NEURODIVERSITY & NEURODIVERGENCE: A FOUNDATIONAL GUIDE

---

Put simply, neurodiversity is the term for the natural range of biological brain differences 

that impact how we think, feel, process, behave, and function, 

often categorized as neurotypical or neurodivergent.

A neurotypical person thinks and behaves in ways considered typical, 

while someone who differs is considered neurodivergent.

While the term neurodiversity is often cited as originally coined by Judy Singer, a sociologist from Australia, in her 1998 thesis, followed by a chapter in a book titled Disability Discourse, 

“neurological diversity” and “neurodiversity” first appeared in print in the late 1990s through journalist Harvey Blume, who credited autistic-led online communities rather than any one person. 

The term neurodiversity, neurodiversity theory, and the neurodiversity paradigm have been shaped collaboratively by groups of autistic and other neurodivergent individuals and activists. The shift toward viewing human differences in processing and cognition through a neurodiversity lens is a collective effort to challenge the medical model's narrow, deficit-based perspective, a view that highlights symptoms and prioritizes the appearance of normalcy. The medical model values typicality and urges individuals to conform, pressuring us all to fix any perceived deviations.

There is much more to say here, and if you would like to learn more, 

I am working on several blog posts and resources to share additional information and perspectives. Additionally, please view the references cited below for further learning and clarification.

→ Learn more: “Alternatives to the Medical Model of Disability” (Blog post coming soon!)

→ Learn more: “The Neurodiversity Movement” (Blog post coming soon!)

A neurotypical person is thought to think, process, and behave in ways viewed as average 

or typical for humans, according to the dominant society’s standards, 

while someone who deviates from that is considered neurodivergent. 

Both terms are neutral. 

Both neurotypical and neurodivergent brains exist within a neurodiverse world, 

reflecting variations in brain processing.

Neurodivergence covers brain differences present at birth or acquired through experience. 

People can be multiply neurodivergent, having more than one neurodivergence.

The term neurodivergent is often used interchangeably with autism and ADHD. 

Autism and ADHD are two types of neurodivergence.

Other forms of neurodivergence include Tourette syndrome, Down syndrome, 

sensory processing disorder (SPD), obsessive-compulsive disorder (OCD), bipolar disorder, schizophrenia, intellectual disabilities, synesthesia, hyperlexia, dyslexia, dyspraxia, dyscalculia, traumatic brain injuries (TBI), and post-traumatic stress disorder (PTSD). 

You do not need a diagnosis to be neurodivergent. 

This is not an exhaustive list of all the possibilities.

For a clear explanation of language and the proper use of terms, 

please read Dr. Nick Walker’s essay, linked here and cited below.

  Recognizing neurodiversity matters because brains, like bodies and personalities, naturally vary. Differences in thinking, communication, learning, or emotion are parts of natural human diversity.

Understanding neurodiversity helps us avoid unrealistic standards 

and unnecessary stress, shame, exclusion, or harm. 

We can adjust environments to support participation, learning, connection, and success.

Understanding neurodiversity shifts our focus from “What’s wrong with this person?” to 

“What do they need to thrive?” and this shift often leads to: 

--> Better support, mental health, and relationships, and 

--> More inclusive communities.

Thomas Armstrong, in Neurodiversity: Discovering the Extraordinary Gifts of Autism, ADHD, Dyslexia, and Other Brain Differences, advances a strengths-based perspective, proposing that neurological differences are natural variations rather than disorders. He argues that disability often results from unmet environmental or societal expectations, rather than inherent deficits.

Armstrong notes positive traits in neurodivergence, such as pattern recognition, creativity, 

novelty-seeking, and idea generation, and suggests that systems should 

support these strengths rather than force conformity.

For those with higher support needs or who experience significant challenges, 

focusing only on strengths can feel minimizing. When real difficulties are combined with sensory, communication, or motor challenges and a lack of support, 

a strengths-only view can obscure the need for resources.

For many neurodivergent people, disability doesn't vanish in well-adapted environments. 

Recognizing this is crucial, especially for those with access to education, communication, and the means to shape the conversation. Without this balance, we risk focusing only on the most privileged neurodivergent voices while neglecting people whose quality of life depends on scarce supports.

→ Learn more: “The Neurodiversity Debate” (Blog post coming soon!)