Generally speaking, neurodiversity refers to the infinite variety of human brains and cognitive function. The term neurodiversity suggests these differences are natural variations and that each person interacts with and perceives the world differently. In acknowledging and celebrating neurodiversity, we are celebrating that we all exist in unique ways. Neurotypical The term neurotypical refers to people who fit easily into established societal norms of cognitive function and behavior. It is important to acknowledge that neurotypical people are still a neurodiverse group. We all exist in unique ways. However, neurotypical people usually find that their differences do not affect their participation in social interactions or prevent them from completing daily tasks.
The term neurodivergent refers to people who diverge in some way from the established norms of cognitive function and behavior. Often, but not always, the word neurodivergent implies that a person has some difficulty participating in society or completing daily tasks because of how they perceive or interact with the world. Neurodivergency may refer to any combination of conditions and descriptors, including:
And many, many others These terms have specific connotations and definitions, but in reality they refer to a spectrum with as many points as there are people in the world. Neurodivergent people may claim and use these labels in different ways for different reasons. The language of neurodiversity are constantly evolving as our relationship to it changes and grows. For more information on neurodiverse language, try exploring the following sources:
Students may reach out to tutors, success coaches, and counselors to help manage executive dysfunction and practice time management and organizational skills. Several of these resources are listed above.
Executive dysfunction is a cognitive experience that disrupts a person's ability to manage their thoughts, emotions, and actions. People commonly use this term to describe a difficulty of turning thoughts into actions. A person with executive dysfunction may plan to do something, but their brain cannot successfully execute the action. It is similar to the experience of procrastination. However, executive dysfunction can also affect time management, decision-making, and organization, as well as emotional regulation and responses. Executive dysfunction can manifest in many different ways and is often disruptive to the lives of students.
There are two major ways of thinking about neurodivergence.
Argues that neurodivergence is a problem or deficit, and that measures should be taken for a neurodivergent person to integrate into neurotypical institutions and appear neurotypical to others.
Argues that every person has a unique way of existing in the world, and that divergences from an established norm of neurocognitive behavior are natural. Various treatments and accommodations may help a person participate in society under certain circumstances, but neurodivergence is a part of who a person is and is not inherently a problem to be cured.
By adopting a neurodiversity paradigm, we can better accept students, staff, and faculty as they are and recognize the value of each of our unique worldviews.