What is Neurodiversity?

Written by Michelle Gagnon, Registered Psychotherapist (Qualifying)

Neurodiversity is a word that can be separated into two: “neuro”, which means anything to do with the brain (think neurosurgeon, a surgeon that operates on the brain and brainstem), and “diversity”, meaning variety. Together, it means the infinite variety of brains and cognitive functioning within humans.

A few key words:

• Neurodivergent: the term describing a person with a mind that functions in ways which diverge significantly from the dominant societal standards of “normal”. A person with multiple forms of neurodivergence can be called multiply neurodivergent.
• Neurotypical: the term describing a person with a mind that functions in ways which fall within the typical dominant societal definition of “normal”. This will vary depending on the culture and society the person exists in.

Types of Neurodiversity:

• Attention Deficit Hyperactivity Disorder
• Autism Spectrum Disorder
• Epilepsy
• Dyspraxia
• Dyslexia/dyscalculia/dysgraphia 
• Synesthesia
• Tourette Syndrome

Depending on how the society and culture is built, and depending on how many needs the person may have, neurodivergence can be considered a type of disability. It can be considered a disability due to the person likely requiring different kinds of accommodations. They may needs supports in order to function better, be more independent, and live a life that functions well for them. These accommodations will vary from person to person depending on what their specific needs and environments are.

For more information about what neurodiversity is about, visit the following website: https://neuroqueer.com/neurodiversity-terms-and-definitions/ 

Where Did It Come From?

In brief, the idea of neurodiversity arose from the Disability Rights Movement and Autism Rights Movement in the late 1980s. This arose from the Social Model of Disability, which is built on a few concepts. The first is that people are disabled by barriers in society and not by their impairment or difference. Hence why a person being considered neurotypical will vary from culture to culture depending on what is considered the norm there.

These barriers can be physical, like buildings not having ramps or functioning elevators, or can be caused by the ableist attitudes towards disabled people. Removing these barriers allows disabled people to have a higher chance of thriving and increases their quality of life, and promotes equality. This is the idea of designing our environments with a universal design. 

However, universal design can’t come purely from the minds of neurotypical people. Each neurodivergent person is different and will have different needs. Another aspect of the Disability and Autism Rights Movement can be summarised using the phrase, “nothing about us without us”, meaning that for a society to be built to allow neurodivergent people to thrive, it must be built with the contribution and minds of neurodivergent people.

https://www.autismnetworkinternational.org/History_of_ANI.html

https://www.scope.org.uk/about-us/social-model-of-disability/

Language Usage in Neurodiversity

There can sometimes be confusion around how to refer to neurodivergent and disabled people. What’s considered polite? What’s considered strengthening? For a long time, it was thought that we should use what’s considered “person-first” language. For example, saying, “person with a disability” or “person with autism”. This is often still taught in many education curriculums, and it comes from a good place. It’s meant to help raise the person above whatever may be perceived limiting, to make sure that they aren’t reduced to the disability. 

However, research amongst the neurodivergent community has found that many people actually prefer “identity-first” language. You might notice that I’ve been using this kind of language throughout this. The idea is that, while yes, they are more than just their disability, just like a person is more than just their gender or the colour of their skin, but even so, this “difference” does greatly affect their lives.

A person doesn’t exist just with autism, but they are autistic. They are the way they are because of autism, or ADHD, or dyspraxia, etc. It is an integral part of who they are, and research on the opinions of the wider neurodivergent community has shown that most prefer identity-first language. This means we refer to them as autistic person, an ADHDer, a dyspraxic person, etc. 

However, again, this will entirely depend on the person. It’s best to ask the person what they prefer, and what their needs are. It can also help to indicate that you’re willing to help accommodate any needs they would like help with. To preserve their independence and allow them to function how they wish, it’s best to wait before attempting to help fulfil a need. Just like a person in a wheelchair will generally prefer we don’t just grab their chair and begin moving them. It’s generally best we don’t attempt to change how we may speak with someone if we learn they’re neurodivergent.

Neurodivergent kids grow up into neurodivergent adults, and their needs may change, but they are still worthy of the same chances at independence neurotypical people are. Considering how long our average lifespan is, and how a minor is considered only someone under the age of 18, it’s reasonable to assume there are many more neurodivergent adults than neurodivergent children. Hence, accommodations also shouldn’t infantilize them, either.

Something to remember is to always presume competence. They have lived with themselves, in their bodies and in their minds, for their entire lives. They will have a better idea of what their needs and desires are than anyone outside of them will. It’s possible that they may need help to communicate a need or a desire, but it’s better to assume that they know and are aware of them. This helps enforce anyone’s need for independence, including neurotypical people.

Identity-First Language

Some Neurodiversity Terms

While not all neurodivergent people have the same needs, many can have the same traits. These traits will typically be seen in autistic people and/or ADHDers, and aren’t exhaustive.

• Special Interest, or SPINs: an intense interest centred on a specific subject.
• Hyperfocus/Hyperfocusing: intense focus on an interest, activity, person, object, or thing.
• Stims/Stimming: repetitive movements or actions that are regulating; quite often centred on some sort of sensory experience.
• Masking: attempting to hide neurodivergent traits to appear more neurotypical. 
• AuDHD: term used to describe someone who is autistic and ADHD. In research, we’re beginning to find that around half of neurodivergent folks who are diagnosed with one likely fit the criteria of the other. Familial studies, genetic studies, brain activity studies, and behavioural studies have all begun to show this, although this finding is fairly recent (within the last decade).
• Meltdown: an overwhelm of information, senses, or social/emotional distress that needs to be released in some form.

Accommodation Strategies

In the effort of supporting a neurodivergent person, the goal is to help them navigate the world and not to “fix” or “change” them. These are strategies meant for within the therapeutic room, but they can be used on a daily basis in a neurodivergent person’s life as well.

1. Accommodate sensory differences
   1. This may include different dietary accommodations, environmental changes, or even choosing clothing that uses different fabrics or made with different cuts. This may include the usage of headphones or earplugs to help reduce environmental noise.
2. Accommodate communication differences
   1. Ask what kinds of communication they prefer. This might mean different kinds of methods, or changing how we speak with them. Again, we must presume competence, and shouldn’t change these without asking what they need.
   2. They may need extra time to process what is being said.
   3. Encourage them to share their needs; neurodivergent people have often experienced shame from others for voicing their needs, so part of being open with them is by reassuring them that it is a safe environment to share their needs, and to then to follow through and accommodate them within reasonable lengths. This goes for neurotypical people, too.
3. Support executive functioning differences
   1. They may need structured routines, or freedom to change the routine when needed.
   2. They may need extra time to accomplish a task.
   3. They may need breaks to help reduce emotional and cognitive fatigue.
4. Encourage stimming
   1. Allow them to use fidget toys, to move in ways that are safe, using sound and their voice to repetitively say the same things, listening to their favourite songs, movies, or tv shows, etc. 
   2. Help them identify which stims are helpful, and when they feel safe to use them (as different stims may be safe or unsafe depending on the environment).
5. Encourage engagement with SPINS
   1. Ask them about their SPINs! What is important about their SPINs for them?
   2. They can find community around their SPINs with others.
   3. Engaging with SPINs can be a very important regulating tool that they can use.

For Parents

There is a lot of emphasis placed on how parents can learn to accommodate their neurodivergent child, for good reason. A child learns the skills and tools to self-regulate and thrive as they grow up, and one of the most important sources is in the home. However, if we continue with the idea that neurodivergent children grow up to be neurodivergent adults, it goes to also assume that many neurodivergent adults are also neurodivergent parents themselves.

They have the advantage of being in the position to have a better idea of their child’s internal experience, but parenthood comes with many challenges of its own. For neurodivergent adults with sensory needs and executive functioning needs, this can be even more difficult. 

The following are some great book recommendations to help to learn more about this subject (may or may not be related to parenting, but every bit helps):

• Laziness Does Not Exist by Devin Price, Ph.D.
• Sincerely, Your Autistic Child: What People on the Spectrum Wish Their Parents Knew About Growing Up, Acceptance, and Identity, edited by Emily Paige Ballou, Sharon daVanport, and Morénike Giwa Onaiwu
• Unmasking Autism: Discovering the New Faces of Neurodiversity by Devon Price, Ph.D.
• The Neurodivergent Friendly Workbook of DBT Skills by Sonny Jane Wise
• How To Keep House While Drowning: A Gentle Approach to Cleaning and Organizing by KC Davis, LPC

Some picture books geared towards kids about neurodiversity:

• My Mummy is Autistic: A Picture Book and Guide about Recognising and Understanding Difference by Heath Grace and Joanna Grace
• Leo and the Octopus by Isabelle Marinov
• Through the Eyes of Me by Jon Roberts
• All My Stripes by Shaina Rudolph
• I Talk Like a River by Jordan Scott
• A Day With No Words by Tiffany Hammond
  
  Written by Michelle Gagnon, Registered Psychotherapist (Qualifying)

---

Hope this helps!

Join our Instagram community HERE

Learn more about our therapy and wellness services HERE

We are located in Kincardine, Ontario. We provide services in our clinic and virtually Ontario wide.

You may also enjoy this blog, ‘Therapy in Kincardine Ontario: Attuned Therapy + Wellness’ HERE