Glossary of Neurodiversity Terms

Discrimination against people who are not able-bodied, or an assumption that it is necessary to cater only for able-bodied people. In neurodiversity contexts, it includes assumptions that neurotypical ways of thinking and learning are the only valid or ‘normal’ approaches.

EXAMPLE

“Requiring all students to complete timed exams without accommodations is an ableist practice that disadvantages those with processing differences.”

WHO USES THIS TERM
Used in disability rights, EDI, and social justice contexts. Increasingly common in discussions about accessible education and workplace design.

RELATED TERMS
Neurotypical hegemony, Neurotypical privilege, Neurominority

NOTES FOR INCLUSIVE USE
Use to identify specific practices or assumptions, not to label individuals. Focus on behaviours and systems rather than intent. Pair with constructive alternatives when critiquing ableist practices.

An approach that centres neurodivergent people’s identities and experiences, valuing them in their own right rather than only when they show particular strengths or ‘superpowers’.

EXAMPLE

“The careers adviser used an affirmative model, asking what environments felt right for the student, instead of focusing only on their marketable strengths.”

WHO USES THIS TERM
Used in disability studies and progressive EDI work.

RELATED TERMS
Strengths-based model, Neurodiversity paradigm, Neurodivergent

NOTES FOR INCLUSIVE USE
Emphasise that the model rejects pressure on neurodivergent people to be exceptional in order to be valued. Helpful framing for reflective tasks with staff and students.

Describes an individual whose brain and thinking differ from what is considered typical, for example autistic people, people with ADHD/varied attention, dyslexia, or dyspraxia.

EXAMPLE

“The lecturer adjusted deadlines after several neurodivergent students explained how executive functioning demands were affecting their workload.”

WHO USES THIS TERM
Widely used in neurodiversity movements, EDI work, and student communities. Increasingly used in policy and staff development materials

RELATED TERMS
Neurodiverse, Neurominority, Neurotypical, Neurodiversity

NOTES FOR INCLUSIVE USE
Ask whether someone is comfortable with this label; language preferences vary. Avoid combining with deficit language (e.g., avoid ‘suffers from’); instead, describe support needs.

Refers to a group of people that includes different types of brains and ways of thinking, including both neurodivergent and neurotypical people. It should not be used to describe one person on their own.

EXAMPLE

“Our team is intentionally neurodiverse, with autistic, ADHD, and neurotypical colleagues working together on the project.”

WHO USES THIS TERM
Used in community, EDI, and academic contexts. Sometimes misused informally as ‘I am neurodiverse’ to mean ‘I am neurodivergent’.

RELATED TERMS
Neurodivergent, Neurotypical, Neurodiversity, Neurominority

NOTES FOR INCLUSIVE USE
Prefer ‘neurodiverse group’ or ‘a neurodiverse team’. For individuals, use ‘neurodivergent person’ if that matches their preference.

The idea that human brains naturally vary, and that differences such as autism, ADHD/varied attention, dyslexia, and dyspraxia are part of normal human diversity, not simply problems to be fixed.

EXAMPLE

“Our university values neurodiversity and is committed to creating flexible learning environments that work for a wide range of students.”

WWHO USES THIS TERM
Central term across all topics; used by activists, researchers, and institutions.

RELATED TERMS
Neurodivergent, Neurodiverse, Neurotypical, Neurodiversity paradigm

NOTES FOR INCLUSIVE USE
Distinguish clearly between neurodiversity (a fact about populations) and neurodiversity movement (a social movement). Avoid using it solely as a brand label; always connect to concrete practices and responsibilities.

A framework that views neurological differences as natural and valuable forms of human diversity, foregrounding rights, inclusion, and the removal of societal barriers rather than trying to normalise individuals.

EXAMPLE

“When I plan my modules through a neurodiversity paradigm, I start by assuming varied attention styles and sensory needs, not by expecting everyone to fit the same model.”

WHO USES THIS TERM
Academic, activist, and policy contexts.

RELATED TERMS
Neurodiversity, Affirmative model (of neurodiversity), Neurotypical hegemony

NOTES FOR INCLUSIVE USE
Use to connect theory with practice, e.g., why UDL and accessible design are necessary rather than optional extras. Pair with short, plain-English explanations.

A group of people whose neurodivergent ways of thinking and processing are in the minority in society, often facing extra barriers and discrimination, similar to other minority groups.

EXAMPLE

“The university’s EDI strategy now recognises autistic and ADHD students as part of a neurominority that experiences specific structural barriers.”

WHO USES THIS TERM
Common in academic writing, EDI policy, and advocacy. Highlights a rights-based, social-justice framing.

RELATED TERMS
Neurodivergent, Neurotypical privilege, Neurotypical hegemony

NOTES FOR INCLUSIVE USE
Use to emphasise structural and systemic issues (e.g., access, discrimination), not to rank individuals. Helpful when linking neurodiversity discussions to wider equality legislation.

Refers to people whose brain development and ways of thinking are considered typical in their society, and whose needs and preferences are usually assumed in how schools, workplaces, and social spaces are designed.

EXAMPLE

“Assessment schedules often assume neurotypical energy levels and attention spans, which can disadvantage neurodivergent students.”

WHO USES THIS TERM
Used in neurodiversity and disability studies, and increasingly in EDI / staff development.

RELATED TERMS
Neurodivergent, Neurodiversity, Neurotypical privilege, Neurotypical hegemony

NOTES FOR INCLUSIVE USE
Make clear that neurotypical does not mean ‘better’; it simply reflects the current majority pattern. Use to challenge assumptions about ‘normal’ learners or staff.

The dominance of neurotypical norms and expectations in society, which are treated as the default or ‘right’ way to think, learn, and behave, often marginalising neurodivergent people.

EXAMPLE

“A lecture-heavy curriculum with rigid attendance rules reflects neurotypical hegemony more than inclusive or universal design principles.”

WHO USES THIS TERM
Mainly academic, policy, and EDI discourse. Helpful for framing discussion about structural change at institutional level.

RELATED TERMS
Neurodivergent, Neurodiversity, Neurotypical privilege, Neurotypical hegemony

NOTES FOR INCLUSIVE USE
Use sparingly in student-facing content; provide a clear explanation and link to more accessible summaries. Effective in staff development sessions about systemic barriers.

The unearned advantages that neurotypical people experience because systems like education and work are designed around their needs, attention patterns, and communication styles.

EXAMPLE

“Meeting formats that rely on rapid small talk and quick decisions are an example of neurotypical privilege; they often sideline neurodivergent colleagues.”

WHO USES THIS TERM
Used in EDI, social justice, and disability studies. Sometimes new or challenging for staff who are unfamiliar with privilege language.

RELATED TERMS
Neurotypical, Neurominority, Neurotypical hegemony

NOTES FOR INCLUSIVE USE
When teaching, anchor the term in specific, concrete examples (e.g., exam conditions, lecture formats) to prevent defensiveness. Useful for reflective tasks asking staff to review their own practice.