Advocacy at Neurodiversity Ireland is about amplifying neurodivergent voices and working towards systems that are more understanding, accessible, and humane. Our advocacy is informed by lived experience, community collaboration, and a commitment to neuroaffirming practice. We focus on challenging harmful narratives, influencing policy and practice, and supporting change across education, health, and wider society.
We work with schools, SNAs/ANAs, and education professionals to develop more neuroaffirmative, regulation-first approaches to teaching and supporting neurodivergent students.
NDI's formal submission to the Government ahead of the Summer Economic Statement. Twelve asks covering education, disability services, children's services, and rights-based planning. Approximately 170,000 children with invisible additional educational needs are excluded from current policy planning.
Neurodiversity Ireland, July 2026
A clinical analysis of the Roscommon School Refusal Resource Pack (March 2018 and revised July 2020), written from a neuroaffirming, trauma-informed, PDA-informed and sensory-informed occupational therapy perspective, with specific consideration of neurodivergent burnout and nervous system safety.
Sorcha Rice, Senior Occupational Therapist, Clinical Manager at Neurodiversity Ireland and AuDHD PDA'er.
A submission in response to the Tusla Education Support Service Five Year Plan for School Attendance 2023-2028. Critically examines the conceptual framework underpinning current attendance policy and highlights areas where the plan risks causing harm to neurodivergent children.
Supports autism class teachers to move toward a regulation-first, child-led, neuroaffirmative approach to teaching and learning. Reframes behaviour as communication and stress response rather than non-compliance. Highlights how child-led play, interests, and sensory-aware environments provide meaningful access to the curriculum.
NCSE Relate is a regulation-first, neuroaffirmative framework developed by the National Council for Special Education to support student engagement, participation, and wellbeing in schools. Reframes behaviour as communication and stress response. Emphasises co-regulation, unconditional positive regard, student voice, and universal design for learning.
Argues that Ireland is failing to uphold children's fundamental rights to an inclusive education, particularly for those with additional educational needs. Key legislation (like EPSEN) has not been fully implemented, leaving rights unenforceable in practice.
Every child deserves to be understood, not managed.
Want to collaborate on advocacy or share your experience? We would love to hear from you.
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