child’s comfort, making it easier to stay focused. Concentration is essential for children to develop and cope with real-world situations. 

4. Helps decompress and unwind

Sensory rooms provide children with a much-needed moment of relief and refuge in case of overstimulation. Additionally, because of the safe and controlled nature of the room, those that isolate may feel comfortable and soothed enough to engage with their surroundings. If a child feels overwhelming emotions or experiences challenging behavior, the sensory room helps to recenter and ground them. 

5. Teaches through play

Many sensory rooms are designed with learning in mind, but parents and providers should also ensure fun is a priority. Sensory play aids children in developing their senses, problem-solving, and building nerve connections in the brain.

What to Keep in Mind When Building a Sensory Room at Home: 

1. Location

It is highly recommended that the room be away from the busy, noisy areas of the house. Windows are unnecessary because they are mostly covered with blinds or films to control the atmosphere. If there are windows, using blackout curtains and blinds is helpful. 

2. Size, Shape, Space

Plan out what you want to put in the room. Consider the size and shape of the room based on the toys, equipment, lighting, and specific needs of the children. Keep in mind having a little corner for pillows and blankets that can be designated as a mindfulness or meditation area is usually preferred. 

3. Ventilation and Temperature

Make sure that the room is breathable. Having a well-ventilated room that is heated and cooled as needed helps the individual and caregiver focus on the experience at hand and not on the environmental features of the room. 

4. Lighting and Sound

Avoid fluorescent light because it can emit an undesirable noise, which may increase stress in individuals. Soft, dimmable lights are typically a better choice for a sensory room. Sound insulation can help prevent unwanted noise. Sound insulation can be achieved by using various materials, thickening the walls, or even lining walls with sound-dampening materials. 

5. Colors

Avoid overly bright or neon colors for walls, floors, or equipment. You can be a bit more colorful when it comes to lighting. Pick the color scheme based on the calm mood you want to convey, and you can also add in your child’s favorite colors around the room. 

6. Floors

Select a floor coloring that can be used throughout the room. If you use wheelchairs in the room, select a durable floor where the wheelchair can move. Combine carpets and vinyl floors for tactile effects. Put a mat in the corner of the room and add lots of pillows for a lounging or mindfulness area. 

Sensory Rooms in Schools 

Does your child’s school have a sensory room set up? Would your young scholar benefit from time spent in this room? Let’s examine what makes a good sensory room for a school: 

1. Safe and secure. The room should be safe and secure, with no hazardous objects or potential dangers for children. The room should be equipped with childproof locks to prevent children from leaving the room without adult supervision. 

1. Sensory equipment. A variety of sensory equipment should be available, such as weighted blankets, sensory swings, trampolines, therapy balls, sensory tables, bubble tubes, tactile surfaces, and sound and light systems. This equipment should be age-appropriate and provide a range of sensory experiences. 

1. Calming colors. The color scheme of the sensory room should be calming and soothing, with soft and neutral colors such as blue, green, and beige. Bright and contrasting colors can be overstimulating and may cause sensory overload. 

1. Noise reduction. The room should be designed to reduce noise levels, with sound-absorbing materials, such as carpets, curtains, and acoustic panels. White-noise machines or calming music can also help to create a peaceful environment. 

1. Visual stimulation. The room should have visual stimulation, such as calming images, pictures, or videos that can be projected on the wall. This can help students to focus and reduce stress.  

1. Clear rules. Clear rules and guidelines should be established for the use of the sensory room. These should include expectations for behavior, length of stay, and adult supervision.  

1. Regular maintenance. Regular maintenance of the sensory room is essential to ensure that all equipment is functioning correctly and the room is clean, safe, and comfortable for students. 

1. Training for staff. Staff members should be trained in the use of the sensory room and how to support students with sensory processing difficulties. This can include strategies for managing challenging behaviors and identifying triggers for sensory overload.   

By providing a well-designed sensory room, schools can create a safe and calming environment that helps students with sensory processing difficulties regulate their emotions and improve their academic performance. Ask your school counselor if this is available for your child!  

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The Children’s Guild’s schools all offer sensory support for their students. The Children’s Guild maintains a staff of educators as well as physical and mental health providers committed to the growth of each child. See photos below of a sensory room from one of our schools in Baltimore, Transformation Academy! 

What Does Being Neurodivergent Mean?

Neurodivergent is a term used to describe individuals whose brains process, learn, or behave differently from what is considered typical neurological development (neurotypical). Generally, neurotypical individuals move through life without having to wonder if their brain is functioning in a standard way. Being neurodivergent has both strengths and challenges. The challenges include learning disabilities and medical disorders, while the strengths include solving complex mathematical calculations without pen and paper, having a better memory than a neurotypical person, and so many more.

Of the world’s population, 15-20 percent exhibit some form of neurodivergence. It is believed that there are a variety of ways for the brain to work and the differences of each mind are embraced instead of being viewed as inadequacies. Neurodiversity recognizes that both brain function and behavioral traits are indicators of how varied humans are. Although the word refers to the diversity of all people, it is often used in the context of autism spectrum disorder, as well as other neurological or developmental conditions, such as ADHD or learning disabilities. About 1 in 6 (17%) children aged 3–17 years were diagnosed with a developmental disability, as reported by parents, during a study period of 2009-2017. These included autism and attention-deficit/hyperactivity.

Australian sociologist Judy Singer coined the term “neurodivergent” in 1998 to increase acceptance and inclusion of “neurological minorities.” No two brains are the same, so there is no definition of the normal capabilities of the human brain. People who are neurodivergent have differences in the way their brains work so they are seen as neuro-differences, not deficits, and are appreciated as a social category, similar to differences in ethnicity and gender. It is important to note that neurodivergence is not a medical term or condition. It is also different from a physical disability or mental illness, but it can be associated with them since those who are considered neurodivergent may need accommodations at home, work, or school.

Types and Signs

Autism Spectrum Disorder (ASD): A broad range of conditions characterized by challenges with social skills, repetitive behaviors, speech, and nonverbal communication. Signs of autism usually appear by age 2 or 3, and some even earlier. About 1 in 36 children have been identified with ASD, according to estimates from the CDC’s Autism and Developmental Disabilities Monitoring (ADDM) Network. Autism is reported to occur in all racial, ethnic, and socioeconomic groups and is nearly 4 times more common among boys than among girls.

Signs:

• Sensory Processing Difference: Hypersensitivity or hyposensitivity to stimuli, leading to heightened or diminished sensory responses. This can impact daily functioning and contribute to sensory overload or avoidance.
• Social Communication Challenges: Difficulty interpreting or responding to social cues, understanding figurative language, or maintaining eye contact. This can affect social relationships.
• Restricted and Repetitive Behaviors: Repeated patterns like hand flapping, rocking, and adherence to rigid routines are common. Comfort and predictability come from these actions, and changes in the environment can cause stress.

Attention Deficit/Hyperactivity Disorder (ADHD): A neurodevelopmental condition characterized by persistent inattention, hyperactivity, and impulsivity. ADHD symptoms start before age 12, and in some children, they’re noticeable as early as 3 years of age. The CDC suggests that around 9.4% of all children are diagnosed with ADHD at some point before the age of 18.

Signs:

• Struggle to maintain attention, easily distracted, frequently shifting focus from one task to another.
• Restlessness, fidgeting, difficulty engaging in quiet activities.
• Difficulties in impulse control and decision-making and poor organization, time management, and planning skills. 

Dyslexia: A specific learning disorder that primarily affects reading skills. Dyslexia symptoms can appear as early as preschool age. According to the Yale Center for Dyslexia and Creativity, dyslexia affects 20% of the population.

Signs:

• Challenges with accurate and fluent reading. Individuals may struggle with word recognition, decoding, and reading comprehension.
• Visual and auditory processing challenges, including difficulty distinguishing between similar letters or sounds, which leads to confusion and errors in reading and spelling.

General Signs of Neurodivergent Minds

• Neurodivergent individuals may process information uniquely, displaying strengths in certain areas and challenges in others. They may exhibit enhanced or specialized intellectual abilities, allowing them to excel in specific areas.
• Some neurodivergent individuals have heightened sensory perception or attention to detail. They may notice subtle patterns, textures, or sounds that others might overlook.
• Neurodivergent individuals may exhibit intense focus and attention toward their areas of interest. They can become deeply immersed in specific tasks or subjects, displaying a remarkable ability to concentrate for extended periods of time.
• Neurodivergent minds may experience emotional regulation challenges, including a struggle to express their emotions effectively. As a result, they might exhibit heightened emotional responses. 

How to Support a Loved One Who Is Neurodivergent

The first step to finding out if you, or someone you care for, are neurodivergent is to talk to your healthcare provider. They can refer you to a specialist or other providers who can determine if you have a medical disorder, condition, or other brain-related difference that might explain why your brain works differently.

Psychologists, psychiatrists, and neurologists are professionals commonly involved in diagnosing and assessing neurodivergent conditions. These specialists possess the expertise and knowledge to administer appropriate assessments, interpret the results, and provide comprehensive evaluations.

Since neurodiversity refers to the unique way that each person’s brain develops, it is not preventable, treatable, or curable but some of the conditions that cause a person to be neurodivergent are manageable. For some people, such as those with ADHD, behavioral therapy and medication can positively affect their quality of life. For others, therapy programs can help them “play to their strengths,” meaning they illustrate how to make the most out of your abilities. They can also show you how to adapt to challenges, minimizing their interference in your life.

Ways to Help Now:

1. Providing sensory-friendly spaces by reducing noise levels, using soft lighting, or providing access to sensory tools like noise-canceling headphones or fidget toys. Also, allowing for sensory breaks if sensory overload occurs.
2. Helping them with their social communication and interaction challenges by offering targeted social skills training programs on understanding nonverbal cues and maintaining conversations.
3. Establishing predictable routines and visual schedules and breaking down complex tasks into smaller chunks.

Society has shifted greatly in the past few years in its understanding of the importance and diversity of how the brain operates. This means that the way in which we interact with those who are neurodivergent will also continue to improve and evolve. Another advancement has been in special education, with approaches becoming centered around how people with assorted neurodivergent tendencies learn best. The Children’s Guild schools and programs are committed to providing a supportive and nurturing environment for neurodiverse students. 

The Children’s Guild and Neurodiversity

The Children’s Guild (TCG) provides whole-child education and family services to empower children and families to thrive in their communities. We meet them where they are with tangible resources so they can experience more success. TCG oversees nonpublic, charter, and public schools, as well as programs for children at all different learning and emotional levels. Since its inception in 1953, The Children’s Guild operates schools serving students with significant behavioral and academic issues including emotional disturbance, autism across the spectrum, developmental disabilities, and any combination of those disabilities.