Neurodiversity

What does it mean to be neurodivergent?

The term neurodiversity was coined in the late 1990s by sociologist Judy Singer, was quickly adopted by the autistic community, and then employed by allistic (non-autistic) individuals with other neurological and neurodevelopmental dis/abilities. Neurodiversity, as defined by Understood.org, is "the view that brain differences are normal," natural variations in humans, "rather than deficits." At first glance, this concept seems simple enough: a response to an aggressive societal emphasis on sameness and normativity. If we begin to view dis/abilities and neurodevelopmental variations such as ADHD as "normal," people (in our case, children ages 5-14) with these conditions might receive higher-quality, more equitable treatment and accommodations in workplaces and schools.

Yet, there are a few competing ideologies at play here, one of which separates society into "neurotypicals" and "neurodivergents." This framework asks us to define those categories and who falls under each: a slippery slope indeed. Endless questions emerge: who are these so-called "neurotypicals" and "neurodivergents?" Must students in the latter category have a diagnosis, a documented brain variation, a dis/ability? Is neurodiversity a spectrum? On the other hand, what constitutes "typical?" Does the "typical" brain even exist, and how can we understand neurodiversity not as a new configuration of "normal" but instead as a rejection of normativity entirely?

People who claim the label "neurodivergent," like myself, do so because we identify as having a neurodevelopmental, neurological, or cognitive difference, such as ADHD, autism, Downs, dyslexia, or any other number of diagnoses. In this light, what makes someone "neurotypical" or "neurodivergent" is not entirely arbitrary. However, I want to challenge us to think more broadly and deeply about conceptions of difference. Even though we could argue that everyone in society has some kind of "difference" (which I will unpack further in the next section), there are observable variances in brain function and activity in individuals with ADHD. Notably, there is a faster uptake of dopamine and norepinephrine in the prefrontal cortexes of people with ADHD, which affects executive functioning, working memory, and processing speeds.

Differences in dopamine levels in brains with and without ADHD.

Source: Sara Bellum, National Institute on Drug Abuse

Despite the biological basis for these "disorders," we must also consider neurodiversity through the social model of disability, which asserts that neurobiological conditions like ADHD and autism are partially socially constructed, that the challenges that come with being neurodivergent are magnified by an ableist society that punishes any deviation from the norm. The social model of disability is, as it turns out, key to our understanding of children with ADHD's social experiences.

Ontologies of “normal”

A TedX Talk given by Todd Rose in 2013 elucidates "the myth of average." Rose discusses how "average" is an arbitrary term and that in designing our world to fit the "average" brain, we do little to make our world more inclusive. Centering diversity and inclusion work on notions of neurotypicality -- prescribed normative behaviors and ways of thinking -- we instead reify harmful, inflexible systems that exclude students with variations.

The Institute for the Study of the Neurologically Typical, a website created by autistic people, reverses notions of normalcy by defining "neurotypical" as "a neurobiological disorder characterized by preoccupation with social concerns, delusions of superiority, and obsession with conformity," going on to note neurotypicals' "overdeveloped" social skills and "difficulty communicating directly" (Enghal/ISNT 2002). Although I am not autistic, as a neurodivergent person who has struggled with social skills throughout my life, I found this description both amusing and important. The site reveals the tension between pride in feeling "atypical" and acknowledging the dangers of the normal/abnormal dichotomy. We can hold this tension close; we can reject the existence of normativity while also acknowledging the neurodivergent person's right to label themselves based on 1.) their location in an ableist society, 2.) their diagnosis, and 3.) how they feel.

On many occasions, I have run into so-called "neurotypical" people who end up saying such phrases that make my skin crawl: "We all have a little ADHD," "I'm a little OCD," or the famous, "We all have issues." From this final statement, it would seem that many people, perhaps unknowingly, have an inchoate understanding of neurodiversity and the "myth of the average." And, of course, everyone faces mental health challenges throughout their lives. However, at its root, the statement "we all have issues" has been used as a way for neurotypicals to avoid uncomfortable conversations about ableism, to absolve themselves of ableism without having to actually do the work of untangling their biases. Ultimately, "we all have issues" is a reflection of the neoliberal fantasy of unity (read: conformity) and invalidates the very real lived experiences of people with neurobiological variations who are treated unfairly by an ableist society.

Neurodiversity and the social world

As an educator (and former public school student), I ask: is neurodiversity ubiquitous or does it only apply to people with noted or perceived brain/developmental differences? In an ableist world, it seems that anything that deviates from the norm is a "disorder," but the stigma and struggles that neurodivergent people endure are real. One such challenge are the feelings of isolation among members of the neurodivergent community as a result of our symptoms and the social stigma of having a dis/ability. While there are no easy answers, these challenges can be ameliorated through a greater sense of inclusion and community, as well as an acknowledgement of the role ableism plays in our schools. No two students with ADHD are alike, but through a nuanced framework that emphasizes neurodiversity and a Universal Design for Learning (see: Interventions) over tiered education and segregation, we can create greater social access and support for neurodivergent students.