Testing and Evaluations Blog Series
In recent years, the terms “neurodiverse” and “neurodivergent” have gained prominence in discussions about cognitive differences and mental health. These concepts are integral to the neurodiversity movement, which advocates for the recognition and acceptance of neurological differences as natural variations in human cognition. However, the distinction between these terms is often misunderstood, leading to confusion and misuse. This article aims to clarify the origins, purposes, and implications of these terms, as well as explore who uses them and why they matter in our evolving understanding of human neurology.
Origins of the Terms
The concept of neurodiversity was first introduced by Australian sociologist Judy Singer in the late 1990s. Singer, who is autistic, proposed the idea as a way to challenge the medical model of autism and other neurological differences. The term “neurodiversity” itself was coined to describe the infinite variation in neurocognitive functioning within our species.
Building on this foundation, the terms “neurodiverse” and “neurodivergent” emerged to describe specific aspects of neurodiversity. Nick Walker, a prominent neurodiversity scholar, explains the distinction:
“Neurodiverse refers to a group of people with different neurotypes. For example, a group consisting of an autistic person, a dyslexic person, and a neurotypical person would be a neurodiverse group. Neurodivergent, on the other hand, refers to an individual whose neurotype diverges from the dominant societal standards of ‘normal’ neurocognitive functioning.”
Purpose and Usage
The primary purpose of these terms is to shift the narrative around neurological differences from a deficit-based model to one that recognizes and values cognitive diversity.
Neurodiverse
The term “neurodiverse” is used to describe a group that includes individuals with different neurological makeups. It emphasizes the idea that neurological diversity is a natural and valuable aspect of human variation, much like biodiversity in ecosystems.
Dr. Thomas Armstrong, a psychologist and author, notes: “The neurodiverse model suggests that we should look at learning differences in the same way that we look at biodiversity in nature. Just as we wouldn’t say that a calla lily has ‘petal deficit disorder’ because it doesn’t have as many petals as a daisy, we shouldn’t pathologize individuals whose brains function differently from what we consider ‘normal.'”
Neurodivergent
“Neurodivergent” is used to describe individuals whose neurological functioning differs from the societal norm. This can include people with autism, ADHD, dyslexia, and other neurological conditions. The term is often used by individuals to self-identify and by advocates to discuss the unique experiences and needs of those with neurological differences.
Dr. Nick Walker emphasizes: “Being neurodivergent isn’t a medical condition to be cured. It’s a human variation that should be respected and accommodated in society.”
Who Uses These Terms and Why
The use of “neurodiverse” and “neurodivergent” has expanded beyond academic circles to include:
- Self-advocates: Many individuals with neurological differences use these terms to assert their identity and challenge stigma.
- Healthcare professionals: Some progressive healthcare providers use these terms to promote a more inclusive and less pathologizing approach to neurological differences.
- Educators: Teachers and educational administrators may use these terms to promote inclusive learning environments that cater to diverse cognitive styles.
- Employers: Forward-thinking companies are adopting these terms as part of diversity and inclusion initiatives.
- Researchers: Neuroscience and psychology researchers use these terms when studying cognitive diversity and its implications.
Steve Silberman, author of “NeuroTribes,” explains the importance of this terminology: “By using terms like ‘neurodivergent,’ we’re acknowledging that these differences are not flaws to be fixed, but natural variations that can bring unique strengths and perspectives to society.”
Implications of the Terms
The adoption of “neurodiverse” and “neurodivergent” has several significant implications:
- Shift in perspective: These terms encourage a move away from the medical model of disability towards a social model that recognizes societal barriers as the primary source of disability.
- Identity and community: They provide a language for individuals to describe their experiences and connect with others who share similar neurological profiles.
- Educational reform: The concepts behind these terms are driving changes in educational practices to better accommodate diverse learning styles.
- Workplace inclusion: Companies are beginning to recognize the value of neurodiversity in the workforce, leading to more inclusive hiring practices and work environments.
- Research directions: The neurodiversity paradigm is influencing research priorities, encouraging studies that focus on strengths and differences rather than deficits.
Dr. Laurent Mottron, a prominent autism researcher, notes: “The neurodiversity framework has led us to ask different questions in our research. Instead of asking ‘How can we make autistic people more normal?’ we’re now asking ‘How can we understand and leverage the unique cognitive strengths associated with autism?'”
Metaphors for Understanding the Difference
To better grasp the distinction between “neurodiverse” and “neurodivergent,” consider the following 3 metaphors.
Orchestra metaphor
A neurodiverse group is like an orchestra with various instruments (neurotypes), each contributing its unique sound. A neurodivergent individual would be like a theremin in an orchestra primarily composed of string and wind instruments – different, but valuable in its own right.
Garden metaphor
Neurodiversity is like a garden with various plants. A neurodiverse group would be a garden with different types of flowers, while a neurodivergent individual would be a unique species of plant in that garden.
Color spectrum metaphor
If we consider the range of neurological functioning as a color spectrum, a neurodiverse group would include multiple colors, while a neurodivergent individual would represent a specific color that stands out from the most common hues.
Challenges and Controversies
While the terms “neurodiverse” and “neurodivergent” have gained traction, they are not without controversy:
- Medicalization concerns: Some argue that these terms, despite intentions, may still contribute to the medicalization of neurological differences.
- Inclusivity debates: There are ongoing discussions about which conditions should be included under the neurodiversity umbrella.
- Severity considerations: Critics argue that the neurodiversity paradigm may not adequately address the needs of individuals with more severe impairments.
- Misuse of terms: The frequent misuse of “neurodiverse” to mean “neurodivergent” can lead to confusion and dilution of the terms’ meanings.
Dr. Simon Baron-Cohen, a leading autism researcher, offers a balanced perspective: “While the neurodiversity movement has made important strides in promoting acceptance, we must also be careful not to trivialize the very real challenges that some individuals on the autism spectrum face. It’s a complex issue that requires nuanced understanding.”
Conclusion
The terms “neurodiverse” and “neurodivergent” represent a significant shift in how we conceptualize and discuss neurological differences. By emphasizing diversity rather than deficit, these terms have the potential to foster more inclusive and accepting societies. However, their proper use and understanding are crucial to maintaining their power and relevance.
As our knowledge of human neurology continues to evolve, so too will the language we use to describe it. The concepts of neurodiversity, and the specific terms “neurodiverse” and “neurodivergent,” offer a framework for recognizing and valuing the full spectrum of human cognitive functioning. As we move forward, it is essential to continue refining our understanding and usage of these terms, ensuring they serve their intended purpose of promoting acceptance, inclusion, and support for all neurological profiles.
In the words of Judy Singer, the originator of the neurodiversity concept: “The ‘Neurodiversity Movement’ is not about romanticizing disability. It is about human rights, about the right to be different, and about the value of biodiversity, including ‘neurological biodiversity’ to the planet and to the human race.”
As we continue to explore and understand the vast landscape of human neurology, these terms will undoubtedly play a crucial role in shaping our discourse, policies, and societal structures. The journey towards true acceptance and inclusion of all neurotypes is ongoing, but with careful and considerate use of language, we can make significant strides in the right direction.
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References
Singer, J. (2017). Neurodiversity: The Birth of an Idea. Judy Singer.
Walker, N. (2014). Neurodiversity: Some Basic Terms & Definitions. Neurocosmopolitanism.
Armstrong, T. (2015). The Myth of the Normal Brain: Embracing Neurodiversity. AMA Journal of Ethics, 17(4), 348-352.
Silberman, S. (2015). NeuroTribes: The Legacy of Autism and the Future of Neurodiversity. Avery.
Mottron, L. (2011). Changing perceptions: The power of autism. Nature, 479(7371), 33-35.
Baron-Cohen, S. (2019). The Concept of Neurodiversity Is Dividing the Autism Community. Scientific American.
Pellicano, E., & den Houting, J. (2022). Annual Research Review: Shifting from ‘normal science’ to neurodiversity in autism science. Journal of Child Psychology and Psychiatry, 63(4), 381-396.
Dwyer, P. (2022). The Neurodiversity Paradigm in Psychiatric Practice. Psychiatric Times, 39(1).
Clouder, L., Karakus, M., Cinotti, A., Ferreyra, M. V., Fierros, G. A., & Rojo, P. (2020). Neurodiversity in higher education: a narrative synthesis. Higher Education, 80(4), 757-778.
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The Testing and Evaluations Blog Series by Stephanie
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