Support for atypical children and invisible differences

 What are invisible differences?

Invisible differences, often referred to as "invisible disabilities" or "neurological differences", refer to a range of conditions or traits that are not immediately apparent or physically discernible, but which can have a significant impact on how how a person functions or interacts with the world around them. These differences can be cognitive, psychological, neurological, or even physical, but they are usually not obvious at first glance.

Some examples of invisible differences

• Autism Spectrum Disorder (ASD): Although some individuals with ASD may have behaviors that make them recognizable, many live with symptoms that are not immediately apparent to others.

• Attention disorders, such as ADHD (Attention Deficit Hyperactivity Disorder): These disorders can affect a person's ability to concentrate, sit still, or follow directions, but are not visible externally.

• Dyslexia and other learning disabilities: These differences can affect a person's ability to read, write, or process information, but are not noticeable without careful observation or assessment.

• Psychological or emotional disorders, such as anxiety, depression, bipolar disorder, and others: These conditions can profoundly affect a person's thinking, behavior, and emotions, but may not be outwardly visible.

• Chronic mental health disorders, such as autoimmune diseases or chronic pain: These conditions can limit a person's ability to function normally, but are not necessarily obvious to observers.

• Sensory sensitivities: Some people may be hypersensitive or hyposensitive to specific stimuli, such as light, sound, or touch, which can affect their behavior or interaction, but this sensitivity is not obvious to others.

It is important to recognize that although these differences are "invisible", they are very real and can have a significant impact on a person's daily life, learning, work, social relationships and overall well-being. person. Awareness and understanding of these differences is essential to creating inclusive environments and providing the necessary support to those affected.

Understand the context:

Invisible differences cannot be fully understood without considering the context in which a person operates. For example, a child with an attention deficit disorder may be perceived as simply being distracted at home, but at school this difference can have a significant impact on their ability to follow lessons. The systems approach recognizes that individual behavior is influenced by their environment.

The reciprocal influence:

People with invisible differences interact with their environment, which in turn influences them. For example, a person with sensory hypersensitivity may avoid certain noisy situations, which may lead those around them to adapt their behaviors or expectations accordingly.

The variability of interactions:

Two people with the same invisible difference may interact very differently with their environment based on their past experiences, upbringing, relationships, and many other factors. The systems approach recognizes this variability and avoids categorizing or stigmatizing individuals.

The complexity of the reactions:

Invisible differences can cause a cascade of reactions in the system. For example, if a student has undiagnosed learning difficulties, this can lead to frustration for the teacher, anxiety for the student, and tension between parents and the school. The systems approach aims to break down and understand these chain reactions.

Entering the world of patient:

By considering all the factors and interactions at play, the systems approach can help professionals, families and communities enter the patient's world in a way that is non-stigmatizing for those living with invisible differences. It encourages asking questions, actively listening and seeking to understand rather than judging or jumping to conclusions.

What is systemic support for invisible differences?

Systemic support for invisible differences is based on a holistic approach that takes into account not only the individual concerned, but also their environment and the interactions between the different systems (family, school, social, professional, etc.) that surround them. . This approach recognizes that to understand and meet the needs of a person with invisible differences, it is essential to examine the entire system in which they operate.

Principles of systemic support for invisible differences:

Interconnection of systems:

The individual is not isolated. He is influenced by, and in return influences, the different systems to which he belongs (family, school, work, friends). Understanding these dynamics is crucial to providing adequate support.

Adaptability and flexibility:

Each system has its own dynamics, and the systemic approach focuses on the ability to adapt and be flexible to meet the changing needs of the individual and their environment.

Empowerment and capacity building:

Rather than focusing solely on the challenges or deficits associated with invisible difference, the systems approach seeks to strengthen the skills, resources, and capabilities of the individual and the systems around them.

Systemic support strategies:

Global evaluation :

It is essential to carry out a thorough assessment to understand not only the challenges associated with invisible difference, but also the strengths, resources and skills of the individual and the systems to which they belong.

Collaboration and co-creation:

Support must be collaborative, involving the individual, their family, professionals, teachers and other relevant stakeholders. This makes it possible to co-create suitable and effective solutions.

Training and awareness:

Educating and raising awareness of invisible differences among those around you can help reduce stigma, improve understanding and promote appropriate support.

Implementation of appropriate supports:

This may include academic or professional adaptations, therapeutic interventions, support groups, etc., always taking into account the individual's interaction with their environment.

Monitoring and reassessment:

Needs and circumstances may change. A regular assessment allows the support to be adjusted accordingly.

Systemic support for invisible differences goes beyond simple care for the individual. It is about understanding the complex interaction between the individual and the many systems around them, and providing support that takes into account these interconnected dynamics.

Is there training in the systemic approach for teachers to support ADHD at school? 

From February 2024, teachers, school professors and all those involved in the world of education (parents, psychologists, nurses, educators, association leaders, etc.) will be able to follow the new DU Strategic Systemic Approach for Education ( ASSED) set up by the University of Paris 8 and LACT. Delivered by specialists in the systemic approach in the education sector, this training allows you to acquire the tools of the systemic and strategic approach to solving psychological and relational problems. This approach is particularly effective in the fields of education and makes it possible to identify and stop the dysfunctional processes which often take place between the child and his environment (at school and/or at home), maintain or aggravate a situation that is often paralyzed within a rigid framework. It makes it possible to deal with problems such as school bullying, difficult situations with atypical children, to avoid dropping out of school and the onset of psychological disorders in the child but also in the accompanying person, who, faced with their inability to act, can lose confidence and sink into depression or burnout. This course addresses the management of conflict situations but also certain disorders such as attention disorders, DYS, hyper, ASD, ADHD, as well as disorders affecting teachers, depression, burnout, loss of self-confidence, etc.  

Who is the DU Paris 8/Lact Strategic Systemic Approach to Education for?

This training is aimed at people wishing to strengthen and diversify their skills as stakeholders in the world of education (teachers, school leaders, parents of students, association leaders, sports association staff, school psychologists , guidance counselors, school mediators, doctors, nurses, psychotherapists, educators, police officers, SPIP, justice assistants, child protection personnel, etc.).

Read also:

• The indirect approach in schools: helping parents and teachers to help children
• the strategic systemic approach in the school environment
• "Authority and leadership": testimony from Etienne FARRELL, School Principal
• Harassment and strategic communication at school by Marie QUARTIER
• Dealing with resistance to change - THE CASE OF SCHOOL DIRECTORS by Claudette PORTELLI

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