Neurodiversity is a term that reflects the diversity of human neurocognitive functioning. It posits that neurological differences such as autism, ADHD, dyslexia, and others are the result of normal, natural variation in the human genome. This framework was first introduced by sociologist Judy Singer in the 1990s, challenging the prevailing view that these neurocognitive variations are inherently pathological.
The concept arose from the autism rights movement and is based on the social model of disability, which contends that disability is caused in part by societal barriers rather than being caused only by innate impairments. It instead places human cognitive variance in the context of biodiversity and minority group politics.
Under the neurodiversity umbrella, the term neurotypical refers to individuals with typical neurological development, while neurodivergent pertains to people whose neurological development and functioning are atypical, diverse, or a deviation from what is considered standard.
Neurodiversity
The neurodiversity movement seeks to affirm the rights and contributions of neurodivergent individuals in society and culture. This movement aims to deconstruct societal norms that define neurotypical as the ideal and seeks to promote inclusion, acceptance, and respect for neurodivergent individuals. Advocates for neurodiversity argue that society should embrace all forms of neurocognitive functioning and recognize the inherent value in this diversity.
The concept of a spectrum of neurodivergence implies a range of neurological variations. It recognizes that brain function is not one-dimensional but instead spans a continuum where neurotypical individuals at one end display standard brain processing patterns, while neurodivergent individuals exhibit a range of differences, including those pertinent to autism spectrum disorder (ASD) and ADHD. This spectrum acknowledges the variability of brain function and rejects the notion of a single standard for neurological health or ability.
Double Empathy Problem
The double empathy problem theory addresses the communicative and social disconnects that can occur between neurodivergent and neurotypical people. Originally conceived in 2012 by autistic scholar Damian Milton, it challenges the idea that neurodivergent individuals inherently lack empathy and suggests that misunderstandings may arise due to different perspectives and communication styles.
The theory proposes that empathy is a two-way process and that difficulties are also experienced by neurotypical individuals when attempting to understand or relate to neurodivergent individuals.
The difficulty with the double empathy problem notion is that there is no easy solution. Attempting to “treat” the autistic person may result in various mental health disorders as well as feelings of inferiority and self-blame. Neurotypical persons, on the other hand, can apply this idea to better comprehend how neurodivergent people think and empathize.
Biological Basis of Brain Function Variations
Brain function is influenced by complex neurological systems. Neurological conditions such as ASD and Attention Deficit Hyperactivity Disorder (ADHD) illustrate clear brain differences.
Research shows that individuals with ASD may exhibit variations in brain structure, such as altered connectivity and activity in certain regions responsible for social communication and sensory processing. Similarly, those with ADHD often show differences in the parts of their brain related to attention, control, and executive function.
For example, a long-term study comprising hundreds of brain scans conducted in 2022 by researchers at the University of California – Davis Health’s MIND Institute found abnormalities in the amygdala associated with the development of anxiety in autistic children.
The team of researchers used magnetic resonance imaging (MRI) to scan the brains of 71 autistic and 55 non-autistic youngsters aged 2 to 12. Children were scanned as many as four times. All were participants in the Autism Phenome Project, a long-term study that began at the MIND Institute in 2006.
Autism-specialist clinical psychologists interviewed the parents about their child. The interviews were conducted with youngsters aged 9 to 12.
They asked about typical anxiety as described by the DSM-5, a guideline used to diagnose mental health problems. The psychologists employed the Anxiety Disorders Interview Schedule (ADIS) and the Autism Spectrum Addendum (ASA), which was designed to elicit autism-specific worries.
The results revealed that roughly half of autistic youngsters reported typical anxiety, autism-specific anxiety, or both. When compared to non-autistic children, autistic children with traditional anxiety had significantly greater amygdala volumes. The opposite was true for autistic youngsters with autism-specific anxieties: their amygdala sizes were much smaller.
Strengths and Contributions of Neurodivergent Individuals
Neurodivergent people possess distinct cognitive profiles that can translate into profound strengths. For instance, they may display exceptional abilities in memory and information processing, which contribute to meticulous attention to detail and the ability to recognize patterns that may elude others. These abilities can enhance their creativity, leading to innovative solutions and novel ideas.
Their divergence in thinking can yield perspectives that challenge conventional wisdom and can lead to breakthroughs in various fields. It’s not just about having “similar cognitive abilities” but rather about how their unique information processing contributes to divergent problem-solving techniques and creative outputs.
In the arts, the heightened sensitivity and sensory perception of many neurodivergent individuals can give rise to a rich and nuanced artistic expression. Their artwork often reflects a deep internal experience, offering viewers new ways to engage with the world through unconventional beauty and interpretive depth.
Similarly, in the realm of science and research, neurodivergent thinkers are able to bring their highly specialized skills to bear on complex problems. This specialist focus, often coupled with an ability to sustain intense concentration, positions them to make significant contributions that might include refining theories, developing new technologies, or advancing knowledge within a particular domain.
Neurotypical
Neurotypical (an abbreviation of the phrase neurologically typical) is a neologism extensively used in the neurodiversity movement as a descriptor for someone who has a typical neurotype and fits into the norm of thinking patterns. Thus, neurotypicals are defined as everyone who is not autistic, or without ADHD, dyslexia, anxiety, or any other condition that would be termed neurodivergent, such as dyslexia, dysgraphia, dyspraxia, dyscalculia, dysnomia, intellectual disability, Tourette syndrome, and sometimes mental illnesses such as schizophrenia, bipolar disorder, schizoaffective disorders.
People with any type of neurocognitive or mental disorder, whether congenital or acquired, have been excluded from the neurotypical label at times, especially in academic research for specific disorders that use neurotypical control groups. In this sense, the term is currently used to contrast with neurodivergent, an umbrella term used to describe people who have unusual mental and behavioral features such as mood, anxiety, dissociative, psychotic, personality, and eating disorders.
Educational institutions and workplaces are increasingly recognizing the need to offer accommodations to neurodivergent individuals. Accommodations might include alternative testing methods, flexible work schedules, or environmental adjustments such as reduced noise levels.
For instance, a 2023 review by Jade Davis and colleagues found that implementing accommodations for neurodivergent individuals resulted in improved productivity and job satisfaction. It highlights the importance of understanding the unique challenges neurodivergent individuals face during hiring processes. Support can also come in the form of organizations that specialize in aiding neurodiverse employees, ensuring they have the necessary tools to thrive in the workplace.
References:
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