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A Guide to Using Neurodiversity-Affirming Language in Reports

Wording, worked examples, and copy-paste phrases for funding-ready reports that don't lose your affirming practice.

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Written by the paediatric OTs at Kid Link Occupational Therapy. You'll also receive occasional practical resources for clinicians. Unsubscribe anytime. By submitting, you agree to our privacy policy.

From an NDIS report

Client is functioning approximately 3 years behind same-aged peers in adaptive daily living skills, particularly toileting, and has not yet met this developmental milestone.

The benchmark does the explaining
The three pages of the guide fanned out, showing the front page with the pathology and neurodiversity paradigm boxes

What you'll get

Three pages you can put to work on your next report

  • Page 1 — the two paradigms, and why funding-ready reports pull against affirming practice.
  • Page 2 — the copy-paste acknowledgement statement, and a worked example of writing toward function.
  • Page 3 — the handover email we send families with every report.

PDF · 3 pages · written by the paediatric OTs at Kid Link

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Most of us don't write deficit-coded reports on purpose

We write them because that's the template, the training, and the language the funding system rewards, even when it sits at odds with the neurodiversity-affirming therapy we actually provide. Phrases like "fails to" and "presents with significant delay" feel objective and fundable. They also describe a child against a norm rather than describing what the child needs.

This guide walks through the five steps the Kid Link team uses to manage that clash, with the exact wording we use in real reports, ready to adapt for your practice. You're strengthening what you already write, not starting over.

Step one

Acknowledge the clash in the report itself

A short statement naming the gap between funding criteria and affirming practice, ready to copy and adapt.

Step two

Get informed consent before you start

How to prepare families for what the report will sound like, and why, before a word is written.

Step three

Write toward function wherever the report allows

Worked examples that keep standardised scores as evidence while the description does the explaining.

Step four

Use the client's own goals and language

Bringing the child's and family's perspective into the report, rather than only clinician-observed behaviour.

Step five

Soften the handover

The email wording we send with every report, acknowledging that these documents can be hard to read.

Your next report is a chance to try it

Two things you can use straight away: the acknowledgement statement for the report itself, and the handover email for families. Both are ready to copy and adapt.

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