What is Neurodiversity?
BY LAURA SPAULDING Staff Writer/Consultant
The term “neurodiversity” was first coined by Judy Singer in her 1998 honors thesis. Singer is an Australian social scientist and autism advocate who drew on the concept of biodiversity as a model for describing the diversity of human brains and minds. Over time, “neurodiversity” has become a word used to describe a category for brain differences that does not carry the stigma of an official diagnosis.
In the first decade of this millennium, the neurodivergence movement began taking shape, with a particular focus on those exhibiting autism and ADHD-type behaviors. Since then, the movement has gained momentum due to the rise in online communities and advocacy groups for those with neurodevelopmental disabilities and differences. The definition has also continued to expand and is now often used to describe a broader range of brain functioning. This includes many genetic conditions, specific learning disabilities, and mood or personality disorders.
Today, the Oxford Dictionary defines neurodiversity as “the range of differences in individual brain function and behavioral traits, regarded as part of normal variation in the human population.” Despite its now universal acceptance and use, the term is still most eagerly embraced by those on the higher-functioning ends of the autism and ADHD spectrums. It offers a sense of belonging and community in light of differences between “neurodivergent” and “neurotypical” peers. The word “neurodivergent” is often used in contrast to the word “neurotypical.” Many argue that neurotypicality is a myth. In the context of a neurodiversity paradigm, however, it is necessary to describe and define brain functioning within standard statistical norms.
The reality is there is a particular way a majority of brains function, but there are many, many different ways to fall outside of that majority. There is a vast array of minority neurological experiences. The term neurodiversity aims to capture all of those minority neurological experiences into a single category.
Neurodivergence is a social framework. It is not a legally or medically recognized diagnosis and is currently excluded from the Fifth Edition of the Diagnostic and Statistical Manual. At the end of the day, a neurodiversity paradigm is embedded in ever-changing social and cultural norms. It exists on a vast continuum and ultimately encompasses all brain differences and labels, including “neurotypical.”
Understanding the language our culture and educational systems use to talk about the ways our brains work is an important piece of setting all students up for learning, growth, and success. Understanding neurodiversity and current educational trends allows for mutual understanding and effective communication between parents, students, and teachers. The reality is that all people have unique minds with individualized strengths, weaknesses, gifts, and limitations.
When teachers have a firm yet flexible understanding of current cultural and educational trends and the impact they have on students as individuals, classrooms become a place for all students to learn, grow, and succeed. When a student understands their unique strengths and weakness in cultural terms, they are able to confidently advocate for themselves in the classroom and beyond. When a parent understands the language of learning and neurodiversity, they are able to effectively advocate for thier children when necessary.
If you have more questions about resources or school options for students with learning differences, visit our Admission page.
- featured
- neurodivergent
- neurodiversity