In a new series of blogs, Speech Pathologist Emma Corry will explore what neurodiversity is, and what it means in the context of supporting autistic children.
Many people may have heard the term “neurodiversity” but what does this term actually mean? In this blog, we are going to dive into the foundations of neurodiversity.
Neurodiversity refers to the different ways that people experience and interact with the world around them. Each person’s brain works differently, meaning no two brains are the same. Neurodiversity acknowledges that these differences are what make us human. The neurodiversity movement emerged in the 1990s and the term was initially coined by Judy Singer, an autistic sociologist from Australia. Since then, it has been autistic advocates, as well as other neurodivergent advocates, who have been courageous in spreading awareness and understanding of the neurodiversity movement. It is important to recognise that without these community advocates, the concept of neurodiversity would never have gained the same momentum that it has now.
Neurodiversity acknowledges that all brains work differently and that there is no “right” way of thinking, learning, behaving, and interacting with the world. In the context of neurodiversity, brain-based and behavioural differences observed in autistic or other neurodivergent children are seen to reflect natural human variation. Neurodiversity is a fact of life – it is a biological fact that we are all diverse in our gender, cultures, and sexuality, and naturally our brains are no different.
The neurodiversity movement celebrates differences in neurology, identifying this broad group of people with neurological differences as “neurodivergent”. When the term was first created, it often referred to individuals with differences in brain wiring that are present from birth (developmental). This could include autism, attention deficit hyperactivity disorder, intellectual disability, or dyslexia to name a few. Some members of the neurodiversity movement also acknowledge people who have acquired brain differences as neurodivergent. This may include an acquired brain injury, Post Traumatic Stress Disorder, and other mental health challenges.
These differences in brain neurology are not considered problems by the neurodiversity movement. Instead, neurodivergent people are accepted, included, celebrated, and embraced in the same way that neurotypical people are.
The neurodiversity movement aims to highlight neurodivergent people’s strengths and unique gifts that they bring to the world, while also acknowledging the daily challenges they face. For example, some autistic individuals have a way with numbers, or incredible memory for dates or significant events. Other individuals may have strengths in drawing, reading, or an impressive vocabulary for their age. We know from our own experiences that every child who walks through the doors of CliniKids has their own unique strengths, passions, and preferences.
We all have a role to play in embracing and celebrating neurodiversity and spreading awareness within our communities. Hopefully this is now a term you feel more comfortable talking about with others. Stay tuned for upcoming blogs related to neurodiversity, exploring supporting children through a neuro-affirming approach.
First published Tuesday 28 November 2023.