neurodiversity

Neurodiversity is a perspective that regards neurological differences as part of the natural variation of human cognition. It posits that diverse brain functioning and processing styles are not inherently pathological, but differences that can be strengths when environments and supports are adapted accordingly. The term was advanced in the late 1990s by Australian sociologist Judy Singer and later popularized by autistic self-advocacy communities. It is commonly associated with conditions such as autism spectrum disorders, ADHD, dyslexia, dyspraxia, and Tourette syndrome.

Central to neurodiversity is a shift from the medical model, which treats neurological differences as disorders to be cured, to a social or human rights framework that emphasizes inclusion. The social model argues impairment arises from barriers in education, employment, and public life, rather than solely from the individual's brain. Proponents advocate supports, accommodations, flexible expectations, and environmental changes that enable full participation, while recognizing individual differences and potential strengths.

In practice, neurodiversity informs education and workplaces through strategies such as universal design, accessible assessment, assistive technologies, quiet spaces, and flexible workflows. It also invites attention to stigma, discrimination, and the need for informed consent in research. Some studies explore neurobiological and developmental factors, while others focus on social and cultural determinants of functioning.

Critics caution that the term is not universally embraced and that overgeneralization can obscure serious challenges. Others worry about romanticizing differences or hindering access to treatment. Advocates respond that the framework does not deny difficulties but seeks to reframe them and secure rights, supports, and equal opportunities.