Diverse Minds, One World: An Intro to Neurodiversity

What is Neurodiversity?

Neurodiversity has gained popularity in the past few years. What exactly is it?

If you look within a crowd of people, you will notice how everyone looks different on the outside. For example, you may notice how people can have different hair color, skin color, body types, and more. These differences create diversity in our society.

Physical differences like hair color aren’t the only type of diversity in our society. Some differences are unseen. In fact, people all around us have different types of brains. This means everyone has a different way of thinking, experiencing the world, and processing information. These unique types of brain wirings make up a concept called neurodiversity.

Neurodiversity is the concept that different types of brain types, or brain wirings, exist. Neurodiversity is a biological fact. Experts have taken the concept of neurodiversity to create the Neurodiversity Paradigm which states that these different types of brain wirings are a normal part of any society (Pellicano, 2022). This means that these differences in brain wirings are not diseases or disorders but are considered differences only. Under the neurodiversity paradigm, any difference in brain wiring should be accepted.

Common Neurodivergent Conditions

These are the common brain wirings that fall under the neurodiversity umbrella:

• Autism
• Dyslexia
• Dyscalculia
• Dyspraxia
• ADHD
• Tourette syndrome
• Dysgraphia

Neurodiversity Movement

Neurodivergent individuals comprise of at least 20% of the population (Doyle et al., 2020). For the last three decades, neurodivergent individuals have led the Neurodiversity Movement. The Neurodiversity Movement is a social justice and political movement that seeks civil rights, equality, respect, and full societal inclusion for neurodivergent individuals (Leadbetter et al., 2021). Although this movement was spearheaded by autistic individuals, it includes participants from across all neurodivergent conditions.

Neurodiversity is a Mindset

Adopting a neurodiversity mindset means accepting people who are neurodivergent. As a child, neurodivergent individuals may have learned differently and required specific needs to be met. If a child is neurodivergent, they may benefit from learning resources that fit their learning style (ex. using visual aids).

Neurodiversity has changed the way educators and even physicians help neurodivergent individuals. By accepting neurodivergent individuals as they are, educators can work with their student’s thinking style rather than trying to change their student’s thinking style to what is considered “normal” in our society. Studies have shown that this way of teaching increases students’ confidence and helps them thrive (Lee et al., 2020). In fact, the concept of neurodiversity is starting to reshape our understanding of what it means to be “normal.”

Strengths-Based Learning

If you work with children and youth who are neurodivergent, use strengths-based resources to help them thrive and increase their confidence. How do you implement strengths-based learning?

1. Adopt a Neurodiversity Mindset: A child’s success starts with the adults in their lives accepting their way of thinking and processing the world around them. Studies have shown that when this occurs, children have fewer mental health issues and are able to thrive.
2. Be Curious: Staying curious about children’s unique needs and supports will not only help you understand the child with whom you work but it will equip you with the knowledge to help others understand the child as well.
3. Address Sensory Needs First: Many but not all neurodivergent children have a sensory difference. For example, up to 95% of autistic children have a sensory difference (Mallory & Keehn, 2021). Sensory differences include increased or decreased sensitivity to sound, touch, taste, visuals, and more. By ensuring children have sensory friendly environments, their sense of wellness will increase. Children who do not have their sensory needs addressed first will struggle to interact with their world in a meaningful way (Pfeiffer et al., 2017).
4. Use Strengths-Based Learning: Strengths-based learning is based on the idea that teaching methods should leverage a child’s unique learning style rather than using conventional teaching methods designed for neurotypical children (children who are not neurodivergent). Strengths-based learning has been shown to improve a child’s confidence and well-being (Maw et al., 2024; Niemiec et al., 2017).

Final Thoughts

Neurodiversity is a growing concept that when adopted by families can increase their child’s confidence and well-being – all important ingredients to help a child thrive.

References

1. Doyle N. (2020). Neurodiversity at work: a biopsychosocial model and the impact on working adults. British medical bulletin, 135(1), 108–125.
2. Leadbitter, K., Buckle, K. L., Ellis, C., & Dekker, M. (2021). Autistic Self-Advocacy and the Neurodiversity Movement: Implications for Autism Early Intervention Research and Practice. Frontiers in psychology, 12, 635690
3. Lee, E. A. L., Black, M. H., Falkmer, M., Tan, T., Sheehy, L., Bölte, S., & Girdler, S. (2020). “We can see a bright future”: Parents’ perceptions of the outcomes of participating in a strengths-based program for adolescents with Autism Spectrum Disorder. Journal of Autism and Developmental Disorders, 50(9), 3179–3194.
4. Mallory, C., & Keehn, B. (2021). Implications of sensory processing and attentional differences associated with autism in academic settings: An integrative review. Frontiers in Psychiatry, 12, 695825.
5. Maw, K. J., Beattie, G., & Burns, E. J. (2024). Cognitive strengths in neurodevelopmental disorders, conditions and differences: A critical review. Neuropsychologia, 197, 108850.
6. Niemiec, R. M., Shogren, K., & Wehmeyer, M. (2017). Character strengths and intellectual and developmental disability: A strengths-based approach from positive psychology. Education and Training in Autism and Developmental Disabilities, 52, 13–25.
7. Pellicano, E., & den Houting, J. (2022). Annual Research Review: Shifting from ‘normal science’ to neurodiversity in autism science. Journal of child psychology and psychiatry, and allied disciplines, 63(4), 381–396.
8. Pfeiffer, B., Coster, W., Snethen, G., Derstine, M., Piller, A., & Tucker, C. (2017). Caregivers’ perspectives on the sensory environment and participation in daily activities of children with Autism Spectrum Disorder. The American Journal of Occupational Therapy, 71(4), 7104220020p1–7104220028p9.

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