Neurodiversity is the idea that all brains develop differently, and that this is a normal part of human diversity. Just as humans are diverse in ethnicity, eye and hair colour, gender identities, languages, and cultures, we are also diverse in our neurology.
Everyone has a ‘neurotype’. A neurotype is a way of thinking that is common to a group A neurotype could be associated with a particular neurodevelopmental condition (for example, Autism and ADHD are both neurotypes), but it doesn’t have to be, and can be unique to the person. A group of people with more than one neurotype is ‘Neurodiverse’.
Most people are ‘neurotypical’ - the most common neurotype. This means that the way their brain works is similar to how the majority of other people’s brains work
Some individuals are ‘neurodivergent’. This means that they have a neurotype that is different from how the majority of other people’s brains work. People with a neurodevelopmental condition would be considered neurodivergent, but you can be neurodivergent without a formal diagnosis of a neurodevelopmental condition.
Diagnostic criteria for neurodevelopmental conditions focus on what a person can’t do, or can’t do as well. Neurodiversity on the other hand emphasises the need to look at all aspects of how a person thinks, not just what they find hard – many neurodivergent people have strengths neurotypical people do not have, and vice versa. It also highlights that neurodiversity is a part of diversity, and that like other forms of diversity, neurodiversity should be included and respected. On this website we will use the terminology above. We will also use a mix of person first (e.g. “they have ADHD”) and identify first (e.g. “they are autistic”) language. We advise seeking to understand and respect the preference of people you know in person.
Neurodiversity is often associated with the social model of disability. The social model of disability emphasises the role the society plays in creating disability, rather than a person’s differences being inherently disabling. For example, a wheelchair user may not be disabled when going to the cinema when it is fully wheelchair accessible, the machines to buy tickets and the sellers at the snack stands are all easily within reach, and the person can attend with their friends without needing any special planning or special assistance – everything is designed to be accessible. However, going to the supermarket next door they may find themselves disabled because there isn’t a ramp to get in, the aisles are too narrow for their wheelchair to turn, there isn’t a trolley they can use, or the products are too high to reach independently.
The social model of disability can also be applied to many neurodevelopmental conditions. For example, an autistic person may be perfectly capable of going into a supermarket and doing their shopping, but it is the music, the echoing structure, and the number of people that make it difficult for them to cope with. However, by having quiet hours with fewer people and no music, and dampening the echo in supermarkets, this autistic person might able to be go about their shopping like everyone else.