Interesting article and interesting subject!
How I am thinking of the subject, right now:-- in part, how to provide beneficial clinical therapy to people who have neurological processing that may not fit within the largest part of a bell curve.
Depending on the neurological processing that is seen, or diagnosed, within the person in client status, it seems that the family / caregiver system dynamics, as well as school system dynamics, very often become part of the areas that need to be analyzed for therapeutic involvement.
Depending on the person’s neurological processing, this may raise complicated issues with attachment within the family.
At first, the article seems to address an interesting area (but maybe seems a little simpler than what I’m thinking of now). For instance, a person in client status who may have dyslexia. How is their sense of self changed because they’ve seen they have challenges with reading, maybe challenges that their colleagues in schoolwork seem to avoid? How to help them process and integrate into themselves – positively -- that they have certain skills and less-skilled processing modes? They are not to be blamed or shamed about this. They can assess and develop ways to get themselves adjunctive processing or help, in ways that work, for their environment.
Then, I start to think of persons with processing attributes different than dyslexia. Example: A person who processes verbal information very quickly, and processes all other types of information at a normal speed. They (with sensitive assessment) may be diagnosed as being twice-gifted, creating apparent attention-deficit processing differences. Able to obtain an IEP.
How would this set of processing differences impact attachment, communication within the family? The individual appears to have a complicated learning difference, but it is based on a deeply-rooted set of differences in information processing.
Not only would this particular set of skills result in behaviors to be addressed in the school setting, but I imagine would also impact the family system, and the therapeutic relationship. The therapist would have to be skilled enough to intuit differences in processing, as a lengthy assessment process plays out -- to understand what is occurring for the child in the school setting. Then, working from the school setting, to the family system and the therapy relationship itself (not necessarily in that order).