Understanding “Allistic” and Its Impact on Your Child’s IEP

I want to talk about a term that’s been popping up more often these days: “allistic.” You might have heard it thrown around in discussions about neurodiversity or maybe even seen it on social media, but what does it actually mean?

What is the meaning of allistic? Is it the same as neurotypical? And more importantly, how does it relate to your child’s IEP?

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What Does Allistic Mean?

In simple terms, “allistic” refers to anyone who is not autistic. It’s a term used to describe people who are neurologically typical or neurotypical—basically, those who do not have autism. The word “allistic” comes from the Greek word “allos,” which means “other.” So, when we say someone is allistic, we’re just saying that they’re not on the autism spectrum.

Not gonna lie–I hate this part of it. “Others” implies to me anyway, that there are two side warring. It shouldn’t be that way. Parents want to help their kids. I’d do whatever I could to make my child’s life easier. Labelling me as an “other” already makes people defensive, but here we are. We still need to learn and navigate this stuff.

I don’t want to speak for any autistic person besides my child. But I can only assume that “others” is the label that many autistics feel has been attached to them for decades. That doesn’t mean it’s ok to further alienate those who are trying to be allies.

Why do we need this word? Well, it’s because language shapes how we think. In the world of neurodiversity, having a term like “allistic” helps us to differentiate between different types of brain functioning without labeling one as the “default” or “normal” and the other as “abnormal.”

Why Does This Matter for Your Child?

If your child is autistic, understanding the concept of “allistic” can be helpful in your advocacy journey. The world is largely designed by and for allistic people—schools, social norms, communication styles—you name it.

This can make it harder for autistic individuals to navigate, especially in an educational setting like your child’s school.

How It Affects Advocacy and the IEP Process

When advocating for your child, it’s essential to recognize that their experience of the world is fundamentally different from that of their allistic peers. This difference isn’t just in terms of communication or behavior—it extends to how they process information, manage sensory input, and even how they experience social interactions.

Many times, IEP goals are set based on allistic norms. For instance, a goal might be to improve “appropriate social interaction” without considering that what’s “appropriate” in an allistic sense might not make sense for an autistic child.

Pushing them to conform to allistic standards can not only be unrealistic but also detrimental to their self-esteem and overall well-being.

To be clear, my son has a level of autism, that I am comfortable calling severe. Not everyone is. Some prefer profound. Some prefer Level 3 (my state nor my health care does not have levels).

We all have to use words we’re comfortable with. My son is often left out of conversations like these, and parent opinions matter.

Language Matters: How to Shift Your Perspective

One of the most significant changes you can make in your advocacy approach is to adjust the language you use. Instead of thinking about how to make your child fit into an allistic mold, consider how you can help create an environment that respects and accommodates their neurodiversity.

• Avoid saying: “We need to work on making my child more social.”
• Instead, say: “We need to help my child find comfortable ways to interact that work for them.”

This shift in language not only changes how you view your child’s goals but also how the IEP team might start to view them.

When you frame your child’s needs in a way that respects their neurodiversity, you’re more likely to get buy-in from the team and ensure that the IEP is truly tailored to your child.

Practical Steps to Advocate for Neurodiversity

1. Educate the IEP Team: Not everyone on the IEP team will be familiar with the term “allistic” or the concept of neurodiversity. Take some time to explain these ideas, and how they impact your child’s learning and interaction needs.
2. Customize Goals: Work with the IEP team to set goals that are meaningful and achievable for your child. For example, if your child struggles with social interactions, the goal shouldn’t be to make them behave like an allistic peer. Instead, it could be about finding alternative ways to communicate that feel natural to them.
3. Focus on Strengths: Every child has unique strengths, and your child’s IEP should reflect that. If your child has a particular interest or talent, incorporate it into their learning goals. This not only makes learning more engaging but also helps your child feel valued for who they are.
4. Push for Sensory Accommodations: Many autistic children have sensory processing differences. Make sure the IEP includes accommodations for sensory needs, whether that’s through the use of sensory tools, quiet spaces, or modified classroom environments.
5. Use Clear, Consistent Communication: When discussing your child’s needs with the school, be clear and consistent in your language. Avoid jargon, and always bring the conversation back to how the school can support your child’s unique way of learning and interacting with the world.

Why This Matters in the Long Run

Changing your language and approach might seem like a small thing, but it can have a huge impact on your child’s experience in school. When you start advocating for an environment that embraces neurodiversity rather than trying to make your child fit into an allistic mold, you’re helping to pave the way for a more inclusive world—not just for your child, but for others who will come after them.

Advocating for your child can feel like a never-ending battle, especially when it feels like you’re speaking a different language from the school. But by understanding terms like “allistic” and shifting how you communicate your child’s needs, you can make a real difference in how they experience school—and life.

Remember, your child doesn’t need to be more allistic to succeed. They need to be understood, supported, and respected for who they are. And with a little bit of knowledge and a lot of perseverance, you can help make that happen.

I also want to clarify that there is a lot of negativity toward allistics right now. Some of it deserved, I’m sure. This article is intended to inform and educate in an attempt to bring us together–because we are on the same side.

“But That’s Not the Real World!”

One of the pushbacks I get when I talk about this is the mantra of “that’s not how the real world works! We can’t go through life steamrolling things for our kids!”

I know this. I live in “the real world” myself.

We can advocate for changes long-term, even if we don’t see immediate results.

But, it’s also about being accepting of what the child’s lived experience is, and being supportive of that. I can give a few examples of my own son, these things I’ve talked about on the site before.

• He was so distressed by the noise at a Sixers game that he began to gag and we had to leave after about 10 minutes.
• He cannot wait at a busy restaurant like Red Lobster on Father’s Day, so we could not attend with my family.

For the second one, even after my dad had passed away, my stepmother brought up the incidents when I refused to go to Red Lobster with him. But, I was not going to put my child through that, knowing it would be a complete disaster.

The change that could have occurred and did occur: Kevin and I drove up there and took my dad to Red Lobster on a random Tuesday. It was quiet, no waiting time for a table and there were no behavioral incidents with Kevin due to his inability to tolerate the environment.

It wasn’t my dad’s birthday or Father’s Day, but who cares? Why get so “stuck” in forcing people through a terrible situation based on a date?

For the Sixers game, we spent the game in the Sixers Quiet Room at the Wells Fargo Center. It was, well, quiet. Had big screen TVs. And while maybe not the same as being in the actual arena, he and I were fine with it. Other people might have said, “we spent so much money on these tickets! we’re staying!”

But, the Sixers, the Eagles and others have quiet rooms. There are sensory friendly movies and who knows what else these days. Quiet rooms at shopping malls. All kinds of great stuff that didn’t exist even 10 years ago.

Change is possible when the stakeholders take time to listen and accommodate.

Allistic vs Neurotypical

This section explores the evolving language surrounding the terms autistic, neurotypical, and allistic. The term “allistic” is gaining traction in recent discussions, as its usage increases and “neurotypical” appears less frequently. This intentional shift reflects a deeper understanding of these terms and their contexts.

Definitions:

• Allistic: Refers to individuals who are not affected by autism, emphasizing a broader understanding of neurodiversity.
• Neurotypical: Traditionally describes individuals whose neurological development and functioning align with societal norms.

A key aim in incorporating “allistic” into the dialogue is to engage with autistic individuals. Feedback is actively sought to ensure ongoing practices resonate with their needs. Questions or insights can be addressed through a dedicated communication channel.

Navigating the appropriate terminology can be complex. It’s important to note that there is no intrinsic value assigned to either term; rather, each serves distinct functions in conversation. Individuals might choose “allistic” or “neurotypical” based on the context and the message they wish to convey.

The conversation about these terms is crucial for fostering understanding and respect. It is hoped that by sharing this reasoning, those less familiar with the terms will feel empowered to utilize them appropriately.

The shift in language is not merely a change in words but rather an invitation to reflect on how language shapes perceptions of identity and community within the neurodiversity conversation.

Understanding the Term “Allistic”

Allistic describes individuals who do not fall under the autism spectrum. Meeting someone who is not autistic means they can be termed allistic.

Is “Neurotypical” Identical in Meaning?

Not necessarily! While some individuals can be both neurotypical and allistic, many allistic individuals are not neurotypical.

Confusion Around the Term “Neurotypical”

The term “neurotypical” has often been understood as meaning “non-autistic.” Some individuals have used it this way in discussions. While it may seem minor, using “neurotypical” in this context can be misleading, as it inaccurately frames the experiences of autistic versus non-autistic individuals. It’s essential to clarify these distinctions for better understanding.

What does it mean then?

Understanding the term “neurotypical” requires a grasp of neurodiversity, which includes a broad spectrum of cognitive differences beyond just autism.

Although “autistic” and “neurodivergent” are sometimes used interchangeably, neurodiversity encompasses various conditions affecting learning and processing.

Examples of neurodivergence include:

• ADHD
• Dyslexia
• Tourette’s Syndrome
• Dyscalculia
• OCD

In contrast, “neurotypical” refers to individuals whose cognitive functions align with societal expectations for typical thought and behavior. Society often views these abilities as the standard, but this perspective can impact those labeled as neurodivergent in various ways.

Understanding these terms provides clarity about the experiences and challenges faced by different groups.

Why is it Important to Use “Allistic” Instead of “Neurotypical”?

Using the term “neurotypical” when referencing “allistic” can inadvertently blend the diverse experiences of neurodivergent individuals into a singular narrative centered around autism.

This oversimplification can overshadow other variations of brain differences encompassed by neurodiversity.

While the distinction may seem minor, the implications can be significant, especially when discussing issues like social bias or workplace discrimination. Combining different experiences can diminish individual stories, making it challenging to address specific needs and concerns adequately.

To foster clarity, precise language should be a priority. By using terms thoughtfully, individuals create a more supportive environment for all. It’s crucial to recognize that while there are overlaps between the experiences of autistic and other neurodivergent individuals, using “neurodivergent” and “neurotypical” provides a more suitable framework when discussing shared experiences.

• Clarity Matters: Clear distinctions help ensure that every individual’s experience is acknowledged.
• Avoiding Erasure: Careful language prevents the erasure of various neurodivergent experiences.

When language lacks precision, the true variety within neurodiversity can be overlooked, leaving some voices unheard in important conversations.

When would we use the word “neurotypical” instead?

In various discussions about identity, the utilization of the term neurotypical versus allistic can depend on the context. In many conversations, particularly those centered around autism, the term allistic often comes to the forefront. However, this does not imply that neurotypical lacks relevance.

Understanding Social Privilege

Neurotypical individuals hold a unique position within social dynamics. This term reflects a form of privilege that neurodivergent individuals typically do not possess. This privilege is particularly evident in how social standards and norms are established.

Neurotypical individuals often determine these norms, which can have a significant impact on how autistic and other neurodivergent individuals navigate social situations.

For example, when discussing how societal expectations affect autistic individuals, using the term neurotypical clarifies the source of those norms.

It emphasizes the distinction between neurodivergent experiences and the prevailing standards set by neurotypical individuals.

Contextual Usage

The decision to use neurotypical over allistic can also stem from the need for clarity in communication. In instances where the focus is on contrasting groups, neurotypical may serve as a more straightforward term. The choice between these words ultimately hinges on the context of the conversation. Recognizing when to utilize neurotypical can assist in fostering clearer dialogue, especially when discussing societal implications.

It’s essential to embrace a flexible approach in language. Being open to adjusting terminology based on feedback or preferences from the neurodivergent community enriches understanding and creates more inclusive conversations. Actively listening to those with lived experiences ensures respectful and accurate representation of their identities.

Individuals engaged in discussions about neurodiversity should remain attentive to the preferences of those they are discussing. Feedback from autistic and neurodivergent voices is crucial. As is input from parents about their journey and what they are experiencing with their autistic children.

They often possess valuable insights and experiences that can enhance everyone’s understanding. Respecting chosen identities and terminology not only affirms individual experiences but also fosters a more inclusive and informed community.

Hang in there, you’re doing amazing things!