Maybe it’s the new buzz word of today or maybe people just like to label old things in new ways. You really can’t get away from this neurodiversity word anymore with people coming forward left, right and centre claiming they, too, are ‘that’.
As a neurodiversity expert I would love to demystify some of what is happening and make you feel a bit more comfortable with all this neurodiversity (or ND) talk. As there’s a bit of talking to do, this blog is part 1 with part 2 coming shortly.
It may not surprise you that the term neurodiversity has actually been around since 1990s. It has gained a lot more momentum and use since around the Covid-19 pandemic in 2020. In itself, neurodiversity simply means:
neuro = brain and diversity = different or varied
The reason for this term being used is that brain scans have shown physical differences in the brains of many neurodiverse people compared to non-neurodiverse (usually referred to as neurotypical).
Most people who are neurodiverse demonstrate differences in their thinking, which can also lead to differences in communication and behaviour.
These have and are still often interpreted as personal character flaws and wilful resistance to commonly accepted societal standards.
In the next blog I will spend more time on the information processing differences people with neurodiversity often experience.
Neurodiversity is an umbrella term for a whole range of different differences. You may be more familiar with them under these terms: autism, ADHD/ ADD, dyslexia, dyspraxia, Tourette’s, tic disorder, dysgraphia, dyscalculia (this is not an exhaustive list).
These terms are diagnoses that have to be made by an appropriately trained health professional and are often framed in the light of being a ‘disorder’. The neurodiversity movement is pushing back from the word ‘disorder’ and would prefer for their differences to be seen as just that: different.
People who are neurodiverse can have ordinary jobs, ordinary lives and ordinary education. What sets them apart is their extra-ordinary abilities and, sometimes, their extra-ordinary sensitivities.
Working with many neurodiverse children, young people and adults I always use a strengths based approach. We analyse their strengths, which are very individual and not necessarily pinpointed to a particular label or diagnosis.
We then work with these to overcome the sensitivities which can make everyday life a challenge or cause confusion as to why they can’t just do things the same as everyone else. In reality, it is the neurodiverse people who try their very hardest to blend in, to not be noticed and to mask their true thoughts and behaviours so that they do not get judged or rejected by society.
I always highlight to my neurodiverse clients that they can’t do things like everyone else, because their brain differences mean they are not like everyone else. Attempting to mask all day long and worrying about everything they do or say all the time results in huge levels of anxiety and/ or depression.
However, once they understand their way of working and can play to their strengths, they can get the same end results as everyone else if they go about it in their own, unique way and valuing their own unique brain.
For more insights on this unique brain, please refer to part 2 of this blog …. coming out shortly.
Contact us to find out more about ways we can help Neurodiverse young people and adults
