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What Is Neurodiversity?
What Is Neurodiversity?
Neurodiversity was first used in sociologist Judy Singer's 1998 thesis, which was later revised into a chapter in the 1999 book Diversity Discourse. While the term was initially used to describe autism specifically, it would come to represent a much broader range of cognitive diversity (Aftab, 2022).
In its broadest sense, neurodiversity is a term used to describe the neurological and developmental differences of all people, both neurotypical and neurodivergent. The term draws attention to the brain makeup's role in cognitive function and behavior. This definition of neurodiversity emphasizes the importance of trying to understand the brain you're interacting with. Though primarily a social movement, neurodiversity research and education contributes greatly to how neurodivergence is viewed in the medical context (Baumer & Freuh, 2021).
A Shift Toward the Neurodiversity Paradigm
A Shift Toward the Neurodiversity Paradigm
In 2012, autistic scholar Dr. Nick Walker proposed a distinction between the pathology paradigm and the developing neurodiversity paradigm. While the pathology paradigm rests on a narrow conception of neurological normality that assumes neurodivergence is based in individual impairment, the neurodiversity paradigm has emerged from the acknowledgment of neurological diversity as a natural and beneficial aspect of cognitive and cultural richness, replacing the terms "normal" and "abnormal" in terms of cognitive function with "neurotypical" and "neurodivergent".
This shift towards inclusive language and the consideration of a wide variety of brain differences is essential towards the progression of the neurodiversity movement and the well-being of neurodiverse people (Aftab, 2022).
(Walker, 2021)
The Neurodiversity Movement
The Neurodiversity Movement
As a movement, neurodiversity focuses on empowering neurodivergent individuals and centers around their autonomy and intrinsic value as people. Originating with the autism movement, most public dialogue about neurodivergence has previously been guided by neurotypical people. Mainstream rhetoric was also restricted by neurodivergence focused organizations being largely headed by neurotypical leadership. This lack of neurodivergent input resulted in a lack of recognition of neurodiverse strengths to instead focus on the difficulties and challenges associated with cognitive differences (Robertson & Ne'eman, 2008).
The movement advocates expanding disability rights and justice from a perspective that centers on neurodivergent people's lived experiences, acknowledging different types of disability and levels of support needs. This approach allows for neurodivergent people to voice their needs and shifts focus toward the development of greater supports based on those needs (Aftab, 2022).
Neurodiversity is a key aspect of diversity, equity, inclusion, and acceptance. Understanding differences in cognitive function contributes to an inclusive mindset in professional and social settings, working toward creating spaces where all people feel welcomed, respected, supported, and valued (Marshall, 2022).
The perspective and self-advocacy of neurodivergent individuals must be uplifted and valued when considering progression of the neurodiversity movement; these viewpoints should then be involved in systemic processes in order to create a space where neurodiverse people are able to communicate to the best of their ability and are included equally.
The Social Ecological Approach
The Social Ecological Approach
In their interview for The Psychiatric Times, neurodiversity philosopher Dr. Robert Chapman defines the neurodiversity movement as "a social justice movement pushing for a shift away from the default pathologizing of mental, developmental, and cognitive disability and toward what I have called a social ecological approach to understanding disablement" (Aftab, 2022, p. 44).
The social ecological approach argues that increased neurodiversity within a species is beneficial in a way analogous to increased biodiversity within an ecosystem. This perspective of functioning focuses on how function relates to the broader ecosystem and organisms' relationships to each other rather than ranking individual fitness level. Drawing on an abstract view of disablement, this view of neurodiversity supports a conservationist approach to diversity in neurological function, thus challenging the notion of neurotypical superiority. This model also directly rejects the idea that the human species has enough neurocognitive uniformity to validate the sentiment of a concrete "normality" in neurological functioning (Aftab, 2022).
The Social Model of Disability
The Social Model of Disability
The social model of disability is a model of viewing disability that acknowledges the role of society in creating ability-based disadvantages. It presents the notion that disability is created by mainstream society's failure to create equity of opportunity.
When applied to higher education, this model suggests that rather than individual adaptations, innovative and holistic approaches to equity must be offered to diminish the effects of cognitive differences. These approaches are correlated with greater academic and career success (Farrant et al., 2022).
Why Is It Important?
Why Is It Important?
Diversity drives social vitality and innovation, nourishes tolerance, and contributes to community between people; without diversity, the cultural, economic, and social facets of society suffer. Neurodiversity is just one part of this key to well-being. The diversity of the human brain contributes to the resilience of communities, showing the role of ecology in cognitive functioning (Nerenberg, 2016).
In many of the same ways as general diversity, neurodiversity enhances social and professional communities as well as the world as a whole. Recognizing neurodiversity allows for greater opportunities for self-growth and critical thinking, creating an environment where differences are recognized, heard, and accepted. These environments promote the development of effective communication skills when interacting with others, especially when differences in communication and behavior must be considered. A diverse intellectual and social environment also fosters the potential for innovation, listening to the perspectives of those who think differently leading to creative approaches to challenges (American Council on Education, 2012).
When studying the prevalence of innovation in groups, it's been shown that groups composed of different neurotypes display more innovative tactics than groups of the same neurotype when analyzing approaches to a challenge. A greater range in approaches is a positive outcome, showing greater creativity and thus an opportunity for fresh perspectives. This innovation is invaluable in many fields, such as business and finance where diversity has been shown to increase productivity, creativity, and profits. With those of different neurotypes less likely to copy each other's ideas, there is greater opportunity for new approaches to problems (Axbey et al., 2023).
Analogous to a liberal arts education, the recognition of neurodiversity creates a fuller understanding of the world through uplifting the unique experiences of others and the perspectives that arise from those differences. The self-growth and introspection that result from neurodiversity contribute to the promotion of self-discovery and success pathways that are specific to the individual and how they learn based on their brain. The promotion of neurodiversity in colleges and universities creates an environment where people feel comfortable discussing their needs and how they can best accomplish their goals.
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