Abstract
This article provides a personal perspective on the SNP REACH 2021 workshop, which introduced me to neurodiversity advocacy and the strengths-based model of support. SNP REACH aimed to highlight the value of neurodiverse individuals, emphasizing their unique strengths and helping ensure their success through inclusive community practices. My journey included collaborating with peers to create a children’s book promoting neurodiversity awareness and solidarity. This experience deepened my understanding of neurodiversity’s societal importance and inspired me to continue advocacy work.
Keywords: SNP REACH, Neurodiversity, Neurotypical, Neurodivergent, Universal Design, Strengths-Based Model
Introduction
My experience at Stanford’s SNP REACH program was transformative, especially amid the challenges of the COVID-19 pandemic. SNP REACH is a two-week camp for high schoolers focused on understanding neurodiversity and exploring effective advocacy. Learning about neurodiversity through the strengths-based model—where we focus on the unique abilities of neurodivergent individuals instead of viewing them through a deficit-based lens—was eye-opening. It made me think deeply about what we, as a society, might overlook and undervalue. The camp also presented neurodiversity as an ongoing movement, one I feel inspired to contribute to in a meaningful way.
Objective
This article aims to document my experiences, insights, and learning from SNP REACH, focusing on how it impacted my understanding of neurodiversity and strengthened my commitment to advocacy.
Workshop Overview: A Holistic Experience
The remote SNP REACH workshop exceeded my expectations with its level of engagement and practical content. Even in a virtual setting, we learned, discussed, and collaborated meaningfully.
Guest Speakers and Learning from Neurodivergent Perspectives
SNP invited guest speakers who shared their personal experiences with neurodiversity and advocacy. Listening to neurodivergent individuals talk about their lives, challenges, and resilience was profoundly impactful. These speakers gave us insight into how neurodiversity is integrated across different professions, from academia to creative industries, underscoring the need for representation. I left these sessions with a new appreciation for the variety of strengths neurodivergent individuals contribute to society.
Defining the Issue: Advocacy and Representation
Through guided group discussions, we identified a core advocacy statement: “Neurodivergent youth need more representation because it will normalize neurodiversity and lessen the stigma from a young age.” This focus resonated with me personally. The idea of creating environments where neurodivergent individuals can thrive without stigma feels essential, and I felt empowered to make a difference in my community.
Neurodiversity Advocacy Project: Arlo and Papa
Before camp, we selected group advocacy projects that would promote the strengths-based model. Along with 12 other passionate students, I joined “The Neurodiversity Writers” group. Our project goal was to create a children’s book that would advocate for neurodiverse students and encourage allyship among neurotypical youth.
Group Members: Adrian Vahamaki, Arushi Munjal, Audrey Edwards, Christine Ahn, Dhruv Patel, Giovanni Zamora, Isha Moorjani, Katelyn Liu, Katie Chung, Rahul Malpuri, Sofia Kozlova, Tianna Huang, and Saesha Sharda.
Steps of the Project: Learning the Design Thinking Process
Creating Arlo and Papa was my first hands-on experience with the design thinking process, which allowed us to move from ideation to execution systematically.
Empathize: We identified gaps in representation for neurodivergent youth in media. It was crucial for our book to portray neurodivergent individuals in a positive light, helping young readers understand and embrace differences.
Define: Our goal was clear: create an approachable, engaging book that illustrates neurodiversity from a strengths-based perspective, making allyship accessible and fun for young children.
Ideate: We decided on a poem-style narrative with simple yet colorful illustrations. The rhyming format and friendly visuals aimed to make the topic relatable for our target audience.
Prototype: We divided into writing and illustration teams, creating initial drafts that incorporated our ideas and themes. Working remotely was challenging, but it also taught us to collaborate across distances and make our ideas come to life.
Test: Our cohort provided feedback on our initial drafts, which helped us refine the book and create a read-aloud video. This video helped make our project more accessible and shareable within our communities.
Digital Publication: Publishing Arlo and Papa on Kindle and Amazon was a proud moment for all of us. We’re currently exploring options for producing physical copies to extend the book’s reach.
Incorporating Universal Design
A critical part of our project was to ensure that our book was accessible to as many readers as possible. We used a dyslexia-friendly font to enhance readability and incorporated pastel colors to make the book visually comfortable for those with sensory sensitivities.
Story Overview of Arlo and Papa
Arlo and Papa follows Arlo, a young girl with dyspraxia, as she navigates her first day of school. She faces moments of frustration and social challenges but ultimately finds strength through the support of her father. The story reinforces the message that all children, regardless of their neurodiversity, deserve respect and understanding.
Personal Insights and Continuing Advocacy
Promoting Arlo and Papa in the Community
Since the camp, I’ve helped my group promote Arlo and Papa on social media and through a website. These efforts have expanded the book’s reach, and we’re currently planning translations and audio versions to make it more accessible.
Second Book Project: Oliver and Friends
Our second book, Oliver and Friends, focuses on a young boy with dyslexia. With this story, we’re emphasizing the importance of peer support and how inclusive communities can enhance the learning experiences of neurodivergent students. This book is currently in development, and I am excited about its potential impact.
Networking and Learning Beyond SNP REACH
The connections I made through SNP REACH have been invaluable. Participating in the Network for K-12 Neurodiversity Education and Advocacy (NNEA) allowed me to engage with other student-led projects and see how advocacy takes shape across different communities. Presenting our work at the 2021 Neurodiversity Summit was a powerful reminder of how wide-reaching and meaningful neurodiversity advocacy can be.
Conclusion
SNP REACH left a lasting impression on me, not only by expanding my understanding of neurodiversity but also by equipping me with practical tools for advocacy. Creating Arlo and Papa has shown me the importance of approaching neurodiversity from a place of empathy, inclusivity, and strength. My work with The Neurodiversity Writers is just the beginning; I am committed to fostering understanding and allyship, both in my school and in the wider community.
This experience has encouraged me to think about neurodiversity not only as an academic interest but as a vital, lifelong commitment to fostering inclusivity and respect.
Acknowledgments
I would like to thank my mentor, Dr. Lawrence K. Fung, and all my group members: Adrian Vahamaki, Arushi Munjal, Audrey Edwards, Christine Ahn, Dhruv Patel, Giovanni Zamora, Isha Moorjani, Katelyn Liu, Katie Chung, Rahul Malpuri, Sofia Kozlova, and Tianna Huang.
References
- Stanford Neurodiversity Project. “SNP Network for K-12 Neurodiversity Education and Advocacy (NNEA).” Stanford Neurodiversity Project.
- Stanford Neurodiversity Project. “SNP – Research, Education, and Advocacy Camp for High Schoolers (SNP-Reach).” Stanford Neurodiversity Project.
- Stanford Neurodiversity Project. “Stanford Neurodiversity Summit 2021.” Stanford Neurodiversity Project.