Harvard Health Publishing
Neurodiversity describes the idea that people experience and interact with the world around them in many different ways;
there is no one "right" way of thinking, learning, and behaving, and differences are not viewed as deficits.
The word neurodiversity refers to the diversity of all people, but it is often used in the context of autism spectrum disorder (ASD), as well as other neurological or developmental conditions such as ADHD or learning disabilities. The neurodiversity movement emerged during the 1990s, aiming to increase acceptance and inclusion of all people while embracing neurological differences. Through online platforms, more and more autistic people were able to connect and form a self-advocacy movement. At the same time, Judy Singer, an Australian sociologist, coined the term neurodiversity to promote equality and inclusion of "neurological minorities." While it is primarily a social justice movement, neurodiversity research and education is increasingly important in how clinicians view and address certain disabilities and neurological conditions.
Words matter in neurodiversity
Neurodiversity advocates encourage inclusive, nonjudgmental language. While many disability advocacy organizations prefer person-first language ("a person with autism," "a person with Down syndrome"), some research has found that the majority of the autistic community prefers identity-first language ("an autistic person"). Therefore, rather than making assumptions, it is best to ask directly about a person’s preferred language, and how they want to be addressed. Knowledge about neurodiversity and respectful language is also important for clinicians, so they can address the mental and physical health of people with neurodevelopmental differences.
If we really just break down the word neurodiversity into neuro and diversity, meaning, our brains work differently, we start to realize that this isn't really something that's too uncommon.
Neurodiversity Beliefs:
Autism and other neurological variations (learning disabilities, ADHD, etc.) may be disabilities, but they are not flaws. People with neurological differences are not broken or incomplete versions of normal people.
Disability, no matter how profound, does not diminish personhood. People with atypical brains are fully human, with inalienable human rights, just like everyone else.
People with disabilities can live rich, meaningful lives.
Neurological variations are a vital part of humanity, as much as variations in size, shape, skin color and personality. None of us has the right (or the wisdom) to try and improve upon our species by deciding which characteristics to keep and which to discard. Every person is valuable.
Disability is a complicated thing. Often, it’s defined more by society’s expectations than by individual conditions. Not always, but often.
The Social Model
The social model of disability comes from the field of disability studies. It says that a person is “disabled” when the (societal) environment doesn’t accommodate their needs. An example: in a world where ramps and elevators are everywhere, a wheelchair user isn’t “disabled,” because he/she/they can access all the same things as a person who walks: schools, jobs, restaurants, etc. However, providing equal opportunity doesn’t mean ignoring the differences and difficulties a wheelchair user may experience.
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