Having a disability doesn’t bar you from having the freedom and independence of driving. Driving is possible for many people who have a disability. With the help of specialized driving courses and new adaptive equipment, driving while having a disability is becoming easier and more accessible every day.
 
What are some disabilities that people drive with?
Many people with a disability can drive safely. The type and severity of a disability can determine whether driving is safe for you. These are some of the disabilities that people have who are still able to drive.
 
Alzheimer’s disease and dementia
Individuals with mild cases of dementia (such as Alzheimer’s disease) may still be able to drive. But as memory loss increases or decision-making skills deteriorate, they should stop driving. If you’re not sure about whether it’s safe for you or a loved one with dementia to drive, ask the patient’s doctor to make this determination.
 
Epilepsy
Each province or state has regulations on how a person with epilepsy can get a driver’s license. Many states require people with epilepsy to be seizure-free for a specific length of time and submit a physician’s evaluation of their ability to drive safely. Other common requirements include ongoing medical reports while they have their driver’s license.
 
Hearing loss
Having any loss of hearing will affect your ability to hear your surroundings while driving, such as another vehicle honking or a train horn if you’re about to drive over train tracks. If you are hard of hearing, don’t drive if your doctor believes it would put you and others at risk for an accident.
 
Paralysis
Paralysis may prevent a driver from controlling certain vehicle functions while driving, like steering or using the gas and brake pedals. However, modern assistive devices, such as foot wheels, are available to help overcome many situations.
 
Reduced limb or finger function
It can be challenging for drivers to use a car’s control functions — such as the turn signal, windshield wipers, and cruise control — if they have reduced limb or finger function. Assistive tools, such as control extensions, can help make driving more accessible.
 
Weakened muscles
Those who have recently had a stroke may have weakened muscles and therefore may experience challenges with vehicle control functions. Depending on the level of weakness, assistive tools, such as a tri-pin steering device, may make driving more accessible.
 
Parkinson’s disease
People with Parkinson’s disease may have tremors and/or stiffness in their limbs, which can be a driving risk. People with Parkinson’s disease are often able to safely drive during the early stages of their diagnosis or if medications help control their symptoms, but as the disease progresses, their symptoms may become too severe for safe driving.
 
Driving With Developmental Disabilities
It is becoming more common for people who have developmental disabilities to drive. Autism and ADHD are common disabilities that people have while still being able to drive safely. However, someone with a developmental disability should not drive if the symptoms of their disability can cause them to be at a higher risk for a vehicle crash.
 
Teens with developmental disabilities can learn how to drive, but parents should ensure they’re ready first. The Children’s Hospital of Philadelphia recommends a few questions for parents to ask before deciding if their teen is ready:
 

• Do you believe your teen is consistently showing good judgment and maturity in social settings?
• How receptive is your teen to constructive criticism and instruction?
• How well does your teen show knowledge of the rules of the road and other skills taught in driver education classes?
• Does your teen agree to practice driving with a skilled adult before driving independently?
• Are there any medical or behavioral conditions that you believe may prevent your teen from being able to drive safely?
• Does your teen need any medical interventions to ensure safe driving behaviors?

 
Autism
People with autism are still able to drive safely. In fact, a study from the Children’s Hospital of Philadelphia’s Center for Autism and Research and the Center for Injury Research and Prevention found that young drivers with autism were 45 percent less likely to be issued citations for a moving violation than the average for people of their age.
 
Nonetheless, people with autism may experience some challenges while driving, including:

• Becoming easily distracted by things happening around them
• Having difficulty with hand-eye-foot coordination

 
Some driving instructors specialize in teaching people with autism how to drive and overcome some of their challenges. They suggest some simple tasks during driver training:
 

• Practicing the same skill many times
• Using driving simulation experiences such as video games to become familiar with vehicle controls and driving functions
• Identifying the specific areas the individual needs to work on to help them overcome their driving challenges

 
ADHD
People with ADHD are capable of driving. However, they can be easily distracted, act on impulse, and struggle to regulate their emotions. These characteristics have led teen drivers with ADHD to be more likely to engage in risky behavior while driving, such as not wearing a seatbelt, speeding, and driving while intoxicated. A Children’s Hospital of Philadelphia study found that teen drivers with ADHD were more likely to be issued traffic and moving violations or be involved in vehicle crashes.
 
Managing symptoms of ADHD is crucial for a person with ADHD to drive safely. People learning to drive while taking ADHD medication need to regularly check in with their doctor to make sure their medication is working properly.
 
If you believe you or your teen are ready to begin learning how to drive, consult with a driving instructor who is familiar with teaching individuals with ADHD how to drive.
 
Driving With Physical Disabilities
People who are missing a limb or body part or have some form of paralysis are often able to find ways to drive safely. Additionally, those who have experienced a stroke, spinal cord injury, or brain injury are often able to drive with accommodations. With the advancement of technology and new tools, modifications to vehicles are available for easier navigation and better accessibility so that people with various kinds of disabilities can safely operate a vehicle.
 
Adaptive Equipment and Modifications for Individuals Driving With Disabilities
 
Some of the most common devices and hand control modifications that can make vehicles easier for people with physical disabilities include:
 
Lift pedals: lifts that extend vehicle pedals to be closer to the driver’s body, making them easier to reach for drivers who have lost their foot or the lower part of their leg
 
Wheelchair lift: a mechanical device that raises a wheelchair from the ground and into the vehicle
 
Wheelchair securement: a tool that clips a wheelchair into the vehicle to keep it from moving around while driving
 
Foot wheels: a rotating wheel placed near the pedals that can be used by a person’s foot to steer the car, often used by someone who has lost the use of their upper body
 
Joysticks: allow people with limited hand or arm mobility to operate steering, brakes, and acceleration more easily
 
Left foot accelerator: an accelerator pedal placed on the left side of the brake for a driver that has lost the function of their right leg or foot
 
Turn signal adapter: allows the driver to control the turn signal from the top, bottom, or the opposite side of the steering wheel, for those who have limitations of hand or arm mobility
 
Control extensions: small wheels placed on control buttons, such as windshield wipers or headlights, so that the driver can access these controls without having to bend their finger
 
Steering ball: an extension of the steering wheel that makes it easier for the driver to steer while using just one arm
 
You will need to ensure that you’re trained to properly use your new adaptive equipment. A driver rehabilitation specialist can help you to learn to drive safely, whether you’re learning to drive for the first time with this equipment or are re-learning how to drive after losing some physical abilities.
 
Paying and Obtaining Funding for Adaptive Driving Equipment and Modifications
The cost of installing modifications or buying a new vehicle with adjustments to help people with disabilities drive varies based on the individual needs and type of equipment needed. Smaller adjustments, like a seat cushion, can be as low as $50, while more complex hand controls may be as much as $1,000. If you’re buying a new vehicle with adaptive equipment already installed, the total cost for both the new car and needed equipment may range between $20,000 to $80,000.

There are several opportunities for people looking to buy adaptive driving equipment to receive financial help:
 
Nonprofits: Nonprofits that focus on disability advocacy may have programs to provide funding. To learn more, try contacting disability-specific organizations to see if they offer funding support or know other organizations that do. You can also check with your state’s vocational rehabilitation agency to get support finding assistance.
 
Insurance companies: Some insurance companies will cover part of the costs associated with adaptive driving equipment. Insurance companies are more likely to cover some costs for adaptive equipment if the need for the equipment is because of a crash or a job-related accident. Reach out to your car insurance provider to find out more.
 
Major vehicle manufacturers: Many offer rebates of up to $1,000 for adaptive tools. Your automobile dealer can provide you with more information and an application to apply for the rebate.

Provincial/State and federal agencies: Governmental grants may be available to support funding for needed equipment. Reach out to your state’s vocational rehabilitation agency, department of developmental disabilities, or department of mental health. If you are a veteran, you can also try contacting the Department of Veterans Affairs.
 
Consult with a driver rehabilitation specialist before buying any adaptive equipment or a vehicle with modifications so that you can be sure you are getting the right equipment for your specific needs. A
 
Read the original article here.

When it comes to our children, we always want what’s best for them. We’re able to make flash decisions in the best interests, seeing the world in a very black-and-white way.
 
Potential cold? Time to visit the family doctor. Are they struggling with math? Time for a tutor and/or assessment. Possible ADHD? Assessment. We may fear a diagnosis, but we know the end result—an IEP for school—will set them on a successful course.
 
When it comes to our own lives, however, shades of grey abound:
 
 “This is just how I’m built.”
 
“I’ve always hated spelling. It’s no big deal.”
 
“I’ve managed this far, so why bother now.”
 
We “all-seeing” grownups really have a hard time admitting that we need an Attentional (ADHD) or Psychoeducational (Learning Disability) assessment.
 
In hopes of helping inform your choice, we sat down with a previous client to glean their reflections on whether the process, time, effort and such were actually worthwhile. Here’s what he had to say.
 
Artemis Assessment: Who are you?
Client: My name is Chris. I’m 22.
 
What do you do for a living?
I‘ve been working in security at a casino for about six months. Before that, I worked in kitchens as a cook. Either way, it’s long shifts, always on your feet, but not always a lot to do. When you have ADHD, the distractibility when walking or waiting around can get you into hot water. You’re bored and you don’t know what to do about it.
 
Why did you come to Artemis for an assessment?
I knew I wasn’t as successful as I could be. I could see some of the things that were hindering me. Having a little more information on how my brain works and why I do the things I do could give me strategies to do some positive things but also avoid the negative things I was doing.
 
Can you explain some of the negative things you felt you were doing?
Poor time management, always being distracted, trouble with emotional regulation. Energy levels were off, substance use, relationship issues, trouble keeping a job…those were some of the main ones, and they all fed into each other. I was also forgetful about a lot of things. I knew there was something going on, but I never addressed it. Everything came to a head because if I didn’t start to fix it, I could see things sliding further downhill with less of a chance to change anything as I got older.
 
What type of assessment do you have?
I had an Attentional assessment looking to see if I had ADHD. I didn’t realize it would also look to see if I was struggling with anything like anxiety, depression or things like that. I didn’t connect those.
 
Did you know what to expect when you came in?
Not entirely. I got a brief outline of what my day would entail: sitting in an office with someone asking questions and doing tasks or activities. Of course, you never really know what to expect with something entirely new.
 
In your own words, what happened while you were testing?
I was in a room with a lady administering the tests or little activities. A lot of it was kind of tedious, but there was one test that was so boring you couldn’t forget it. You sat there with a button, watching a screen, and pushed the button only at certain times. I was trying to pay attention, but it was so long and quiet that I was falling asleep. There was also some stuff on paper—questionnaires about how I was feeling and some booklets.
 
How did it feel? Was it tough? Exhausting? Fun? Silly?
It was tiring. It’s not tedious, but you have to use your brain and think. It’s not fun, but it’s not terrible. As the testing went on, I got worn out. It wasn’t too much to do or anything. It was only a few hours overall.
 
What--if you're comfortable sharing--were the results?
I have an ADHD diagnosis as well as OCD. I definitely wasn’t expecting the OCD part, but it did make sense as to why I’m very particular about certain things.
 
Overall, the results gave me strategies on how to manage what I’m struggling with. I can regulate myself and keep myself on track better. I know my strengths and weaknesses so I can plan my life better. I also have a prescription for medication that definitely helps. It gives me energy, keeps me on task, and regulates my emotions and brain activity at the same time. I feel way more capable of managing my day-to-day life now. It’s not all easy, but it’s miles ahead of where I used to be…or could be if I didn’t get the help.
 
Did the testing feel fast? Slow? How about the time until you received your final results?
As I said, I got weary as the day went on, but it was manageable. From start to finish, the whole process was done in a very timely manner. There wasn’t a long wait for the results, so I could start making positive changes pretty quickly. The day itself was the dreary part.
 
Did you find the process valuable?
Oh, yes. This is something that helps me every single day and will continue to for the rest of my life. I know myself a lot better, I can work with my strengths and manage my weaknesses. It’s impacted a lot that you wouldn’t even think of on a daily basis, like how your OCD might impact a task you’re working on. I keep my diagnosis in the front of my head, so I know how to deal with whatever comes my way.
 
Do you feel stigmatized having a diagnosis as an adult?
Not at all. I also don’t feel the need to share it with everyone I see though, either.
 
Does your diagnosis impact your relationships?
Definitely, and for the better. It helps me realize how I interact with my partner when I’m stressed, sad, or anxious. I can regulate my emotions better and talk about things more. I can explain why I feel how I feel, if I need a minute or whatever. My loved ones and our relationships are stronger because they have better insight into my head and why I do the things I do—or don’t—do.
 
What were the negative aspects of an assessment?
The long testing day (laughs). Nothing negative came out of it at all.
 
How has your life changed since having an assessment?
I live a more successful life in general. I see what impacts me daily and can handle or deal with it better.
 
Did an assessment answer questions for you or create more?
It answered a lot. Seeing things explained to me about how my brain works gave me answers to my feelings, why I am how I am, and why I do what I do. Otherwise, my brain was working and struggling on its own…not always with my permission and definitely not always with my best interests or health in mind, physical or mental.
 
What did you think or feel post-assessment and diagnosis?
On the testing day, I was glad it was done. Despite being a long day and a lot of work, it was for the best. It was worth it.
 
When I got my diagnosis, it made sense, so I felt informed more than anything. I wouldn’t say I was excited, but I had the answer I was looking for, so I was keen to move ahead. I had a path to success instead of floundering. I’m actually seeing those results now.
 
What would you say to someone not sure if they should have an assessment done or not?
If you’re thinking about it, it’s worth it. You shouldn’t put a price on something like this. It’s literally giving you the most in-depth view of how your brain works. Even if you don’t have ADHD, you’ve either ruled it out or found out how your brain works as well. Nobody’s impervious to advice. We can all use some direction.  The same thing especially applies if you’re afraid of it. You’re empowering yourself.
 
Anything you'd like to add?
Not really. Other than that, again, this was probably one of the best things I’ve ever done for myself. A

Anyone who has ADHD and has found their cellphone in the freezer realizes that memory lapses are a common symptom of ADHD.

It may not be about a misplaced cellphone. Impaired attention can actually make it harder to hold information one’s working memory—the level of memory that holds information to be used in the present. Long-term memory holds deeper information, such as your name, birthday. and life events. Short-term memory or working memory keeps important information forward in your mind, such as where you set down your cellphone while bringing groceries into the kitchen.

Individuals who have ADHD tend to have underperforming working memory. This underperformance causes people to forget what they just did, where they placed something, or even what they meant to say while speaking.

“If your attention skills are weak, you have constant lapses in what enters your working memory,” says Jan K. Buitelaar, MD, a professor of psychiatry at Radboud University Medical Centre in the Netherlands. “So, these connections are much harder to make.”

ADHD and memory
Bernhard Spitzer, PhD, is a cognitive neuroscientist at the Max Planck Institute for Human Development in Germany. He leads ongoing research on memory and its relationship with ADHD. The project, named DeepStore, is planned to continue through 2026. His team is also researching how other conditions can affect memory and memory loss as part of aging.

“How storage of working memory is distributed in the brain still needs explaining,” Dr. Spitzer says. “By the end of our research, we hope to have a better understanding of the dynamics of working memory and how it provides us with just the right information at just the right time for whatever task is at hand.”

Memories are created by connections of neurons within the brain. The tweaking, or miniscule adjustments in these connections, changes how the neurons communicate with each other. Proteins, the building blocks of our cells, are adjusted with these tweaks, encoding our memories into our brains. The process happens quickly with few adjustments for short-term memories, but for memories that will last for hours, days, or years, the neurons make new proteins that are built into the synapses of the brain.

For the brain with ADHD, inattention can interrupt the process of memory-making. How the brain takes in information, evaluates its immediate need for the information, and then files information away can also be disorganized. This can cause the brain to process the information in less useful ways than the brain that does not have ADHD. It can even cause the memory to be badly recorded or not entered into long-term memory at all. For working memory, it can mean the information is immediately dropped or stored in a way that recall is not easily accomplished.

Improving memory
Forgetfulness and memory challenges are a hallmark of adult ADHD. For children, these weaknesses can make learning difficult and affect grades. Challenges with memory associated with ADHD lead some people to worry that their cognitive health is declining; a specialist who is knowledgeable in both age-related memory loss and ADHD can determine if an individual should be concerned.

The good news, though, is that memory can be improved and strengthened. Some lifestyle supports can increase one’s ability to recall events, while other supports help to delegate memory with notebooks, routines, and calendars. Many people have found that heart-healthy meals and physical exercise help to improve their memory.

A few tools that can help with memory:

• Calendar apps that alert you to upcoming important dates or events or help you stick to a routine with digital reminders.
• Mindfulness and meditation practices are helpful for some people.
• A notebook or journal to jot down thoughts, ideas, or draft to-do lists can carry items for short-term memory. The practice of journaling about one’s day also helps the brain to form those longer-term memories and acts as a record of events.
• Diets that are heart-healthy have shown positive results for brain health. While diet alone won’t improve your memory, it can provide your brain with the nutrients to build the connections that encode memories better.

Lastly, think of your memory as another muscle in your body. What kind of workouts are beneficial for it? New hobbies, new books, travel, and new experiences all help to exercise the mind and the memory. Puzzles, word challenges, building, or sewing all help the brain to stretch and move different parts within it that can help with better memory creation.

All the above can be helpful, but ADHD symptoms will continue to have an effect on memory formation. Treating symptoms and working with a professional remain an important part of brain health. A

Read the original article here.

Have yourself a merry little Christmas
Let your heart be light
From now on
All of our troubles will be out of sight
 
No pressure, though. It’s just that all of your relatives are coming over. You have to decorate, cook the perfect holiday feast, find the ideal gift for your family members, friends, coworkers, neighbours, go to all the social gatherings, and still work your full-time job…

So yes, it is the most wonderful time of the year… but not always!
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The holiday season can be filled with joy, family traditions, nostalgia, and happy times. Still, many of us find ourselves consumed by loneliness, sadness, grief, stress, and the overall “holiday blues.” I’m sure we can all relate in one way or another.

Holiday stress differs for each person. The season may evoke memories of loved ones that we long for. Some find themselves seeking to recreate childhood nostalgia or to pass on that feeling to their children. Others may have never experienced joy during the holidays, filling this time of year with comparisons.

Regardless, this can still be a special time of year, as long as we take care of ourselves first and foremost.

This may include managing our expectations around this time of year and finding the parts of the holidays that really do bring us joy, even if that includes saying no to plans and opting to stay home and watch movies when we’re feeling overwhelmed, exhausted, or down.

The holidays are also filled with lots of food, presents, overspending, and alcohol. Although this can be exciting, such overconsumption may take a noticeable toll on our mental health and bank accounts. It is crucial to notice our limitations, acknowledge when it’s time to say no and set some boundaries. In addition, knowing who and where to go for support when “no” just doesn’t seem possible is necessary during this time of year.  

All in all, setting boundaries, managing expectations, steering away from overconsumption, and reaching out for help when necessary.

For more information on handling the holiday blues, check out this article from CMHA: Five ways to protect your mental health this holiday.

We hope you have a peaceful and joyous holiday season, regardless of what and whether you celebrate.  A

Think you're an oddball? Welcome to the club!

As more women open up about being diagnosed with ADHD as adults, like Jessie J did just this week, we look at the common signs in girls and how they're routinely ignored or misinterpreted. 
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There are many signs of ADHD that appear early on in childhood, with most children in the UK being formally diagnosed around the age of six years old. Those signs have become easier to spot over the years as more research has been done into ADHD and its impact on kids - and getting a diagnosis is set to become even easier thanks to the new NHS online ADHD test. 

But the signs still commonly go unnoticed in girls. 

A possible reason for this, according to Dr Patricia Britto, who wrote about the early signs for GoodToKnow, is that "Boys with ADHD usually display hyperactive behaviours such as running and jumping and also impulsivity. Girls with ADHD, on the other hand, typically show internalized symptoms, including inattentiveness and low self-esteem." She added, "In some cases, girls often develop adaptive behaviours and strategies that enable them to mask their symptoms to fit into societal expectations."

This often means many women go undiagnosed for decades. It's a fact many celebrities are bringing attention to, with female stars on the stage and screen using their platforms to encourage others to recognize the signs so girls can get the help they need earlier on. 

In 2023, singer Lily Allen revealed that she had been diagnosed at the age of 37, telling The Times that she believes she only got confirmation of what she always suspected because she moved to the US, where they take ADHD 'more seriously' than her home country of the UK. 

"I've actually just been diagnosed with adult ADHD. It sort of runs in my family. And it [the diagnosis] is only because I’m here in America, where they take these things slightly more seriously than they do in England," she shared. “I went to see someone, and they said, ‘Have you ever thought about this?’ And I said, ‘Well, yes, I have.’”

Jessie J is the most recent celeb to speak out, revealing just last week that she was diagnosed at 36. "It's empowered me and honestly sometimes has overwhelmed me all at the same time," the singer shared of her diagnosis on Instagram. "It has made me love myself even more. I'm hugging 11-year-old me."

According to Aristotle Paulidis, the co-founder of RoutineBase, a platform focused on helping individuals, especially those with ADHD, establish and maintain beneficial daily routines, waiting until your thirties to finally get a diagnosis and, subsequently, medication or support that can significantly improve your way of life, can leave girls struggling with little understanding of why.

"In school, girls with ADHD might get okay grades by working really hard. But they struggle to manage time and finish work. Teachers might think they're just lazy. This can stop girls from getting help early on. It can hurt their school work and how they feel," he told GoodToKnow. 

At the same time, doing well in school can be a sign of ADHD in girls, proving just how complicated it can be to spot the signs. This is because they're 'masking,' Paulidis says, working hard to cover up the impact of their undiagnosed ADHD. "It's important to spot these hidden signs of ADHD in girls," he urges. "It helps them get diagnosed and treated sooner. And, with the right support and routines, they can then do better in school, with friends, and in life."

So looking out for the easily ignored signs in girls is incredibly important. But what are they? 

The most commonly ignored signs of ADHD in girls:

• Daydreaming
• Seeming quiet and distracted
• Talking too much
• Getting upset easily
• Feeling anxious, sad or 'moody'
• Acting shy
• Having trouble maintaining friendships
• Being a perfectionist
• Struggling to manage time and can't finish school work
• Seeming lazy 

Read the original article here. A

• Stages of Grief – Denial, anger, bargaining, depression, acceptance.

It is never too late to get diagnosed.

Often, in my work with my older clients, we work through the stages of grief. Grief is actually more complex than the “stages of grief” would have us believe. Individuals may move back and forth through different stages, they may skip some altogether, or they may have a completely different experience of the emotion. However, I have seen a pattern similar to the stages of grief in my older clients specifically, and in some cases, in the parents of younger clients.

Older clients have usually travelled through the denial phase, which is how they came to be diagnosed. Post-diagnosis, some clients are still in denial. Not about having the disorder, but about how the disorder disrupts their life. They have difficulty pulling apart ADHD from their personality. Historically, ADHD has been seen as a personality disorder, and older clients may have internalized this understanding and struggle to free themselves from the firm understanding that they are somehow simply “bad” rather than someone who has a brain that works differently. Parents of children with ADHD may not accept this idea either. It can be difficult to understand that the child that is still not cleaning their room, still not doing their homework, still telling tales, still fighting with them, is not doing it because they are defiant or lazy, but due to a lack of dopamine in their brain, which is the main neurotransmitter involved in ADHD. Dopamine is released when you complete a task. It produces feelings of satisfaction and motivation. This neurotransmitter also helps control mood, memory, sleep, learning, and concentration, among other things.

Many older clients become angry at their parents, caregivers, teachers, and sometimes even themselves. If only they had been diagnosed earlier, then their life would have been so much different. It can be difficult to move beyond this stage when looking over all of the possible losses in life due to remaining undiagnosed for so long. Parents often internalize the anger because they didn’t see or understand the signs of ADHD, and they are afraid their children suffered unduly. Their children are often simply happy to be fully understood and seen today. Their homes stop being places of warfare and transform to places of understanding, acceptance, and support.

Then we enter the “What if I…” phase of bargaining. This is usually when clients and parents of clients begin to try to find ways to make the disorder go away. What if I remove Red Dye #5 from their diet? What if I just try harder? What if I take this supplement? Sure, some of these “what if’s” may help some symptoms of ADHD, but the underlying disorder is not going to go away. Also, some of these interventions may help in the short-term, but the likelihood of long-term change is extraordinarily minimal.

The depression phase is usually short lived and goes along with the bargaining phase. As each different intervention is attempted or discussed, and if no change is found, a moment of sadness often occurs. It is difficult to accept that you or your loved one is neurodiverse. It means that many things in life may need to change. It means that accommodations must be made. Life will be different. But I can assure you that, with acceptance, life is better.
All brains are created differently. Read that again. ALL BRAINS ARE CREATED DIFFERENTLY. None of us like the exact same foods, music, clothing, room temperature. All of us are different.

Neurodiversity is what makes life interesting. It is not all negative. Apple understood this when it used the phrase “Think Different” in its marketing. We neurodiverse individuals, we think outside the box. Sometimes, far outside the box, and that is what can make us incredibly successful. Even if we are not successful in the ways that society may deem important, we are often extraordinarily happy in our small, personal worlds. For most of us, happiness is the bottom line of what we want for ourselves and our loved ones. Acceptance of who we are and how our brains work and leaning into our difference is a definitive step towards achieving that happiness goal. A

Burlington Today interviews Artemis Director/ADHD coach Tara Carman-French

“We’re all in this together,” local centre provide support for ADHD, learning disabilities
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A diagnosis can improve education, work and relationship experiences if assessed and supported early enough.

The Artemis Assessment and Treatment Centre has been serving Burlington for around 25 years, and has changed lives by helping to diagnose and coach people with ADHD, autism or learning disabilities.
“We look at what an individual wants to achieve,” Tara Carman-French, director of Artemis Assessment and Treatment Centre, said. “We look at why they’re struggling to achieve it. We look at the final goal, break the steps down in order to achieve that goal and make it into little manageable chunks so that they can achieve what they want to achieve.”

Artemis Assessment works with people of all age groups, from young children in elementary school to seniors in their 70s, and Carman-French spoke on the importance of being assessed and diagnosed as early as possible.

“Early intervention is extraordinarily important,” she said. “What I see in my older clients is a lot of grief. I see a lot of grief over what could have been if their parents had known that they had autism or ADHD or a learning disability, they would have had a different educational and post-secondary experience, a different work and relationship experience. Early intervention allows us to tailor the educational experience for how a child learns.”
After being assessed and diagnosed, Artemis Assessment can work with people to find out what kind of accommodations are needed to help them with school or work, such as providing a child with ADHD with an alternative to writing with a pencil.
“A lot of parents are concerned about the stigma of ADHD, autism or learning disorders,” Carman-French said. “If the child is blowing up in the classroom, or distracted in the classroom and daydreaming, they’re getting a negative label anyway as being lazy or a daydreamer. If we have a diagnosis, then people will know that the difference is in the way their brain is built and how to accommodate them.”
The Artemis Assessment and Treatment Centre is currently starting the process of providing autism spectrum disorder assessments in 2025 to provide more support and coaching to residents of Burlington.
“I want everybody who has an interaction with us to leave us with something,” she said. “Even if you aren’t our client. If you’re looking for a speech pathologist and call us, we’ll tell you who a local speech pathologist is. We are all in this together and everybody who touches our organization should leave with something positive, something helpful and something to help them on their way.” A
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Read the original article by Calum O'Malley here.