Neurodiversity Resources
Divergent Futures has compiled a selection of Neurodiversity-Affirming resources across various categories. Click on the drop down bars to learn more, and download PDFs to add to your own library for free
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Where Neurodiversity came from…
The term Neurodiversity was coined by Australian Sociologist Judy Singer in 1997 to refer to the infinite neurocognitive variability within the human population (Doyle, 2020). Borrowing from the concept of Biodiversity (which argues that natural variation exists for the purpose of conservation of a species), proponents of Neurodiversity argue that every human being has a unique nervous system and combination of abilities and needs based on natural variation in the brain (Masataka, 2017). The current accepted definition for Neurodiversity is “individual differences in brain functioning regarded as normal variations within the human population; the concept that differences in brain functioning within the human population are normal and that brain functioning that is not neurotypical should not be stigmatized” (Merriam-Webster, 1998).
Singer originally used the term in relation to Autism, with the aim of shifting public perception that autistic people are “disordered” or “defective” (Doyle, 2020). In the early 2000s, many advocates within the Autistic community began to refer to themselves as being Neurodivergent, highlighting that autistic brains differ or “diverge” from the brains of non-autistic people. People whose brains were considered as being “average” or “normal” began to be referred to as “Neurotypical” within Autistic communities (Doyle, 2020).
Fast forward 20 years and the concept of Neurodiversity is now widespread. The term Neurodivergent is now commonly used to refer to a wide range of neurological differences including:
- Autism Spectrum Disorder
- Attention Deficit Hyperactivity Disorder (ADHD)
- Dyspraxia
- Dyslexia
- Tourette Syndrome
- Dyscalculia
Whilst Neurodivergence is most commonly used in relation to neurodevelopmental disorders, some advocates also include schizophrenia, obsessive compulsive disorder, bipolar, trauma-related disorders, and other mental health conditions in the definition of neurodivergence, due to differences in the brain associated with these conditions.
Current thinking…
The idea that there is no one type of “correct” brain has been a revolutionary concept for neurodivergent people and has supported increased self-acceptance. There are now increasing pushes from advocates for a universal shift in the way we understand and talk about disability and difference to create less stigma for neurodivergent people. The Neurodiversity paradigm has now become a social movement, known as the Neurodiversity-Affirming Movement (NAM) where difference is accepted as being normal, not indicative of defectiveness (Botha & Gillespie-Lynch, 2022). Proponents of the NAM argue that predominant models of supporting neurodivergent people placed responsibility on the person with the difference/disability to change their behaviour or seek treatment in order to be more like a neurotypical person (considered the “standard” for acceptable human behaviour). However, the view adopted by the NAM is that neurodivergence does not need to be changed or eradicated. Instead, people who are neurodivergent require support and environmental adaptations aligned with their brain in order to function in a society that was designed based on the needs of neurotypical people (Dallman et al., 2022). The NAM seeks to support Neurodivergent people to understand their differences through a strengths-based model, and asks society as a whole to change the way disability/difference is perceived, rather than placing the burden of change on Neurodivergent people (Silberman, 2015).
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Neurodiversity-Affirming practice refers to approaches, policies, and attitudes that embrace the diversity of neurological differences in individuals. It involves respecting and valuing the unique strengths, perspectives, and experiences of Neurodivergent individuals, such as those with Autism, ADHD, dyslexia, and other neurodevelopmental conditions. Rather than pathologising or trying to ”normalise” Neurodivergent traits, Neurodiversity-affirming practices aim to create inclusive environments that accommodate differences in neurocognition. This approach promotes acceptance, understanding, and support for neurodivergent individuals in various settings, including education, workplaces, and healthcare.
Neurodiversity-Affirming Therapy is about making appropriate accommodations and adjustments within existing therapeutic modalities (e.g., EMDR therapy, CBT) which are aligned with the way a Neurodivergent brain thinks. It is about adding to what you know; not reinventing the wheel!
Incorporating principles of the NAM into therapy with clients Autistic and ADHD people is essential for ensuring support services are safe, accessible, and strengths-based (McDonald et al., 2022; Dallman et al., 2022).
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Divergent Futures has compiled a selection of Neurodiversity-Affirming resources which can be downloaded in PDF form by clicking the links. Content is updated regularly.
Essential Resources and Supports
A Pocket Guide to Neurodiversity Affirming Language
Autism, ADHD, and Trauma; Venn diagram
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Divergent Futures has compiled a selection of Neurodiversity-Affirming resources specifically tailored for therapists which can be downloaded in PDF form by clicking the links. Content is updated regularly.