By definition, neurodiversity simply means that there is a range of differences among how humans think. But the concept of neurodiversity is so much more than just a definition. It also represents the philosophy that these variations are normal.
Generally, society as a whole has shifted toward greater acceptance of more subtle differences, like ADHD or mild learning disabilities. However, regardless of how “extreme” one’s thinking differences are, society typically views individuals with these differences as abnormal.
Some thinking differences, such as Autism Spectrum Disorder, are still highly stigmatized. Neurodiversity suggests that these differences, too, are not deficits but normal variations in genetic material.
Person-First Perspective
When teachers or parents first notice a child’s differences, the first step schools take in helping these individuals is to diagnose. This is and always has been done with the best of intentions. It is also a crucial step in giving individuals the support they need to succeed in and outside of the classroom. But proponents of neurodiversity suggest that the focus should not be so much on the diagnosis and the label, but on the individual as a person and a learner. This “person-first” perspective argues that individuals should not be characterized by their neurological traits or “conditions,” but by who they are as human beings. Accordingly, person-first language puts the human before the disability. Instead of saying “autistic student,” we say “student with autism.”
Differences ≠ Disabilities
Neurodiversity also implies that people born with learning and thinking differences are not automatically disabled. A disability is a condition that limits or prohibits physical or mental activity. If someone loses their ability to walk, they will be considered disabled, as they now have limited mobility. But just because someone thinks differently doesn’t mean their thinking is limited. The concept of neurodiversity helps kids with thinking differences to be less stigmatized by society.
The Bottom Line
While the progressive view of special education promotes neurodiversity as a concept, this doesn’t mean that differences should not be addressed. When a student requires support beyond what the regular classroom can offer, then traditional steps do need to be taken to evaluate and, if necessary, diagnose that student so that he or she can receive the help they need. While science supports the idea of neurodiversity, research has also shown that certain types of learning differences, like dyslexia, are best addressed through structured, systematic instructional strategies. And teachers can’t learn which of their students need these strategies just by getting to know them. Still, getting to know them is a crucial part of accepting who they are and viewing the way they think as normal, instead of as a weakness.
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