Introduction

Working with clients can feel intimidating as a new or student clinician, especially when working with neurodivergent individuals in limited-resource settings, which is a challenge most of us face at one point in our career. As an autistic speech-language pathology assistant (SLPA) and a graduate student, I want to share insights from my experience to help you navigate these challenges. This post will cover neurodivergent care needs, common barriers in limited-resource settings, and practical strategies for maximizing speech and language sessions.

Understanding Neurodivergent Care Needs

Neurodiversity is the concept that differences in brain functioning are normal and should not be stigmatized. The term encompasses a wide range of conditions, including autism, attention-deficit/hyperactivity disorder (ADHD), dyslexia, and more. It is important to note that neurodivergence is not something that comes and goes—it shapes how an individual perceives and interacts with the world 24/7. Our role as future speech-language pathologists (SLPs) and communication sciences and disorders (CSD) professionals is to embrace these differences, encourage diverse ways of thinking, and adapt our approaches to better support neurodivergent clients.

However, supporting neurodivergent individuals requires more than just theoretical knowledge. Many students face barriers such as those listed here:

• lack of trained professionals who understand neurodiversity
• limited access to adapted assessments, augmentative and alternative communication (AAC) devices, and sensory-friendly materials
• systemic issues like socioeconomic disparities that impact access to services and support

Challenges in Limited-Resource Settings

One common misconception is that adapting therapy for neurodivergent clients is expensive or time-consuming. In reality, some of the biggest challenges arise not from financial constraints but from a lack of awareness and training. Neurodiversity has gained mainstream recognition only in recent years—meaning that many educators, administrators, and even SLPs are still learning how to provide appropriate support.

In schools with limited resources, assessments often fail to account for neurodivergent communication styles. Standardized tests may not reflect a student’s true abilities, especially if such tests rely heavily on verbal responses or rigid task structures. In addition, pre-made sensory-friendly materials, AAC systems, and visual supports can be costly—making it difficult for students to access the tools that they need in order to communicate effectively.Systemic issues also play a significant role. Students from lower socioeconomic backgrounds often face additional barriers to success—including fewer opportunities for early intervention, lack of individualized support, and external stressors that impact their ability to thrive in school. Although we may not be able to change these circumstances overnight, we can work to bridge gaps by identifying needs and connecting students with available resources.

Strategies for Providing Effective Support

Four main strategies are available for providing effective support:

1. Leverage low-cost, high-impact tools.
2. Advocate for inclusive practices.
3. Adapt therapy approaches.
4. Collaborate with caregivers and educators.

These strategies are discussed below.

Leverage Low-Cost, High-Impact Tools

One of the most valuable lessons that I’ve learned as an SLPA is that expensive materials aren’t necessary for effective therapy. When I first started, I worried that not having access to high-end tools would limit my success. However, I quickly realized that simple, do-it-yourself (DIY) resources can be just as effective. Here are some examples:

• DIY communication boards and visual schedules using laminated paper and Velcro
• sensory-friendly modifications (e.g., noise-reducing headphones or fidget tools)
• the repurposing of everyday objects (e.g., the use of household items for speech and language activities)

Another game-changer has been utilizing digital resources. Many neurodivergent students are drawn to technology, so incorporating their interests can make therapy more engaging. Web-based tools, interactive story apps, and online articulation games can provide dynamic, motivating ways to target speech and language goals. For students with limited attention spans or sensory sensitivities, digital formats may be more accessible than traditional paper-based materials.

Advocate for Inclusive Practices

A crucial part of supporting our neurodivergent clients is educating others—teachers, staff, and families—about their needs. Advocacy can take many forms, including

• providing informal training sessions for educators on neurodivergent-friendly strategies;
• encouraging schools to invest in sensory-friendly classrooms and materials; and
• connecting families with local or online resources to better support their child’s communication needs.

Many free or low-cost online training programs offer certifications in neurodivergent-inclusive practices. By taking advantage of these opportunities, we can expand our own knowledge while also sharing insights with others.

Adapt Therapy Approaches

Traditional therapy models don’t always work for neurodivergent students, so flexibility is key. Some effective approaches include the following:

• Child-led play therapy to foster engagement.
• Strengths-based interventions that focus on what a student can do rather than what they struggle with.
• Multimodal communication that includes AAC, sign language, gestures, and written language alongside verbal speech.

Collaborate with Caregivers and Educators

Neurodivergent students benefit most from a team-based approach. By building strong partnerships with caregivers and teachers, we can ensure consistency across environments. Simple strategies like providing take-home communication boards, suggesting classroom accommodations, and scheduling regular check-ins with educators can make a significant difference in a student’s progress.

Personal Insights as a Neurodivergent SLPA

One of the greatest advantages of being an autistic clinician is that I can relate to my neurodivergent students on a deeper level. I notice subtle cues that others might overlook, and I understand firsthand the challenges of navigating a world that isn’t always built for neurodivergent minds. However, pursuing a career in speech-language pathology as a neurodivergent individual also comes with challenges—systemic ableism, misconceptions about our abilities, and the pressure to conform to neurotypical expectations.

Despite these challenges, self-advocacy has been a crucial tool in my journey. By openly discussing neurodivergence, we can help shift the culture within CSD programs and clinical settings toward greater acceptance and inclusion.

Encouragement for Neurodivergent CSD Students

If I could give one piece of advice to other neurodivergent students entering the field, it would be to get involved:

• Join regional and national organizations.
• Attend advocacy events.
• Seek out mentors who share your experiences.
• Take advantage of the many free or low-cost training programs that are available to students—they can help you build specialized knowledge in neurodivergent-inclusive practices.

For those interested, I’ve compiled a list of free online certifications and resources that can support you in your journey (see the accompanying infographic). Investing in your education and advocacy efforts now will set you up for long-term success in the field.

Conclusion: The Future of Neurodivergent Care

Neurodivergent individuals deserve high-quality, accessible speech-language services, regardless of their environment. By advocating for inclusive practices, leveraging creative solutions, adapting therapy approaches, and working collaboratively with families and educators, we can help bridge the gap for students in limited-resource settings.

I encourage all future SLPs and CSD professionals to explore neurodivergent-inclusive approaches and to advocate for equitable services. Let’s work together to create a more inclusive field for all.