What is Neurodiversity?
Neurodiversity is a concept that recognises and respects the natural variations in human brain function and behaviour.
Coined in the late 1990s by sociologist Judy Singer, it recognised the value in the acceptance and inclusion of all neurotypes, including those that fall outside of what is traditionally considered 'neurotypical'.
This perspective challenges the conventional view that neurological differences, such as autism, ADHD, dyslexia, dyscalculia, dyspraxia, dysgraphia, Tourette syndrome and other neurodevelopmental conditions, are deficits or disorders that need to be cured.
Instead, neurodiversity embraces the strengths and unique contributions of individuals with these conditions.
Key Terminology in Neurodiversity
Using the right terminology is crucial when discussing neurodiversity, as it fosters respect, inclusivity, and understanding. Here are some essential terms and guidelines on their appropriate usage:
Neurodiverse vs Neurodivergent
Neurodiverse
This term refers to a group of people with different neurotypes. It is not typically used to describe an individual. For example, "Our team is neurodiverse, including members who are autistic, dyslexic, and neurotypical."
Neurodivergent
This is used to describe an individual whose neurological development and functioning differ from the standard societal interpretations. For example, "John is neurodivergent and has ADHD."
Neurotypical
This term describes individuals whose neurological development and functioning aligns with the standard societal interpretations.
Neurotypical people do not have neurodevelopmental conditions such as autism, ADHD, or dyslexia. For example, "Most of the staff are neurotypical, but the company values neurodiversity and inclusion."
Neuro-majority and Neuro-minority
Neuro-majority
This term refers to the group of people whose neurological development is considered typical or standard by societal norms. They make up the majority of the population.
Neuro-minority
This term describes individuals or groups whose neurological development is different from the societal norm and who are part of the minority population in this regard. For example, "People with autism represent a neuro-minority, but their contributions to society are invaluable."
Person-First vs Identity-First Language
Person-First Language
This approach puts the person before their condition, emphasising their humanity. For example, "a person with autism" or "an individual with ADHD."
Identity-First Language
This approach places the condition before the person, often preferred by those who see their neurodivergence as an integral part of their identity. For example, "an autistic person" or "an ADHD individual."
It is essential to ask individuals their preferred terminology, as preferences can vary widely. For example, some autistic people prefer identity-first language ("autistic person"), while others may prefer person-first language ("person with autism").
The Intricacies of Self-Identification
Self-identification plays a significant role in the neurodiversity movement. It empowers individuals to define themselves and their experiences rather than being labelled by external perspectives. Here are some key points to consider:
- Encourage a culture of inclusion: You cannot force someone to disclose their neurodiversity. However, fostering an inclusive culture can make individuals feel more comfortable being open about their condition. When people see that their differences are respected and valued, they are more likely to share their experiences and needs.
- Respect individual preferences: Always ask and use the terms individuals prefer when referring to them. This shows respect for their identity and autonomy.
- Avoid assumptions: Do not assume someone's preferred terminology or neurotype based on their appearance or behaviour. Engage in open and respectful conversations to understand their preferences.
- Promote inclusivity: Use inclusive language in all communications. For example, instead of saying "normal," use "neurotypical." Instead of "suffers from," use "has" or "is."
Scenarios in the Workplace
Scenario 1: Training and Students
When conducting training sessions, ensure that the content and delivery methods are inclusive and accessible to neurodiverse students.
Example: Instead of saying, "Everyone should be able to keep up with this pace," consider saying, "We understand that everyone learns differently. If the pace is too fast or slow, please let us know, and we can adjust accordingly."
Appropriate use: This statement recognises the diverse learning needs of students and promotes an inclusive learning environment.
Scenario 2: Team Meeting
During a team meeting, it’s important to acknowledge and include all members, respecting their neurodiversity.
Example: Instead of saying, "Does everyone understand the new project guidelines?" consider asking, " Are there any issues with clarity or accessibility when it comes to interpreting the new project guidelines?"
Appropriate use: This phrasing recognises that some team members may process information differently and provides an opportunity for clarification without singling anyone out.
Scenario 3: Performance Review
In a performance review, focus on the strengths and contributions of neurodivergent employees, while offering support for areas of development.
Example: Instead of saying, "You seem to struggle with multitasking," you could say, "You excel in detailed, focused tasks. How can we better support you with tasks that require switching between different activities?"
Appropriate Use: This approach acknowledges the individual's strengths and frames the conversation in a supportive and constructive manner.
Language is a powerful tool that shapes our perceptions and interactions. In the context of neurodiversity, using respectful and inclusive terminology is not just about political correctness; it is about recognising and valuing the unique perspectives and contributions of all individuals.
Your commitment to using the right language can create a more inclusive and supportive work environment, empowering all employees to thrive. By fostering a culture of respect and understanding, we can move towards a future where everyone, regardless of their neurological makeup, feels valued and included.
Using the correct terminology is just the start of understanding neurodiversity in the workplace. MiTraining can provide you with half-day training in four key areas to help you grow your culture of inclusion.
To discuss your needs phone 1300 549 190 or email enquiries@mitraining.edu.au
