The official definition of the term ‘Neurodiversity’ is; the range of differences in individual brain function and behavioural traits, regarded as part of normal variation in the human population.
Essentially, neurodiversity is a term used to describe differences in the way people’s brains work. Neurodiversity embraces the idea that every human is unique, with a unique combination of abilities and needs.
The term ‘neurodivergence’ usually refers to traits and characteristics associated with a number of diagnoses, including:
- Autism
- Attention Deficit Hyperactivity Disorder (ADHD)
- Developmental Coordination Disorder (Dyspraxia)
- Developmental Language Disorder (DLD)
- Dyscalculia – a mathematical learning disability
- Dyslexia
- Intellectual Disability
- Tic Disorders, including Tourette’s Syndrome
The neurodiversity movement promotes inclusive and non-judgmental language.
Many organisations prefer person-first language – “a person with Autism” or “a person with dyslexia”. However, some research suggests that the Autistic community prefers the use of identify-first language – “an Autistic person”.
Rather than making assumptions, it is best to ask an individual about their preferred language.
“We are freshwater fish in saltwater. Put us in fresh water and we function just fine. Put us in saltwater and we struggle to survive”.
Understanding and embracing neurodiversity in communities, schools, and workplaces can improve inclusivity for all people. Creating an environment that supports neurodivergence and recognises everyone’s strengths and differing needs is important. This can look like:
- A school that supports sensory preferences for things like noise and movement
- Clear communication styles that consider each individual’s needs. For example, use of visual schedules and avoiding sarcasm or indirect language
