Embracing Neurodiversity
What does ‘neurodiversity’ mean?
The term ‘neurodiversity’ is fast becoming part of our daily lexicon. First used in the 1990s by Judy Singer, an autistic sociologist, it recognises that alongside culture, experiences and ethnicity, ‘diversity’ also applies to the human brain. Singer believed that just as with physical differences, problems arise when our brains diverge too much from the norm. Her aim was to move from the language of deficit, impairment and disorder to a new discourse focusing instead on difference, strengths and skills.
More recently, neurodiversity has been described as “a mind that functions in ways which diverge significantly from the dominant societal standards of ‘normal’” (Walker, 2021). This approach to learning and disability argues that diverse neurological conditions (including but not limited to Autism, ADHD, specific learning difficulties, epilepsy, traumatic brain injury, and PTSD) are the result of normal variations in the human brain. Walker comments that, “humanity is neurodiverse, just as humanity is racially, ethnically, and culturally diverse. By definition, no human being falls outside of the spectrum of human neurodiversity, just as no human being falls outside of the spectrum of human racial, ethnic, and cultural diversity.”
Neurodiversity as an Approach
The neurodivergent approach promotes recognition and respect for neurological differences as a social category alongside other characteristics already protected by the Equality Act (2010). These include gender, ethnicity, sexual orientation and disability status. Although many people in the neurodivergent population already meet the legal definition of disability, proponents of the neurodiversity approach argue that neurodivergence should be recognised as a distinct and separate protected characteristic under the Act.
We already know that attitudes towards disability affect the way people think and behave towards the neurodiverse population, as well as impacting on outcomes in the way they are treated and able to participate in society. There are two opposing paradigms to consider here, namely the pathology paradigm and the neurodiversity paradigm.
The pathology paradigm is closely linked to the medical model of disability which is rooted in the belief that the impairment is the problem. It attributes disability to defects located within the individual person, believing that those defects prevent them from accessing goods and services and from participating fully in society. This model focuses on what can be done to ‘normalise’ or ‘fix’ what is impaired or different, and is based on two assumptions: (1) that there is a ‘right’ or ‘normal’ way for human brains to be, and (2) that “if your neurological configuration and functioning diverge from the dominant standard of ‘normal’ then there is something wrong with you” (Walker, 2021). In other words, neurodivergent individuals are seen through this paradigm as being defective and in need of being made more ‘normal’. This model risks pathologising neurodiversity and marginalising the neurodivergent population.
In contrast, the neurodiversity paradigm, closely linked to the social model of disability, is based on the premise that factors within society cause disability and that a person experiences rather than has a disability. Created by neurodivergent people themselves, this approach rejects the notion of a ‘normal’ or ‘right’ style of human mind, arguing that the barriers created by society prevent those in the neurodiverse community from being able to participate fully in day to day life, not personal defects or individual differences. This model focuses on the need for people and society to be proactive in removing those barriers by identifying the problems faced by neurodivergent and disabled people as a consequence of external factors.
Walker (2021) points out that as society moves from the pathology paradigm to the neurodiversity paradigm, the belief that there is only one ‘normal’ or ‘right’ way for humans to be is replaced with an understanding that neurological diversity is a natural and valuable form of human diversity.
Neurodiversity as a Talent
The neurodiverse population remains a largely untapped talent pool with unemployment currently estimated to be running as high as 80%, with even highly capable neurodiverse people often being under or unemployed. However, it is increasingly recognised that many neurodiverse people have extraordinary skills. In industry, a growing number of companies have reformed their HR processes in order to access neurodiverse talent and are seeing gains in terms of productivity, quality and innovation. For example, the Israeli Defence Forces (IDF) have a specialist intelligence unit responsible for analysing aerial and satellite imagery, staffed primarily with people on the autism spectrum. There is incontrovertible evidence that this group can identify and act on patterns others do not even notice.
To give a few examples of specific skills, an autistic person might have an extraordinarily good memory and be able to learn information quickly, be precise and able to focus on detail. They may have a strong adherence to rules and be dependable in relation to schedules, plans and routines. A person with dyslexia may be skilled at conveying information and explaining things in a clear and concise way and be adept at visualisation in terms of interacting with space, sense, ideas and concepts. They may be curious and able to explore ideas in new, innovative ways. Someone with ADHD might be creative, compassionate and able to hyperfocus on the task in hand.
So with all this untapped talent, why are neurodiverse people often overlooked for employment or opportunities? One reason might be that the behaviours of many neurodiverse people run counter to common notions of what makes a good employee, namely good communication skills, being a team player, emotional intelligence, the ability to interact and network etc. These criteria systematically screen out neurodiverse people.
In addition to this, recruitment and selection processes themselves are often biased in favour of the neurotypical population. For example, many people who are neurodiverse don’t interview well. Autistic people often don’t make eye contact, can be prone to going off on a tangent in conversation and can be overly honest about their weaknesses. As well as this, while many companies adopt a recruitment approach which requires conformity to standardised processes, the neurodiverse population typically require adjustments to be made and need to be allowed to deviate from established practices. These require managers to adjust individual work settings more than they might be used to doing. In a society which has fully embraced and been transformed by neurodiversity, the workforce would be enriched by the opportunities available through applying individual strengths and skills in the right way, ‘putting people in the right seat on the bus’. We’re not there yet.
Neuro Cosmopolitanism
A society which has fully embraced and been transformed by neurodiversity might be referred to as a ‘neurocosmopolitan’ society. The concept of neurocosmopolitanism comes from the term ‘cosmopolitanism’ which refers to having experience of many different places and things, viewing humanity as part of a single global community.
Neurocosmopolitanism is about approaching neurodiversity in the same spirit as cultural diversity by actively welcoming, celebrating and engaging with differences as sources of learning, growth and mutual enrichment. It means going beyond acceptance and accommodation of differences “to an active embracing of and engagement with those differences as potential sources of growth, enrichment, and creative synergy” (Walker, 2021).
At RocketEd, we are fully committed to neurodiversity. In our work, we always consider impact of the wider context and environment on the child or young person, with specific regard to what environmental adaptations and adjustments may be required to support them more effectively.
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The Language of Neurodiversity
Walker (2021) points out that there is a need for “a radical shift in language, because the appropriate language for discussing medical problems is quite different from the appropriate language for discussing diversity.” Here are some key terms to know:
Neurodiversity is “the diversity of human minds, the infinite variation in neurocognitive functioning within our species” (Walker, 2021).
Neurotypical means “having a style of neurocognitive functioning that falls within the dominant societal standards of ‘normal’” (Walker, 2021).
Neurodivergence refers to a style of neurocognitive functioning that falls outside of the dominant societal standards of ‘normal’. This includes but is not limited to Autism, Attention Deficit Hyperactivity Disorder (ADHD), specific learning difficulties (such as Dyslexia, Dyscalculia and Dyspraxia), Epilepsy, traumatic brain injury, and Post Traumatic Stress Disorder (PTSD)
Neurocosmopolitanism is an approach which fully embraces and is transformed by neurodiversity. A neurocosmopolitan society is one which actively welcomes, celebrates and engages with neurocognitive difference for the benefit of all.
