MBECTEDefining Neurodivergence

Differences in Neurology

In 1999, a chapter of the book Disability Discourse changed how the world speaks about neurological difference and disability.

"Neurodiversity may be every bit as crucial for the human race as biodiversity is for life in general."

– Judy Singer, The Atlantic

Headshot of Judy Singer.

Judy Singer, a sociology student at the University of Technology in Sydney, Australia, first penned the term "neurodiversity" in her honors thesis, which she reworked for her chapter titled "Why Can't You be Normal for Once in Your Life?".

Since that chapter was published, several other words have been created by the community: Kassiane Asasumasu is often credited with the coining the term "neurodivergent", and Nick Walker with the word "neuroqueer".

Language can be powerful. By nominalizing this array of people with different neural networking, these thinkers have brought together a larger community united around one goal: helping one another to navigate a neurotypical world.

What is Neurodiversity?

Neurodivergent people have different brain networking that can impact how they learn, read, write, calculate numbers, focus on tasks, work with others, understand directions, and manage time.

Common neurodiverse conditions include:

ADHD
Autism
Neurodevelopmental conditions
- e.g. dyslexia (challenges with reading), dysgraphia (challenges with writing), dyspraxia (challenges with motor skills), dyscalculia (challenges with numbers), etc.
Auditory or visual processing delays
Serious Mental Illnesses (SMIs)
- e.g. Bipolar Disorder I and II, Borderline Personality Disorder (BPD), Schizophrenia, Major Depression, Obsessive Compulsive Disorder (OCD), Post-Traumatic Stress Disorder (PTSD), etc.

Neurodiverse conditions can be disabilities, and often qualify for classroom accommodations through the Center for Disability and Access. With that, many neurodivergent people do not define themselves as disabled.

In some cases, this is because receiving a medically recognized diagnosis for many of these conditions can be extremely challenging. For others, they may simply not feel that their life is limited because of their experiences.

Even still, tasks that are simple for neurotypical people (those whose strengths and challenges are not impacted by significant neural network differences)– like studying, staying focused in class, and collaborating in groups– can be difficult for neurodiverse students.

Often, they have found ways of working with their different brain networking by using a variety of assistive tools, technology, and other aides.

Want to learn more?

Learn about course design with neurodiversity in mind from Arizona State University.

Consider This...

For some students, disclosing their conditions to others can be a liberating choice. Whether they register with the Center for Disability and Access (CDA), speak directly with an instructor, or share with classmates, disclosure can help students get the support they need.

However, for others, it can be a challenging decision fraught with tough questions: What if others judge me or treat me differently? Could this prevent me from accessing other opportunities in the future? Will people take me seriously?

Hear from an instructor about how he handled a complex situation with a student group in this video.

It's important to work alongside our students to navigate working with different people, find appropriate solutions for everyone involved, and consider how we can best support the learning of everyone in our classroom.

Think about It!

Is this communication issue a problem with the person (Pathlogical Model), or the environment (Social Model)?
How might you have navigated this situation if the student did not choose to share her condition with her classmates?