Understanding Neurodiversity and Learning Disabilities: Embracing Differences
The terms "neurodiversity" and "neurodivergence" are increasingly prevalent, yet often misunderstood. It's crucial to recognize that these terms are not interchangeable with specific diagnoses like autism. A person identifying as neurodivergent may not have a formal diagnosis or disability, but their brain may function and learn differently, potentially posing challenges in daily life. This article aims to clarify these concepts, explore their implications, and promote a more inclusive understanding of neurological differences.
Defining Neurodiversity and Neurodivergence
Neurodiversity describes the idea that people experience and interact with the world around them in many different ways; there is no one “right” way of thinking, learning, and behaving, and differences are not viewed as deficits. The word neurodiversity refers to the diversity of all people, but it is often used in the context of autism spectrum disorder (ASD), as well as other neurological or developmental conditions such as ADHD or learning disabilities. The neurodiversity movement emerged during the 1990s, aiming to increase acceptance and inclusion of all people while embracing neurological differences. Judy Singer, an Australian sociologist, coined the word “neurodiversity” in 1998 to recognize that everyone’s brain develops in a unique way. Like a person’s fingerprints, no two brains - not even those of identical twins - are exactly the same. Because of that, there’s no definition of “normal” capabilities for the human brain.
Neurodivergence, on the other hand, describes people whose brain differences affect how their brain works. That means they have different strengths and challenges from people whose brains don’t have those differences. The possible differences include medical disorders, learning disabilities and other conditions. Instead, it’s a way to describe people using words other than “normal” and “abnormal.” That’s important because there’s no single definition of “normal” for how the human brain works. The word for people who aren’t neurodivergent is “neurotypical.” That means their strengths and challenges aren't affected by any kind of difference that changes how their brains work.
A person identifying as neurodivergent may or may not have a disability at all, and may or may not have autism. But, a person who describes themselves as neurodivergent could find that their brains work or learn differently than their peers, and it may cause them challenges in their day-to-day life experiences. They may not need an educational access accommodation to participate in campus life, but they could benefit from patience, understanding, awareness, and connections to resources. When in doubt, ask a person how they best learn or communicate, or ask what you can do differently to support or engage with them when they use this terminology in introducing themselves to you.
The Neurodiversity Movement: A Shift in Perspective
The neurodiversity movement emerged during the 1990s, aiming to increase acceptance and inclusion of all people while embracing neurological differences. Through online platforms, more and more autistic people were able to connect and form a self-advocacy movement. The neurodiversity movement was launched by Judy Singer, an Australian sociologist who is herself on the autism spectrum. Singer saw neurodiversity as a social justice movement, to promote equality of what she called “neurological minorities” - people whose brains work in atypical ways. As she defined them, those minorities included people with autism as well as ADHD and learning differences. Singer felt that these differences should not be viewed as deficits, but rather as normal and potentially valuable variations on the way brains work.
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Today, the growing recognition of neurodiversity is reshaping how society views neurological differences. Since there is no formal definition of neurodiversity, the list of what various groups and experts consider to fall under this umbrella term can differ. A main goal of the neurodiversity movement is to shine a light on the strengths and benefits of this diversity. Neurodiversity advocates encourage inclusive, nonjudgmental language. While many disability advocacy organizations prefer person-first language ("a person with autism," "a person with Down syndrome"), some research has found that the majority of the autistic community prefers identity-first language ("an autistic person"). Therefore, rather than making assumptions, it is best to ask directly about a person's preferred language, and how they want to be addressed.
The concept gives them a brain-based explanation for their difficulties - “Oh, I’m like this because my brain works differently.” It can also help create a sense of community with others who identify as neurodiverse. Some children are now diagnosing themselves with conditions that fall under the umbrella of neurodiversity, seeing a potential diagnosis as a way to validate their experiences. “The result is that we’ve been seeing parents come in with their self-referred 11-to-13-year-old who wants to be evaluated for autism,” says Dr. Martin. These children may or may not end up with autism diagnoses, but an evaluation is often an important step toward helping them feel better and cope with challenges (more on this below).
Common Forms of Neurodiversity
Neurodivergence encompasses a variety of neurodevelopmental conditions impacting cognitive functioning, including autism spectrum condition (ASC), attention-deficit hyperactivity disorder (ADHD), dyspraxia and dyslexia. Some forms of neurodiversity are ADHD, autism, learning disorders, and sensory processing disorders.
- Autism Spectrum Disorder (ASD): Autism spectrum disorder (ASD) is associated with differences in communication, learning, and behavior, though it can look different from person to person. People with ASD may have a wide range of strengths, abilities, needs, and challenges. For example, some autistic people are able to communicate verbally, have a normal or above average IQ, and live independently. Others might not be able to communicate their needs or feelings, may struggle with impairing and harmful behaviors that impact their safety and well-being, and may be dependent on support in all areas of their life. Additionally, for some people with autism, differences may not cause any suffering to the person themself.
- Attention Deficit Hyperactivity Disorder (ADHD): Thousands of adult clients have strengthened these skills with LearningRx. Between 2010 and 2018, more than 2,000 adults graduated from LearningRx programs. (Results based on studies and surveys of past clients. Other clients may or may not achieve the same results.
- Learning Disabilities: Dyslexia, autism, developmental language disorder, executive function challenges, and ADHD are all expressions of our human neurodiversity. Having adult learning disabilities impacts all areas of life, from confidence to peer relationships to workplace performance. A learning disability is no longer a source of stigma or a reason you can’t achieve amazing things. Every struggle is unique. And as adults, we often learn to compensate for problems in these areas in order to live independent, successful lives. The reality is that many adult learning disabilities can make life harder and more stressful.
Strengths and Challenges Associated with Neurodiversity
Neurodiversity often brings creativity. This is commonly seen in conditions like ADHD and dyslexia. It also includes hyperfocus and novel perspectives, which are associated with autism.
“Everybody has strengths and everybody has things that they’re working on,” notes Stephanie Lee, PsyD, a clinical psychologist with extensive experience working with kids with ADHD and on the autism spectrum. “Instead of thinking of people with autism or ADHD as needing to be ‘fixed,’ we put a spotlight on things that they’re good at and help with things that they’re working on.” In this approach, focusing on strengths becomes an important part of treatment. “Being a strength-based therapist means that I look at the strengths of the family, and of the individual,” said Dr. Lee. “And then I think, ‘How can I take this unique individual’s strengths and use them to breathe life into an evidence-based treatment?’ ” Dr. Lee observes that this treatment approach also emphasizes helping kids work toward their own goals. It focuses on including the individual, rather than deciding the goals of treatment without their input.
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Some neurodivergent people struggle because of systems or processes that don’t give them a chance to show off their strengths or that create new or more intense challenges for them.Example #1: Many people who are neurodivergent struggle in social situations, which can make it hard to find work because they struggle during job interviews. However, they can still get the job if the hiring process emphasizes their abilities, such as screening potential hires with a skills test. Once on the job, their attention to detail means they’re an outstanding accountant or record-keeper because they can easily process data that others might find more tedious.Example #2: Some who are neurodivergent struggle in noisy environments or situations. That means a busy office can feel overwhelming to them. However, a pair of noise-canceling headphones might give them the quiet they need to make them the most productive person on their team because one of their strengths is the ability to focus on their work intensely.
The Importance of Recognizing and Supporting Neurodiversity
Proponents of neurodiversity argue that some impairments affecting kids with autism, ADHD, and learning disabilities are environment-related. These challenges can be caused by issues in the surroundings they are in. For example a rigid school schedule or a loud, bright workplace can make it impossible for them to function well. They are also undermined by the social exclusion that can stem from misunderstanding by neurotypical people. That’s why another focus of the movement is to encourage changes in environments - everything from workplaces to classrooms to kids’ birthday parties - to make them more welcoming and open to those who think, process and learn differently.
Recognizing neurodiverse people as having differences, rather than deficits, is important. This approach helps kids fulfill their potential and thrive. “Having the people who you are interacting with - our teachers, employers, friends and family - thinking more in terms of neurodiversity is much more inclusive, much less stigmatizing,” says Dr. Martin. “It just recognizes that there are going to be differences in how people go into an environment.”
For someone with a disability, an accommodation is a way to accept that they’re different or have challenges, and then give them a tool or a way to succeed. For the people who are neurodivergent in the examples above, the accommodations were the hiring process and the headphones. Accommodations for people with disabilities isn’t a new idea. Some examples include:
- Physical disabilities: Ramps and entrances with automatic doors for those in wheelchairs.
- Sensory disabilities: Crosswalks with a loud tone for those who have vision problems to let them know it’s safe to cross the street.
Available Support Systems
Neurodiverse students can choose from a variety of support options depending on their exact needs. This includes Neurodiversity-Focused Individual Academic Coaching, Group Academic Coaching, and Tutoring as well as a specialized, Neurodiversity-Focused course and an online neurodiversity pre-orientation program.
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- Neurodiversity-Focused Individual Academic Coaching: Neurodiversity-Focused Academic Coaches provide students with dedicated support to address their unique educational needs and help them become self-directed learners. Academic Coaches help students with a wide range of academic skills, such as time management, studying for exams, staying motivated, and overcoming procrastination. Individual Neurodiversity-Focused Academic Coaching is open to all students. An OAE referral or disability documentation is not required.
- Neurodiversity-Focused Group Academic Coaching: In group coaching, students have an opportunity to meet weekly with a professional coach and group of 4-5 peers. Students can get advice on strategies that work for neurodiverse minds here at Stanford, share challenges and successes, and get peer support and accountability to help them meet their goals. This is perfect for a student who is looking for support and accountability for their ADHD, LD, or autism. Coaching groups run from week 3 through week 10 each term. This group supports students formally diagnosed with these conditions, as well as those who self-identify as neurodiverse.
- Neurodiversity-Focused Tutoring: Tutors offer personalized sessions to meet learners where they are, guide students in navigating course concepts, and share subject-specific study strategies. The Neurodiversity-Focused Tutoring Program offers students weekly tutoring from a dedicated tutor. To be eligible for the program, students must be referred by their Disability Advisor at the Office of Accessible Education (OAE). The Disability Advisor verifies that the student is registered with the OAE with a documented learning disability or ADHD. For any inquiries about accommodations and testing, please contact the Office of Accessible Education.
- Neurodiversity-Focused Course Section: CLT 53A: We will explore these topics and more in our neurodiversity-focused section of CTL 53A: Thriving Academically at Stanford.
- Neurodiversity Pre-Orientation Program: Through our neurodiversity pre-orientation program, students learn about neuro-affirming strategies and resources, and they build community to help successfully start their college journey.
Health Considerations
Health Survey for England data 2016-19 were analyzed. N = 32 390, 728 with neurodivergent conditions and 1419 with learning disabilities. Diabetes was self-reported and physician-diagnosed. Hypertension was assessed through blood pressure readings or reported medication use. Obesity and overweight were measured objectively.
An association between obesity and neurodivergence was found [relative risk ratio (RRR) = 1.64 95% CI = 1.54-1.76, P < 0.001]. The association with overweight was weaker. An association was found between obesity and learning disabilities (RRR = 1.70, 95% CI = 1.42-2.04, P = < 0.001) but not overweight.
Prior research highlighted a significant association between neurodivergent adults and adults with learning disabilities having an elevated risk of MSCs. There were similar higher risks of having obesity in neurodivergent adults and adults with learning disabilities but not overweight. Neurodivergent adults had somewhat higher risk of hypertension compared with adults with learning disabilities. Neurodivergent adults had considerably higher risk of diabetes compared with adults with learning disabilities. The results of this study highlight neurodivergence individuals to be at similar or greater risk as individuals with learning disabilities in having metabolic syndrome conditions.
This research has identified neurodivergent individuals, like those with learning disabilities, are at a greater risk of diabetes and hypertension compared to healthy counterparts. This research identifies neurodivergent individuals as at greater risk of being obese after adjusting for physical activity, suggesting that additional interventions alongside physical activity, for example weight management plans should be developed and introduced to mitigate the risk. As neurodivergent adults are at a higher risk of having obesity, prevention strategies targeting physical activities should be considered with this population group in mind to reduce the prevalence of overweight. An example of a practical approach would be including them in the weight loss strategy proposed by Public Health England,7 which currently includes individuals with learning disabilities.
However, physical activity alone may not be sufficient to mitigate the risk of obesity, and additional interventions may be required due to a significant association observed independently between neurodivergence and learning disabilities with obesity after adjusting for physical activity. NHS weight management programmes currently support people with learning disabilities. Several challenges will need to be considered to extend these programmes to neurodivergent people and…
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