H is for Hyperfocus & Special Interests: – Reframing Deep Focus as Connection, Not Dysfunction
There’s something uniquely electric about watching a neurodivergent child dive into something they love. Their eyes light up. Their focus narrows. Their energy shifts. It’s not just a preference—it’s a full-body, full-brain connection.
They might talk endlessly about their favorite topic. Or rewatch the same scene, draw the same figure, organize the same set of objects in a loop that looks random from the outside but feels deeply purposeful to them.
To some, it might seem like “obsession” or inflexibility. But more often, it’s joy. It’s regulation. It’s connection on their terms.
G is for Gestures & Nonverbal Cues – Reading body language, facial expressions, and physical movement as core parts of communication
Movement, posture, facial expressions, vocal tone, and body orientation are all communication tools. Sometimes, they’re a child’s first language. Sometimes, they’re their clearest. And often, they’re the safest.
But in systems built around spoken responses—school testing, classroom prompts, even parenting scripts—these nonverbal messages can go completely unrecognized. Or worse, corrected. And when that happens, the message is clear: Only certain kinds of communication count.
We have to do better than that.
F is for Flexibility (Not Force): Why Transitions Shouldn’t Hurt
Transitions are some of the hardest moments in a child’s day—and they often unfold in very public, high-pressure environments: classrooms, grocery stores, playgrounds, bedtime routines, or while trying to get out the door in the morning.
An adult says, “Okay, time to go!” and suddenly the child is on the floor, screaming. Or they freeze. Or bolt. Or collapse in tears.
What’s happening in that moment isn’t defiance—it’s dysregulation. It’s not about refusing to follow directions. It’s about a nervous system that doesn’t feel safe making that shift, especially without enough time, context, or support.
E is for Echolalia – Repeated Phrases Are Communication
If you’ve ever heard a child repeat a question over and over—or quote the same line from a favorite show all day—you’ve experienced echolalia.
And if your first instinct was to say, “I already answered that,” or “You don’t need to say that again,”—you’re not alone. Most of us were never taught what echolalia actually is.
Here’s the truth: Echolalia is communication. It’s not nonsense. It’s not defiance. It’s not a behavior to fix.
Echolalia is how many neurodivergent children make sense of the world, build language, self-regulate, and connect with others—especially when they don’t yet have the words they need.
D is for Demand Reduction: Honoring Capacity Through a Low-Pressure Approach
Demand reduction is about creating space for safety and connection by easing the pressure—not removing expectations entirely, but softening the way we invite participation.
When we lower demands, we honor a child’s current capacity. We shift from “How do I get them to do this?” to “How can I meet them where they are?”
C is for Co-Regulation: How Caregivers Can Help Kids Manage Big Emotions
If you've ever told an overwhelmed child to “calm down” and it only made things worse, you’re not alone. For children, self-regulation—managing their emotions and reactions—doesn’t come naturally. That’s where co-regulation comes in.
Rather than expecting kids to handle big emotions alone, co-regulation is the process where caregivers model and provide emotional stability, helping children develop their own self-regulation skills over time.
Sensory-Friendly Holiday Traditions: Creating New Memories for Your Neurodivergent Family
The holiday season is a time for family, joy, and creating lasting memories. However, the hustle and bustle, bright lights, and unpredictable events can be overwhelming for neurodivergent individuals. We believe in crafting traditions that consider the sensory, emotional, and social needs of every family member. Whether it’s quiet movie nights, DIY crafts, or creating a predictable holiday routine, this guide will help you design new, sensory-friendly holiday traditions that everyone can enjoy.
Navigating Holiday Food Challenges: Tips for Managing Special Diets and Sensory Needs
The holiday season brings a variety of festive foods, from traditional family recipes to indulgent treats. However, for families with neurodivergent children, navigating holiday meals can present unique challenges. Sensory sensitivities, special diets, and food-related anxieties often make these gatherings feel overwhelming. We know how daunting this can be for both children and their caregivers.
Here, we’ve compiled practical tips and strategies to help families manage holiday food challenges, ensuring that everyone can enjoy the season without added stress. Whether you’re hosting a gathering or attending a family meal, these ideas are designed to create a more inclusive and comforting dining experience.
Managing Holiday Gatherings: Tips for Neurodivergent Kids and Families
The holiday season can be a magical time, filled with family gatherings, festive decorations, and shared meals. However, it can also bring about anxiety and overwhelm, particularly for neurodivergent children who may struggle with changes in routine, unfamiliar environments, and sensory overload.
Tips for Handling Halloween Sensory Overload
Halloween is a holiday filled with excitement, but it can also be a sensory minefield for many neurodivergent children. At Valley Inclusive Play Space (vips), we know that loud noises, bright lights, and unexpected interactions can quickly become overwhelming. As families who have been in your shoes, we’re here to offer strategies to make Halloween more manageable, ensuring that it remains a fun and inclusive experience for all.
Teen's Fundraising Mission for Sensory Room Sheds Light on the Importance of Inclusive Spaces for Neurodivergent Children
Creating inclusive and welcoming spaces for neurodivergent children is not just an aspiration—it’s a necessity. A recent story from the BBC highlights an inspiring fundraising mission by 13-year-old Pippa Henslow to establish a sensory room in a primary school.