What is Neurodiversity?
Author: Iveta Pudilova | 5min read
Neurodiversity - represented by a rainbow infinity symbol - is a term that states that there is no one “correct” way of thinking, learning, or behaving. It highlights the fact that any variations from what is socially defined as the “norm” are not a deficiency but rather a natural variation in the human brain. People experience and interact with the world around them in a variety of ways which should be celebrated, hence Neurodiversity Celebration Week!
When is neurodiversity celebration week?
Each year, neurodiversity celebration week is celebrated during the 3rd week of March. Its goal is to celebrate neurodiversity, raise awareness, and advocate for greater acceptance and accommodation of neurodiversity in society. This is important because it helps break down harmful stereotypes and stigma about neurodivergence, promoting a more inclusive and accepting society. On top of that, neurodivergent individuals have unique strengths - such as pattern recognition, creativity, and attention to detail - that should be celebrated!
Neurodiverse, Neurotypical, Neurodivergent
You may now be thinking…what is neurodivergence? When do I use “neurodiversity”? Often, people mix up neurodiverse and neurodivergent, but there is a difference.
Neurodiversity
Neurodiversity refers to the diversity of people’s brains and is a way to describe a group of people. For example, you can say the UK population is neurodiverse, as it is made up of both neurotypical and neurodivergent individuals!
The term "neurodiversity" was coined by sociologist Judy Singer in the late 1990s and argued that variations in the brain (both neurodivergent and neurotypical) are natural and enriching, just as biodiversity is within an ecosystem. Using Autism as an example, Judy Singer argued that societal attitudes and treatment of neurodivergence and disability (i.e. ableism, discrimination, and bias) are the root causes of challenges faced by neurodivergent individuals.
Neurotypical
The term "neurotypical" is used within the neurodiversity movement in contrast to the term “neurodivergent”.
The term has been criticised by some who argue that it implies that neurotypical is the norm and that being neurodivergent is abnormal. However, proponents of the term argue that it is simply a descriptive term that can be used to promote understanding and acceptance of neurodivergent individuals and to challenge the notion that there is only one "right" way of thinking or being.
Neurodivergent
Neurodivergent, on the other hand, is used to describe a person who diverges from the societally-defined “norm”. Kassiane Asasumasu - a biracial, multiply neurodivergent, activist and writer - is credited with coining the term “neurodivergent”.
It is an umbrella term for Autism, ADHD, dyslexia, epilepsy, dysgraphia, and more. On top of that, neurodivergence is an identity, not a medical term. It was created in opposition to the term “disorder” as a form of recognising that neurodivergent people are not “disordered” but simply diverge.
Language Matters
Inclusive language is essential when talking about neurodiversity. The language we use can either promote or hinder acceptance and accommodation of neurological differences.
Research has found that the Autistic community prefers identity-first language (e.g., “I am Autistic”, or "an Autistic person") because it recognises Autism as an integral part of their identity rather than as an illness or burden [1]. However, some Autistic individuals prefer using person-first language (“I have Autism” or “a person with Autism”), as they feel it emphasises that they are not defined by their neurodivergence.
Based on this, using identity-first language is recommended when talking about the Autistic community (“they are Autistic.”). However, if you are speaking directly with or about someone who prefers person-first language then that’s a personal preference which should be respected.
We do say:
Our society is neurodiverse
A person who is neurodivergent
They are neurodivergent
Neurodivergence
Rather than:
I am neurodiverse
Neurodivergent condition/disorder
Neurodiverse condition/disorder
A person with/has neurodivergence
Neurodiversity in the UK Population
In the UK, an estimated 15% of the population has an invisible disability, which includes neurodivergent individuals. In the UK [2]:
10% of the population is dyslexic
5% of the population has ADHD
5% of the population is dyspraxic
1-2% of the population is Autistic
It is important to note that many people go undiagnosed or are still waiting for an official diagnosis because of inaccessible healthcare, biassed research, and social stigma. For example, up to 80% of Autistic women are undiagnosed at the age of 18 and there are currently 100,000 people waiting for an Autism diagnosis with the NHS [3]. As a result, it is difficult to determine how common neurodivergence is.
Neurodiversity and Spiky Profiles
A spiky profile refers to an individual's uneven cognitive strengths and weaknesses. For example, a person with ADHD may be impulsive (arguably a positive in some situations) but be the most creative, and enthusiastic person you’ve ever met! Similarly, an Autistic person may struggle with sensory overload or changes in routine but have excellent attention to detail, analytical thinking, and a strong sense of honesty making them incredibly trustworthy.
Spiky profiles are common among neurodivergent individuals and highlight the importance of recognising and accommodating individual strengths and weaknesses.
Neurodiversity and Disability
Neurodiversity is a form of diversity and a valuable aspect of our society. In the UK, the Equality Act 2010 protects people with disabilities, including neurodivergent individuals, from discrimination in various areas, including employment, education, and access to services [4].
Neurodivergent individuals may face barriers in life due to differences in cognitive processing and due to the world not being built to accommodate these. For example, a dyslexic student may have difficulty reading and writing, making exams far harder than for a neurotypical student, despite being equally as intelligent and capable of understanding the content being studied. Is it fair then, that the dyslexic student does worse in school which hinders their future employment opportunities? No.
As a result, these difficulties - and the lack of accommodation for neurodivergence within society - can negatively affect access to education, employment, and other opportunities. Recognising it as a disability doesn’t counteract the fact that neurodiversity should be celebrated and that being neurodivergent has many strengths. “Disabled” is not a bad word.
By recognising it as a disability, the UK's laws and policies provide legal protections, accommodations, and support for neurodivergent individuals which they need and most importantly, deserve. This can include adjustments to the workplace or classroom environment, such as providing extra time for tasks, assistive technology, or flexible working arrangements. These accommodations can help to level the playing field and allow neurodivergent individuals to reach their full potential!
References
[1] R. Buijsman, S. Begeer, and A.M. Scheeren, “‘Autistic person’ or ‘person with autism’?” Autism. Doi: https://doi.org/10.1177/1362361322111791
[2] Genius Within, "What is Neurodiversity?" [Online]. Available: https://geniuswithin.org/what-is-neurodiversity/. [Accessed: Mar. 11, 2023].
[3]NHS Digital, "Autism statistics - England, 2021-22," Apr. 2022. [Online]. Available: https://digital.nhs.uk/data-and-information/publications/statistical/autism-statistics/april-2021-to-march-2022. [Accessed: Mar. 11, 2023].
[4]UK Government, "Equality Act 2010: guidance," Apr. 2011. [Online]. Available: https://www.gov.uk/guidance/equality-act-2010-guidance. [Accessed: Mar. 11, 2023].
