Neuroaffirming assistance animal practice recognises neurodivergence as a natural form of human variation rather than a deficit, disorder or something that needs to be “fixed”. A neuroaffirming approach focuses on understanding the individual person, recognising their strengths and preferences, identifying disability-related barriers and supporting meaningful participation.

Neurodivergent people may experience differences in:

• sensory processing;
• communication;
• attention;
• executive functioning;
• emotional regulation;
• social interaction;
• learning;
• movement;
• perception;
• energy regulation.

Neurodivergence includes a wide range of experiences, including:

• autism;
• attention-deficit/hyperactivity disorder (ADHD);
• dyslexia;
• dyspraxia/developmental coordination disorder (DCD);
• dyscalculia;
• Tourette syndrome and tic disorders;
• other neurological variations affecting cognition, learning, communication or regulation.

A neuroaffirming approach does not mean assuming that neurodivergent people do not experience disability. Many neurodivergent people experience significant barriers due to the interaction between their neurological differences and environments that are not designed to accommodate diverse ways of thinking, communicating, sensing and participating.

The focus is therefore not:

“How do we make this person appear more typical?”

but:

“How can we reduce barriers, support autonomy and enable this person to participate in ways that are meaningful to them?”

Moving Beyond the Deficit Model of Neurodivergence

Historically, many approaches to neurodivergence have focused primarily on deficits, impairments and behaviours considered outside expected norms.

A neuroaffirming approach recognises that differences may involve both:

• strengths and abilities;
• genuine support needs and disability-related barriers.

For example, an autistic person may have strengths in:

• attention to detail;
• pattern recognition;
• deep knowledge of specific interests;
• honesty and direct communication.

However, they may also experience challenges related to:

• sensory overload;
• communication differences;
• transitions;
• unpredictable environments;
• fatigue from masking;
• accessing education, employment or community environments.

Both realities can exist simultaneously.

Assistance animal practice should therefore avoid both extremes:

• assuming neurodivergent people are inherently impaired;
• dismissing genuine disability-related support needs.

Neuroaffirming Assessment in Assistance Animal Practice

A neuroaffirming occupational therapy assessment begins with understanding the individual rather than attempting to measure how closely they conform to neurotypical expectations.

Assessment should explore:

• what environments support the person’s participation;
• what situations create barriers;
• what strategies are already effective;
• what the person identifies as meaningful;
• what role an assistance animal may realistically play.

The occupational therapist should consider:

• sensory preferences;
• communication style;
• processing time;
• preferred methods of engagement;
• autonomy and consent;
• the person’s own understanding of their needs.

A person’s communication style, eye contact, movement patterns or emotional expression should not be interpreted automatically as indicators of ability, motivation or capacity.

Autism and Assistance Animals

Autistic people represent one of the most recognised groups of assistance animal handlers, particularly in contemporary practice.

Autism is a neurodevelopmental difference involving variations in:

• communication;
• sensory processing;
• social interaction;
• cognitive style;
• information processing.

Autistic people may experience disability-related barriers including:

• sensory overload;
• difficulty navigating unpredictable environments;
• distress during transitions;
• challenges accessing community settings;
• difficulty communicating needs during periods of overwhelm.

Assistance animals may support some autistic people through tasks such as:

• supporting predictable routines;
• assisting transitions;
• reducing barriers to community participation;
• providing trained interruption or grounding behaviours where appropriate;
• supporting independence and confidence.

However, autism alone does not determine that an assistance animal is required.

Not all autistic people benefit from assistance animals, and not all autistic people require the same type of support.

Assessment must focus on the individual.

ADHD and Executive Function Differences

Attention-deficit/hyperactivity disorder (ADHD) is a neurodevelopmental condition associated with differences in attention regulation, impulse control, activity regulation and executive functioning.

Some people with ADHD experience difficulties with:

• organisation;
• planning;
• time management;
• remembering routines;
• task initiation;
• maintaining focus.

An assistance animal may support some individuals by helping establish routines, providing structure and supporting engagement in meaningful occupations.

Potential tasks may include:

• supporting routines;
• interrupting escalating emotional responses;
• retrieving items;
• assisting with transitions.

However, the presence of ADHD alone does not indicate assistance animal need. Assessment should identify whether the animal provides functional benefit beyond strategies such as technology, environmental modifications, coaching or other supports.

Learning Differences and Neurodivergence

Neurodivergent learning differences may include:

• dyslexia;
• dyscalculia;
• developmental coordination disorder;
• other specific learning differences.

These conditions may affect:

• reading;
• writing;
• processing speed;
• organisation;
• motor planning;
• academic participation.

Assistance animals are not educational interventions and do not directly treat learning differences.

However, they may support participation where learning differences interact with other disability-related barriers, such as:

• anxiety;
• confidence;
• regulation;
• access to educational environments.

Recommendations should remain focused on functional outcomes.

Tourette Syndrome and Tic Disorders

Tourette syndrome and tic disorders involve involuntary movements, sounds or behaviours known as tics.

The impact of Tourette syndrome varies widely. Some people experience minimal impact, while others experience significant barriers related to:

• fatigue;
• social stigma;
• injury risk;
• concentration;
• participation.

Assistance animals may support some individuals through:

• reducing social barriers;
• supporting confidence;
• assisting routines;
• providing companionship and participation support.

Professionals must avoid assumptions about tics or behaviour. Tics are neurological phenomena, not intentional behaviours.

Sensory Processing and Regulation

Many neurodivergent people experience differences in sensory processing.

Sensory differences may involve:

• hypersensitivity (increased sensitivity);
• hyposensitivity (reduced sensitivity);
• sensory seeking;
• difficulty filtering sensory information.

These differences may affect:

• community access;
• education;
• employment;
• social participation;
• daily routines.

An assistance animal may support some individuals by providing predictable interaction, supporting routines or assisting with specific trained tasks.

However, sensory support tasks require careful consideration.

The animal should not be expected to:

• prevent all distress;
• remove all sensory challenges;
• regulate the person without their own coping strategies.

The goal is to increase participation and independence.

Masking, Camouflaging and Hidden Support Needs

Some neurodivergent people consciously or unconsciously mask their differences to meet social expectations.

Masking may involve:

• suppressing natural movements;
• forcing eye contact;
• copying social behaviours;
• hiding distress;
• enduring sensory discomfort.

Masking can require significant energy and may contribute to:

• exhaustion;
• burnout;
• reduced participation;
• delayed recognition of support needs.

Assistance animal assessment should consider the person’s authentic experience rather than only how they appear in structured environments.

A person who appears highly capable may still experience significant disability-related barriers.

Autonomy, Consent and Neurodivergent Communication

Neuroaffirming practice requires respecting different ways of communicating and making decisions.

Communication may include:

• spoken language;
• AAC;
• writing;
• visual communication;
• alternative processing methods.

Professionals should avoid assuming that differences in communication indicate reduced understanding.

The person should be involved in decisions about:

• whether an assistance animal is appropriate;
• what tasks are important;
• what support feels helpful;
• what boundaries are needed.

Supported decision-making should be used where required to maximise autonomy.

Avoiding Compliance-Based Assistance Animal Practice

Historically, some disability services have focused heavily on making people appear more socially acceptable or compliant.

A neuroaffirming assistance animal approach does not aim to make a person:

• appear less autistic;
• suppress natural communication;
• eliminate harmless differences;
• conform to neurotypical expectations.

The purpose of an assistance animal is not behavioural normalisation.

The purpose is to support:

• participation;
• independence;
• safety;
• communication;
• self-determination;
• quality of life.

Animal Welfare Considerations in Neurodivergent Partnerships

Neuroaffirming practice also requires considering the animal’s needs.

Some assistance animal partnerships may involve:

• sensory environments;
• emotional regulation tasks;
• close physical interaction;
• unpredictable situations.

Assessment should consider:

• the dog’s temperament;
• suitability for the role;
• stress signals;
• workload;
• rest;
• training support.

The animal should not be expected to absorb or manage all distress experienced by the handler.

A successful partnership supports both members of the team.

Occupational Therapy Considerations

Occupational therapists assessing assistance animal suitability for neurodivergent individuals should consider:

• the person’s strengths;
• lived experience;
• communication preferences;
• sensory profile;
• occupational goals;
• environmental barriers;
• existing supports;
• sustainability of the partnership.

Important questions include:

• What occupations are restricted?
• What barriers does the person experience?
• What role would the assistance animal have?
• Are tasks functional and meaningful?
• Does the partnership increase autonomy?
• Is the animal suited to the role?

Key Practice Principle

Neuroaffirming assistance animal practice recognises that neurodivergent people are not problems to be fixed. They are individuals with unique strengths, needs, preferences and experiences.

Effective practice requires:

• respect for neurodivergent identity;
• focus on function rather than conformity;
• recognition of invisible support needs;
• accessible communication;
• shared decision-making;
• individualised task design;
• protection of animal welfare.

An assistance animal should not be used to make a person appear more typical. It should support the person to participate, communicate, regulate and live according to their own goals in ways that are meaningful to them.