The terminology surrounding neurodiversity is a topic of considerable debate, with varying perspectives on how differences like autism, ADHD, and dyslexia are described. Central to this debate is the difference between the medical model and the social model. The medical model tends to use terms such as disorder or deficit, viewing neurological differences primarily as conditions needing treatment or correction. In contrast, the social model, embraced by the neurodiversity movement, sees these differences as natural variations in human neurology, focusing on inclusivity and societal accommodation rather than cure.
This divide extends into language preferences, where terms like autistic person (identity-first language) are preferred by many neurodivergent individuals as a means to emphasise their identity, whereas others, particularly some parents and clinicians, might use person with autism (person-first language) to separate the individual from the difference. Such preferences are deeply personal and can vary widely even within neurodivergent communities.
Additionally, some professionals and advocates continue to use terms like high-functioning and low-functioning to describe support needs, though these labels are increasingly viewed as narrow, reductive and misleading. The use of neurodiversity-related terminology reflects broader societal tensions around acceptance, stigma, and medicalisation.
The terminology in neurodiversity extends beyond the basic distinctions between medical and social models, with nuanced terms that describe different aspects of neurological diversity. Each of these terms carries specific meanings, yet they are often used interchangeably, creating further complexity and confusion.
This term technically refers to groups rather than individuals, encompassing the full spectrum of neurological variations in humanity. Neurodiversity includes everyone, whether they are autistic, ADHD, or neurotypical (not having any neurological differences). However, it is often incorrectly used to describe individuals, which can lead to misunderstandings.
A group with varied neurological types.
Coined by the neurodiversity movement, refers specifically to individuals whose neurological development or functioning diverges from what is considered typical, including autistic, ADHD, dyslexia, and other cognitive differences. While neurodivergent acknowledges a range of experiences, the term is distinct from neurodiverse, which should describe group diversity rather than individual traits.
An individual with a non-typical neurological profile.
This term highlights the idea that neurodivergent individuals represent a minority group within society. It draws attention to the social, systemic, and structural challenges faced by those with neurological differences, framing neurodivergence within the broader context of minority rights and social justice. Neurominority emphasises the idea that neurodivergent people often face marginalisation or exclusion, much like other minority groups.
Neurodivergent people as a minority group.
This term describes individuals who do not have neurodivergent characteristics, representing the neurological norm by which societal expectations are generally set. Neurotypicality, however, is not an indication of superiority but rather reflects a dominant set of traits within society.
An individual with typical neurological functioning.
The distinctions between these terms reveal underlying contradictions in the language used by various communities, clinicians, and institutions. For example, some prefer neurodiverse as a way to describe themselves, even though it technically applies to a collective. These varied preferences complicate the adoption of consistent terminology in institutions, where respectful, precise language is essential.
This term refers to the societal advantages and freedoms that neurotypical individuals enjoy, often unconsciously, due to societal norms that cater to typical neurological patterns. Neurotypical privilege can manifest in many ways: educational systems designed for typical attention spans, social expectations aligned with typical communication styles, and workplaces with environments that favour typical sensory processing.
This privilege can lead to fewer barriers in accessing education, employment, and social acceptance, as well as less stigma and discrimination. Recognising neurotypical privilege highlights the disparities that neurodivergent people often experience, such as higher unemployment rates, social isolation, and limited support in institutional settings.
Neurotypical hegemony describes the dominance of neurotypical norms in society, shaping social, educational, and professional structures in ways that disadvantage neurodivergent individuals. This concept is similar to other forms of cultural hegemony, where the norms of the dominant group are regarded as the default or ideal, often marginalising or stigmatising other ways of thinking, behaving, or interacting.
Neurotypical hegemony can perpetuate exclusionary practices, such as rigid school curricula that overlook alternative learning needs or workplace environments with inflexible expectations, reinforcing the idea that neurotypical traits are superior or preferable.
Moving Forward: Many Equity, Diversity and Inclusion (EDI) teams in educational and professional settings are now adopting these concepts, acknowledging neurotypical privilege and seeking to dismantle neurotypical hegemony. This approach aims to create environments where neurodivergent individuals are valued and supported rather than pressured to conform, leading to a more inclusive, equitable society that respects all forms of neurodiversity.
Familiarise yourself with terms like neurodivergent, neurodiverse, and neurotypical, recognising the specific context in which each is best used. Be aware of common identity preferences, such as identity-first language (autistic person) versus person-first language (person with autism), and aim to adapt to individual preferences.
When in doubt, ask the individual how they prefer to be described. This approach respects personal identity and promotes comfort. Avoid terms that might imply deficits or limitations unless medically or contextually appropriate (e.g., use "requires support for" instead of "suffers from").
Recognise strengths without framing neurodiversity solely in terms of exceptional talents or superpowers, as this can create unrealistic expectations and may exclude those who do not identify with these traits.
Language and understanding of neurodiversity evolve, so seek regular training or resources on terminology. Contact the EDI Office if unsure about terminology. Encourage an open-minded approach, understanding that language preferences may vary even among neurodivergent individuals.
Use inclusive language in emails, classroom discussions, and meetings. For example, when discussing students, speak of "diverse learning needs" rather than categorising individuals by their conditions.
The 'Nothing About Us Without Us' approach emphasises that policies, research, and decisions affecting neurodivergent individuals should be made with their direct involvement rather than imposed by neurotypical authorities. It challenges top-down approaches by advocating for neurodivergent voices to be central in shaping education, workplace practices, and societal inclusion. This ensures that neurodivergent people have agency in decisions that impact their lives, leading to more effective and affirming support systems.
Take a moment to reflect on what you've learned
Emma, a student representative on her university's Equity, Diversity, and Inclusion (EDI) committee, is reviewing a draft policy on neurodiversity. She quickly notices inconsistencies – some sections use 'person with autism,' while others say 'autistic person.' She also sees terms like 'high-functioning' and 'low-functioning,' which she recently learned are considered outdated and misleading.
Emma wants to ensure the policy respects neurodivergent perspectives, but she realises that language preferences can vary. How should she approach this issue?
Consider the following questions:
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