Celebrating Neurodiversity

What is Neurodiversity?

Note: The language used to describe neurodiversity is evolving and can vary based on geographical, cultural, political, social, and age-related factors. If this topic is important to you, reading broadly and gaining an understanding of a breadth of perspectives may be helpful in forming your own opinion about its meaning, usage, and usefulness. 

The term Neurodiversity was first theorised and published in a 1998 Sociology Honours thesis presented to the University of Technology Sydney (UTS) by Judy Singer who identifies as "being the middle of 3 generations of women on the Austistic Spectrum". Judy Singer’s created the word ‘neurodiversity’ in 1998. 

The following definition and discussion of the word 'neurodiversity' is drawn from Nick Walker, associate professor of somatic psychology at California Institute of Integral Studies. Walker is self-described as an autistic writer and educator exploring the edges and intersections of psychology, queer theory, and neurodiversity (CIIS, 2022).

“Neurodiversity is the diversity of human minds, the infinite variation in neurocognitive functioning within our species” (Walker, 2022). An individual does not ‘have’ neurodiversity, they are neurodivergent (Walker, 2022). Walker describes an example of the correct usage of neurodiversity as “Our school offers multiple learning strategies to accommodate the neurodiversity of our student body” (2022).

“The neurodiversity paradigm is a specific perspective on neurodiversity – a perspective or approach that boils down to these fundamental principles:

1.   Neurodiversity is a natural and valuable form of human diversity.

2.   The idea that there is one “normal” or “healthy” type of brain or mind, or one “right” style of neurocognitive functioning, is a culturally constructed fiction, no more valid (and no more conducive to a healthy society or to the overall well-being of humanity) than the idea that there is one “normal” or “right” ethnicity, gender, or culture.

3.   The social dynamics that manifest in regard to neurodiversity are similar to the social dynamics that manifest in regard to other forms of human diversity (e.g., diversity of ethnicity, gender, or culture). These dynamics include the dynamics of social power inequalities, and also the dynamics by which diversity, when embraced, acts as a source of creative potential” (Walker, 2022).

“The Neurodiversity Movement is a social justice movement that seeks civil rights, equality, respect, and full societal inclusion for the neurodivergent” (Walker, 2022).

“Neurotypical… means having a style of neurocognitive functioning that falls within the dominant societal standards of “normal… Neurotypical is the opposite of neurodivergent. Neurotypicality is the way-of-being from which neurodivergent people diverge” (Walker, 2022).

“A group of people is neurodiverse if one or more members of the group differ substantially from other members, in terms of their neurocognitive functioning. Or, to phrase it another way, a neurodiverse group is a group in which multiple neurocognitive styles are represented… Many people mistakenly use neurodiverse where the correct word would be neurodivergent.” (Walker, 2022).

More examples from Walker (2022) of the use of terms related to ‘neurodiverse’:

• “Our school aims to offer multiple learning strategies to accommodate the neurodiversity of our student body.”

• “Autism and dyslexia are forms of neurodivergence.”

• “Those who have embraced the neurodiversity paradigm, and who truly understand it, do not use pathologizing terms like ‘disorder’ to describe neurocognitive variants like autism.”

• “Our school aims to be inclusive of students who are autistic, dyslexic, or otherwise neurodivergent, though there are some types of neurodivergence that we’re still seeking ways to accommodate.”

• “My neurodiverse family includes three neurotypicals, two autistics, and one person who’s both ADHD and dyslexic.”

 Some examples of neurodivergent people include: autistic, ADHDer, gifted, twice-exceptional (2e) learners (eg. gifted + ADHD), dyslexia, dyscalculia, dysgraphic, and dyspraxia (Kircher-Morris, 2022). This is an evolving definition, individuals and groups vary in what they describe as neurodivergent. 

Neurodiversity Affirming Language

From Amherst Psychology (2021), here are suggested principles for approaching neurodiversity affirming language:

Here are four principles to keep in mind that will help us to be affirming in our language and our interactions with autistics and ADHDers. In fact, they're great tips for affirming interactions with people in general 😊

1.      What terminology does this community of people prefer?

2.      What terminology does this individual prefer? It may be different to most others that share their experience, so it's worth asking.

3.      Do we even need to refer to their differences? Is it truly relevant that this person is autistic or an ADHDer in this context? And does this person prefer to have that aspect of their identity front and centre?

4.      Do we need to refer to their ability to navigate neurotypical social environments? As in, "They're high functioning", "You'd hardly even know they were autistic" or "They're very ADHD". Ask yourself if it is relevant, respectful and affirming. (Amherst Psychology, 2021).

Using Labels or Not Using Labels

Werkhoven et al. (2022) wrote the article Who benefits from diagnostic labels for developmental disorders?. Werkhoven et al. (2022) explain that is scientific contexts labels are used for explanation and prediction, in therapeutic and pedagogical (teaching) contexts the focus is more on wellbeing and neuro‐psycho‐social development of the learner. Labels can summarise a multiplicity of experiences and difficulties, and also explain why ‘work harder’ doesn’t always help; it can also help the learner and the teacher to be more patient because it is not the learners ‘fault’; labels can also orient people towards strategies that can help (Werkhoven et al., 2022).     

Problematically, labels can be overly reductionist, they can cloud broader or more complex scenarios, they can be used to excuse people from legitimate constructive criticism, and they can also function as self-fulfilling prophesies (Werkhoven et al., 2022). According to the UK Department of Education (n.d.), “focussing on a label is misleading and can be counter-productive; focussing on the specific needs, talents, desires and aspirations of the individual is likely to lead to far greater success” (p. 2).

In the context of NSW public schools, sharing with your school any medical diagnosis of neurological differences can in some situations help you access support that can help you.  

Comparing Person-First and Identity-First Language

If you are a neurodivergent person, it is your choice what sort of labels you prefer, and that can include not having an opinion, whatever works for you. And if you have a label preference, remember that many people will have never heard of this, so explain your preferences.

If you are talking to someone about their neurodivergence remember to ask yourself do you need to use a label, if you think you need to use a label, then in a relaxed way ask the person if they have a preference.  

Talking to Your School

For students and their families, if a student is experiencing concerns or challenges in their learning or wellbeing, talking to the appropriate teachers in the school can help students gain access to information, guidance and support. The benefits gained can be significant and lifelong. A student does not need to have a medical diagnosis to gain access to some levels of support. The support that a student or family is offered can vary from a brief conversation to ongoing support depending on the situation. Some families worry that sharing a student's challenges or learning differences will lead to labelling and negative connotations. Our experience is the following: 

• information shared with the school is used to form a better understanding of the student as a learner,

• when necessary, the family, student and school are able to use the information to begin planning support,

• the focus is not on the 'label', it is on the students' experience.

Gifted Learners' Strengths and Challenges

Giftedness is a form of neurodivergence. According to the Davidson Institute (2022), common strengths for gifted learners can include characteristics including the following:

• “Ability to comprehend material several grade levels above their age peers

• Surprising emotional depth and sensitivity at a young age

• Strong sense of curiosity

• Enthusiastic about unique interests and topics 

• Quirky or mature sense of humour

• Creative problem solving and imaginative expression

• Absorbs information quickly with few repetitions needed

• Self-aware, socially aware, and aware of global issues” (Davidson Institute, 2022)

Neurodiversity Strengths Checklist

Literally Ausome is a group providing support, education and advocacy for neurodivergent children and their families. A fantastic resource they have to help people discover their strengths is their Neurodiversity Strengths Checklist we highly recommend this as a resource to prompt you to think about what your strengths might be -as you identify your strengths, look for ways of growing them and opportunities in your learning to take advantage of them. Strengths can sometimes be used to help when facing challenges as well.

According to the Davidson Academy (2021), gifted students can also face challenges. Common challenges for gifted learners can include characteristics including the following:

• Sensitivities and Overexcitabilities

• Social Skills (asynchronous development)

• Perfectionism

• Self-Concept (can be negative, anxiety, depression, imposter syndrome, alienation)

• Executive functioning skills (organisation, planning, time management, self-advocacy)

• Self-regulation (self-managing emotions) (Davidson Academy, 2021).  

Self-Advocacy for Students

Self-advocacy is the process of recognising and meeting the needs specific to your learning ability without compromising the dignity of yourself or others (Brinckerhoff, 1994).

The SHHS Library Self-Advocacy webpage is a guide designed for students to learn about self-advocacy. This resource will encourage you to engage in more discussions about your learning, how you learn, and how you can learn better. If this is undertaken in the spirit of collaboration with the goal of improved student outcomes and independence, then it can be done without hurt feelings on either parties’ part.

Learn From Podcasts: Neurodiversity Podcasts

Learn About: Executive Functioning Skills

Learn About Self-Acceptance: Neurodivergence Journey

Free Support Services

If you need support to deal with difficult feelings after reading this page, students at SHHS can access support through the Learning Hub, the school office, your Year Advisor, trusted teachers and parents and carers. Also support is available from the following free support services:

Beyond Blue Support Service

• Telephone 1300 224 636, 24 hours, 7 days a week.

• Chat online 3pm to 12am AEST, 7 days a week.

• Email for free, short-term counselling, advice and referral services.

• Website: Beyond Blue Support Service.

Lifeline Crisis Support

• This confidential service provides support when you are feeling overwhelmed, having difficulty coping or thinking about suicide.

• Speak to a crisis support worker by telephone on 13 11 14, 24 hours, 7 days a week.

• Chat online 7pm to 12pm, 7 nights a week.

• Website: Lifeline Crisis Support.

1800RESPECT

• For support if you are affected by sexual assault or domestic and family violence or abuse.

• Telephone 1800 737 732, 24 hours a day, 7 days a week.

• Chat online 24 hours a day, 7 days a week.

• Website: 1800RESPECT.