Celebrating Neurodiversity

Table of Contents

What is Neurodiversity?


Note: The language used to describe neurodiversity is constantly evolving and can vary based on geographical, cultural, political, social, and age-related factors. It is valuable to explore the history of the word along with the ongoing discussion, or debate, about its usage. 


The term Neurodiversity was first theorised and published in a 1998 Sociology Honours thesis presented to the University of Technology Sydney (UTS) by Australian sociologist Judy Singer who identified as being "being the middle of 3 generations of women on the Autistic Spectrum". 

Singer’s hope to shift public discussion away from a focus on “deficits, disorders, and impairments” to more positive associations akin to terms like biodiversity and cultural diversity (Silberman, 2013). Singer is quoted as saying "I was interested in the liberatory, activist aspects of it… to do for neurologically different people what feminism and gay rights had done for their constituencies" (Solomon, 2008). 

Singer explains on her blog that neurodiversity “is built on the idea that just as conserving biodiversity is necessary for a sustainable, flourishing planet, so respecting neurodiversity is necessary for a sustainable, flourishing human society” (N.D). Singer clearly acknowledges that she did not invent the social movement but was a part of that movement and still is today, and she was the person who coined the word neurodiversity with the intention that it would become a buzzword to communicate the concept (Singer, 2023).

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 somatic psychology, depth psychology, queer theory, neurodiversity, and creative transformation” (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 the correct usage of neurodiversity is “Our school offers multiple learning strategies to accommodate the neurodiversity of our student body” (Walker, 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’:

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


Here are four principles  (Amherst Psychology, 2021), 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

In the article Who benefits from diagnostic labels for developmental disorders? Werkhoven et al. (2022) it is discussed that in a scientific contexts labels are used for explanation and prediction, but 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).

Person-First Language

In 2020 the Disability Innovation Strategy Team of the NSW Department of Education and Strnadová et al. of UNSW’s School’s of Education and Social Research collaborated to produce a review of educational supports for students with disability. In this paper Strnadová et al. make the following note on terminology:

The authors respectfully acknowledge that there are differences in the ways people talk about disability. Some people with a disability prefer person-first language (i.e., a person with a disability), and some prefer identity-first language (i.e., autistic person). In this report, we use person-first language, which reflects the predominant usage in the Australian context and the majority of literature reviewed (2020, p. 4).


Examples of person-first language in the context of neurodiversity include:

Identity-First Language

For people who are prefer identity first language, an issue that they have with more medical based terminology is the use of words like ‘disorder’. This is viewed as unnecessarily medicalising and reinforces the idea that ADHD and autism need to be fixed or cured (Kemp, 2023). So any language around 'curing' or 'treating' neurodivergence does not align with an identity first position. Using language like 'support' acknowledges that for some people, they need support to be able to do things where neurotypicals are only considered in the design process.

 

Unfortunately, we do not yet have a generally accepted alternative for the term ADHD which still includes the ‘disorder’ term (Kemp, 2023). Preferred terms include autistic, or autistic person, or Bill is autistic. And for ADHD, identity first preferred is an ADHDer, or ADHD’er, or Bill is an ADHDer. Some neurodivergent people prefer identity-first language emphasises neurodivergence as inseparable from the person and integral part of their identity.

 

For people preferring identity first, suggesting that someone ‘suffers from’ autism or ADHD is problematic because it perpetuates the unhelpful ‘tragedy’ narrative (Kemp, 2023).

 

Something that is core to identity first is the neurodiversity affirming view that our world benefits from neurodivergent people. A persons absolute strengths and greatest capacity to contribute to society may be integral to their neurodiversity. A look through key developments in human history will show you that often it is a neurodivergent person who has made a breakthrough for the betterment of human kind. Also, where neurodivergent people sometimes face challenges, it is often because much of our society, workplaces, schools and more are designed with neurotypicals in mind.


Examples of identity-first language:

As a neurodivergent person, it's 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, many people will have never heard of this, so explain your preferences.

If you are talking to someone about their neurodivergence remember, 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.  


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:


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:

References

These resources were taken with permission from the Smiths Hill School Library Website, complied by Daniel Jones. In text citations and references within the text acknowledge original authors.