are we embracing a neurodiverse world?

8/14/2023

Neurodiversity seems to be a buzzword these days. Neurodiversity in the workplace. Visibility of neurodivergent learners in schools. Awareness of neurodiverse needs in relationships. With the terminology being more commonplace, are we as a society emphasizing and embracing the role that neurodiversity has in our day to day lives?

Let’s back up a bit to make sure everyone is on the same page about what neurodiversity is. When you break down the term to its core, “neuro” relates to all things in the nervous system, whereas “diversity” is the practice of inclusion given various different backgrounds. When you add the terms together, you get neurodiversity…

“..the range of differences in individual brain function and behavioral traits, regarded as part of normal variation in the human population…”

Individuals who are neurodivergent span a wide spectrum of different conditions, needs, and strengths, including those with:

Autism
ADHD/ADD
Intellectual or Learning Differences
Tourette’s
Dyspraxia
Anxiety

…and many others.

Furthermore, neurodiversity acknowledges and celebrates differences in functioning, as opposed to focusing on the stigma that can accompany terms like “deficits” and “impairments”.

So, clearly neurodivergent individuals are present - at work, in school, on college campuses, in grocery stores, at parks…everywhere! And they always have been. But, most neurodivergent individuals have likely encountered negativity about their skills/behaviors, which has led to societal stigma on what they can and cannot do.

With greater recognition of neurodivergent conditions and emphasis placed on what individuals can bring to the table (instead of what they lack), are we doing enough to make society inclusive to neurodiversity? Let’s take a quick (and broad) look at what is being done at different levels to incorporate neurodivergent needs into day to day life:

Community Level: Shifting towards the notion of “community unity” rather than “uniformity”. This allows communities to challenge overarching mindsets and celebrate individual differences, rather than expect that everyone conforms to one way of being. Any barriers that the community faces can be addressed by pulling from individuals with different experiences, talents, and thought processes, which allows for the production of solutions from different angles. Creating safe spaces that are accessible, welcoming, and non-discriminatory helps empower everyone in the community in knowing that they can show up as themselves and for each other.
Professional Level: More companies are seeing the benefits of including and offering workplace support to employees who identify as neurodivergent. Some neurodivergent individuals possess heightened cognitive and creative skills, which bode well in professions such as engineering, technology, and the arts. By utilizing the unique mindset of neurodivergent individuals, companies are now able to shift and consider new ways of tackling real world issues that impact their functioning and bottom line in regards to sales or production. Although acceptance is more prevalent of neurodiversity, especially among big name employers, many other businesses continue to latch on to stereotypical deficits of neurodivergent individuals. There is also concern among neurodivergent individuals as to whether or not they should disclose their functional differences to employers, for fear of retaliation (e.g., lower pay, not considered for promotional opportunities, concern over how abilities will be perceived by co-workers/supervisors). Given the high cost of caring for individuals with neurodivergent individuals who identify as autistic ($5,000 annually for adults 18-25), and their historically low numbers in regards to employment (more than 66% of young autistic adults are unemployed), it would be a win-win for employers to incorporate more neurodivergent individuals into the workplace in addition to fostering more economic, social, and financial security for those who think, interact, and function differently.
Academic Level: General education teachers have an enormous load on their shoulders. Each year, they must teach a standardized curriculum to a classroom full of students, sometimes 30 or more to a room (per period). Not even accounting for the demands of meeting annual testing requirements, educators may simply lack the time, resources, and support to fully reach the needs of each individual student, neurodivergent or neurotypical. This also applies to case managers and related personnel (psychologists, speech-language pathologists, special educators, occupational and physical therapists) who also serve high caseloads of students with Individualized Education Plans. Once students leave or graduate from the secondary education system, employers and post-secondary educators are seeing young adults who have yet to discover their personal strengths, but have spent years focusing on their deficits. It is the former which helps any individual, but especially neurodivergent individuals, succeed in the world after high school. Possible remedies could include initiating transition planning earlier; considering a broader array of work environments (as opposed to just hospitality, service, and retail positions), and ensuring that neurodivergent students are given just access to variable course work while in the secondary setting that could open up doors to other academic and pre-professional experiences. Not to mention also adequately supporting the social-emotional needs that neurodivergent students may face in early childhood and adolescence, and also educating educators on how to shift their mindsets to have higher expectations of neurodivergent students.

This blog is certainly just scratching the surface of neurodiversity’s place and role in our societal framework. What are your thoughts? Is there more that we can do to be accepting of and foster neurodiversity in our communities, schools, and workplaces? Drop a comment!

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