Welcome to the first topic in our series. Neurodiversity is a concept that has gained significant traction in recent years, yet it is often misunderstood. This topic will provide a foundational understanding of what neurodiversity means, where the term came from, and why it is a crucial framework for creating more inclusive and supportive higher education environments.
At its core, neurodiversity is the idea that variations in the human brain regarding sociability, learning, attention, mood, and other mental functions are a natural and valuable part of human diversity. It challenges the conventional view that there is one “normal” or “healthy” type of brain to which all others should be compared.
The medical and social models of neurodiversity offer contrasting perspectives on how society views and addresses neuro differences. Whilst each model is described below in its purest form, in reality the lines are often blurred between both.
The medical model views neurodivergence primarily through the lens of diagnosis and treatment. It sees neurological differences, such as autism, ADHD, or dyslexia, as disorders or deficits that require medical intervention to cure or manage symptoms. The focus is often on identifying symptoms and applying treatments (like medication or behavioural therapies) to help individuals conform more closely to societal norms. Under the medical model, differences are often seen as problems within the individual that need fixing. This approach can lead to a focus on limitations rather than affirmation, sometimes causing individuals to feel broken or in need of correction as a means to be accepted in society.
In contrast, the social model argues that neurodivergence is a natural variation in human experience and that the challenges faced by neurodivergent individuals are primarily due to societal barriers rather than inherent deficits. This model suggests that society should adapt to accommodate neurological differences, rather than expecting individuals to conform to neurotypical standards. The social model promotes acceptance and inclusivity, advocating for flexible educational, work, and social environments that recognise and celebrate neurodivergent strengths. It encourages accessible practices, like sensory-friendly spaces, inclusive communication styles, and personalised support. The emphasis is on removing external obstacles, such as rigid policies or negative attitudes, to create an environment where neurodivergent people can thrive.
The neurodiversity paradigm views neurological differences as natural variations in human cognition. It challenges traditional perspectives that see neurodivergent traits solely as disorders, and promotes the idea that neurodivergent people bring unique strengths to society.
Human Diversity and Variation
Neurodivergence is a natural and valuable part of human diversity, much like biodiversity or cultural diversity.
Equality and Inclusion
Neurodivergent individuals should have the same rights to participation, inclusion, and respect as neurotypical individuals.
Affirmative Model
Rather than focusing solely on symptoms or deficits, this paradigm emphasises the strengths and unique perspectives neurodivergent individuals offer.
Societal Barriers vs Individual Deficits
Challenges faced by neurodivergent individuals often arise from societal barriers rather than inherent limitations.
By adopting the neurodiversity paradigm, society moves towards creating more inclusive and understanding environments. This includes rethinking educational and workplace practices to be more accessible, reducing stigma, and advocating for policies that support the well-being of neurodivergent individuals.
It is important to remember that neurodivergent traits often co-occur, and while each is discussed separately below, in reality people often experience two or more. Moreover, any assumptions about neurodivergent students being less intelligent than their classmates as a result of being neurodivergent are incorrect.
A neurodifference that affects how a person communicates, processes information, and interacts with others. Autism encompasses a wide range of characteristics which vary significantly from person to person.
Strengths: Many autistic students excel in areas of focus, attention to detail, and deep knowledge of their interests.
Challenges: Third-level environments can be challenging due to sensory sensitivities, social demands, and navigating unstructured settings.
Further resources: Autism Ireland 
, AsIAm
A neurodifference that affects focus, impulse control, and activity levels. There is a gradual move towards terms such as 'varied attention' rather than emphasising 'disorder'.
Strengths: Many students are creative, energetic, and can think outside the box, enhancing learning and problem-solving abilities.
Challenges: Difficulties with focusing, time management, and organisation can make managing assignments and deadlines challenging.
Further resources: ADHD Ireland
A learning difference that primarily affects reading and language processing. Dyslexia is not related to intelligence, and many people with dyslexia develop strong skills in problem-solving and creative thinking.
Strengths: Dyslexic students often have strengths in creative thinking, problem-solving, and verbal skills.
Challenges: Students may find it takes longer to complete reading assignments, struggle with note-taking, or experience difficulty with spelling and grammar.
Further resources: Dyslexia Ireland
Also known as Developmental Coordination Disorder (DCD), this difference affects coordination, movement, and sometimes organisation. Many people with dyspraxia develop strengths in creativity and perseverance.
Strengths: Students with dyspraxia often excel in creative thinking and demonstrate remarkable perseverance.
Challenges: Tasks requiring coordination, organisation, and planning can be more challenging, including handwriting, lab work, and time management.
Further resources: Dyspraxia Ireland
Autism Autism is a neurodifference that affects how a person communicates, processes information, and interacts with others. In the medical space the term Autism Spectrum Disorder is used, however the autism community tend to use autism/autistic. Autism encompasses a wide range of characteristics which vary significantly from person to person. Common traits include differences in social communication, strong preferences for routines, and heightened sensitivity to sensory input like sounds, lights, or textures. Many autistic people also have unique strengths, such as intense focus on interests, attention to detail, and creativity. While autism can present challenges, it is also a valued part of human diversity.
Being autistic can impact a third level student in various ways, both with unique strengths and specific challenges. Many autistic students excel in areas of focus, attention to detail, and deep knowledge of their interests, which can benefit them academically. However, third level environments can also be challenging due to sensory sensitivities (like bright lights or noise), social demands, and the need to navigate unstructured settings and changes in routine. Autistic students may find large classes or social interactions overwhelming and may need more time to adjust to new routines. Supportive accommodations, such as quiet study spaces, clear communication, and flexible schedules, can help autistic students thrive in college.
Attention Deficit Hyperactivity Disorder Attention-Deficit/Hyperactivity Disorder (ADHD), is a neurodifference that affects focus, impulse control, and activity levels. There is a gradual move away from the term ADHD and a move towards terms such as varied attention. Individuals with varied attention may experience challenges with attention, staying organised, and managing impulsive actions, though many also show strengths in creativity, energy, and problem-solving. While disorder remains part of the term, there is a growing pushback against this label, as many advocates argue that ADHD represents a natural variation in attention and behaviour, rather than an inherently negative or pathological condition.
ADHD can impact a third-level student by presenting both unique strengths and specific challenges. Many ADHD students are creative, energetic, and can think outside the box, which can enhance their learning and problem-solving abilities. However, they may also face difficulties with focusing, time management, and staying organised, which can make managing assignments, deadlines, and long study sessions challenging. For those in third-level education such difficulties are often hidden and those with ADHD have reported being like a swan – appearing to be coping when observed, but furiously struggling beneath what is explicitly observable. This creates significant stress and additional demands when compared to neurotypical peers. The third-level environment demands self-directed learning and organisation and this can feel overwhelming for some ADHD students. With adequate adaptations and affirmative approaches, like structured routines, personalised exam/assignment accommodations, and strategies for breaking tasks into smaller steps, ADHD students can thrive academically.
Dyslexia Dyslexia is a learning difference that primarily affects reading and language processing. Individuals with dyslexia may have difficulty with skills like reading fluency, spelling, and decoding words, which can impact their ability to read and write smoothly. However, dyslexia is not related to intelligence, and many people with dyslexia develop strong skills in areas like problem-solving, creative thinking, and visual-spatial reasoning. With the right adaptations, including tailored learning strategies, dyslexia students can thrive academically and in other areas.
Being dyslexic can impact a third-level student by creating challenges with reading, writing, and processing written information. Students with dyslexia may find it takes longer to complete reading assignments, struggle with note-taking, or experience difficulty with spelling and grammar in written work. This results in many dyslexic students spending significant more time on their studies when compared to non-dyslexic students, but not seeing greater results for the additional time and effort. Despite these challenges, dyslexic students often have strengths in areas like creative thinking, problem-solving, and verbal skills. With appropriate adaptations, such as access to audiobooks, note-taking assistance, extended time for tests, and structured writing support, dyslexia students can successfully navigate third-level academics and contribute unique perspectives.
Dyspraxia Dyspraxia, also known as Developmental Coordination Disorder (DCD), is a difference that affects coordination, movement, and sometimes organisation. Individuals with dyspraxia may find tasks that require fine motor skills, like writing or buttoning a shirt, more challenging, as well as activities that involve balance or spatial awareness, such as riding a bike. Dyspraxia can also impact planning and organisational skills. While it presents unique challenges, many people with dyspraxia develop strengths in creativity, problem-solving, and perseverance.
Having dyspraxia can impact a third-level student by making tasks that require coordination, organisation, and planning more challenging. Students with dyspraxia might struggle with handwriting, taking notes, or tasks involving fine motor skills, which can make lab work or certain practical assignments difficult. They may also find it harder to manage time, organise materials, and navigate campus environments. Despite these challenges, students with dyspraxia often excel in creative thinking and perseverance. With adaptations like digital note-taking tools, extra time for tasks, and structured routines, they can effectively manage their academic workload and thrive in college.
These are only four areas of neurodivergence. For further information on other neurodivergent traits, please see:
Take a moment to reflect on what you've learned
Aisling, a first-year psychology student, struggles with managing deadlines, concentrating in noisy environments, and processing long lectures. She begins to doubt if she belongs at university, until she learns about neurodiversity. Recognising similarities to ADHD, she realises her challenges may stem from an environment not designed for neurodivergent students, rather than a personal failure.
How might Aisling be supported in her studies?
Consider environmental changes, communication approaches, and assessment flexibility.
Your notes are not saved or graded. This is for personal reflection only.