Neurodiversity

Difference, not only deficit1

Autism and other neurodivergences are viewed as natural variation rather than only diseases to cure.

The environment matters1

Building on the social model of disability, it locates part of the disability in barriers and person-environment mismatch.

A middle ground1

Judy Singer and Patrick Dwyer describe it as a middle path between a strong medical model and a strong social model.

Who is neurotypical1

Nick Walker says the term describes people who fit society's norms without much effort, not that their brains are all the same.

Interests2

Instead of "special interests", say areas of interest or expertise, or focused, intense or passionate interests.

Functioning labels2

Instead of "high/low functioning", describe specific strengths and needs, which vary by area: someone may need substantial support in unstructured recreation but little with academic work.

Behaviour2

Instead of "challenging" or "problem behaviour", name it: a meltdown, stimming, or a specific description such as self-injury.

Symptoms and comorbidity2

Instead of "autism symptoms", say autistic characteristics or traits; instead of "co-morbid", say co-occurring.

Risk and burden2

Instead of "at risk for autism", say increased likelihood; instead of "suffering from autism", talk about its impact or effect.

Who is the person2

Use identity-first language ("autistic person") or "on the autism spectrum". Autistic adults in the UK endorsed "autistic person" more than "person with autism", while professionals favoured the reverse.

Goals2

Deficit framing aims at a cure or "optimal outcome", or at passing as non-autistic; affirming framing prioritises quality of life, mental health, and what autistic people want for themselves.

Puzzle or variation2

Rather than autism as a puzzle or an epidemic, it is described as part of neurodiversity and as increasingly recognised and diagnosed.

Support without erasing1

Neurodiversity-affirming therapy supports difficult areas while seeing differences as needs and strengths, not things to remove.

Humility and context1

Neurodivergence-informed therapy asks therapists for humility and frames dysfunction as social, not only individual.

Don't train away harmless traits1

Researchers warn of ethical and practical risks in suppressing harmless stimming or teaching neurotypical eye contact.

Client-led goals1

Interventions are more acceptable and useful when the neurodivergent person helps set their goals and methods.

A trait-based approach1

Ari Ne'eman suggests treating harmful traits such as self-injury medically, while accepting harmless ones.

High support needs1

Critics, including some carers, say it may overlook challenges that remain even in a fully accommodating society.

Wanting treatment1

Opponents argue it calls for accepting things some people wish to have treated.

"Neurodiversity lite"1

Corporate and media talk of neurodivergent "superpowers" is criticised for dropping the disability-rights roots and ignoring people with high support needs.

Contested terms1

Some scientists question the neurotypical label, since many non-autistic people have some autistic traits.