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What is Neurodiversity

Chapter 2
Transformative Social Change in Organizations and Institutions: A DEI Perspective
An umbrella term that refers to non-pathological variations in the human brain, cognition, and behavioral traits; term was coined by Judy Singer in 1998.
Published in Chapter:
True Inclusion: Fostering and Affirming Neurodiversity in Postsecondary Education
Corrie L. Jackson (Chestnut Hill College, USA) and Laura K. Sibbald (Chestnut Hill College, USA)
Copyright: © 2024 |Pages: 21
DOI: 10.4018/978-1-6684-8731-0.ch002
Abstract
This chapter provides a neurodiversity framework for diversity, equity, inclusion, and accessibility (DEIA) initiatives in postsecondary education settings. The definition of neurodiversity, models of disability, and how neurodiversity fits within DEIA initiatives are reviewed. Moreover, this chapter outlines various barriers and challenges that neurodivergent individuals experience in educational settings (with a focus on K-12 and postsecondary education settings), largely due to bias, stereotypes, and discriminatory practices. Additionally, the chapter provides recommendations for how postsecondary educational settings can adapt and change for the benefit of neurodivergent and neurotypical individuals alike. Finally, the chapter concludes with a discussion of directions for future research, including how research can inform the development of more effective support and services tailored to the needs of neurodivergent learners and promote greater success and well-being for all students.
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Chapter 4
Teacher-Student Relationships Within the Context of Online Teaching and Learning: Challenges and Opportunities of Three Populations
Natural variations in cognitive skills and mental processing that may impact learning, communication, emotions, and social behavior.
Published in Chapter: Teacher-Student Relationships Within the Context of Online Teaching and Learning: Challenges and Opportunities of Three Populations; From: Handbook of Research on Advancing Teaching and Teacher Education in the Context of a Virtual Age
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Chapter 8
Redesigning Deficit-Laden Assessments for Neurodivergent Students
A notion that all neurological differences, including those labeled as cognitive disabilities, are important and necessary parts of human diversity.
Published in Chapter: Redesigning Deficit-Laden Assessments for Neurodivergent Students; From: Handbook of Research on Challenging Deficit Thinking for Exceptional Education Improvement
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Chapter 11
Disability
The viewpoint that deviations from what society considers ‘typical’ neurological functioning, cognition and behavior is common and acceptable. Ranges of functioning occur naturally and should be accepted by society at large.
Published in Chapter: Disability; From: The Role of Child Life Specialists in Community Settings
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Chapter 6
A Model Unit Plan: Teaching Writing to Deaf Neurodiverse Secondary-Aged Students
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Chapter 5
Creating Specialized Programming to Support Neurodivergent Students: Considerations, Readiness, Outreach
Neurodiversity is a term applied to a group, recognizing that there are natural differences in the way human brains work, rather than applying the term disabled to exclude some individuals. Neurodiversity acknowledges and values cognitive, emotional, and sensory differences as assets within the group.
Published in Chapter: Creating Specialized Programming to Support Neurodivergent Students: Considerations, Readiness, Outreach; From: Autism, Neurodiversity, and Equity in Professional Preparation Programs
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Chapter 6
#DeleteDeficitThinking: Strategies to Name and Challenge Deficit Thinking in Universal Design for Learning
The concept that differences in cognitive functioning and behavior are normal aspects of human diversity and not indicators of inferiority.
Published in Chapter: #DeleteDeficitThinking: Strategies to Name and Challenge Deficit Thinking in Universal Design for Learning; From: Handbook of Research on Challenging Deficit Thinking for Exceptional Education Improvement
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Chapter 8
Autism From Multiple Perspectives: Developing Interdisciplinary Changemakers
The idea that people experience and interact with the world around them in many different ways; there is no one right way of thinking, learning, and behaving, and differences are not viewed as deficits.
Published in Chapter: Autism From Multiple Perspectives: Developing Interdisciplinary Changemakers; From: Handbook of Research on Interdisciplinary Preparation for Equitable Special Education
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Chapter 7
The New Normal: Adult Online Learners
This is the notion that diversity that all differences among people are normal. Every person has talents and strengths, and, in schools, we should teach and help students learns using their strengths, instead of focusing on their weaknesses (Armstrong, 2012).
Published in Chapter: The New Normal: Adult Online Learners; From: Handbook of Research on Student-Centered Strategies in Online Adult Learning Environments
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Chapter 8
Empathetic Leadership: Framing, Guiding, and Connecting in Higher Education
Refers to how the human brain varies regarding sociability, learning, attention, mood, empathy, and other functions.
Published in Chapter: Empathetic Leadership: Framing, Guiding, and Connecting in Higher Education; From: Achieving Equity in Higher Education Using Empathy as a Guiding Principle
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Chapter 1
“Walking the Talk” in Special Educator Preparation for Neurodiversity
A term that describes a range of cognitive characteristics often associated with disability and contrasted with the term “neurotypical.” Neurodiversity can include diagnosed or undiagnosed autism, learning disabilities, attention-based challenges, mental health concerns, and/or any combination of these.
Published in Chapter: “Walking the Talk” in Special Educator Preparation for Neurodiversity; From: Autism, Neurodiversity, and Equity in Professional Preparation Programs
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Chapter 4
Differentiation for Today's Gifted Learners
A range of differences in brain function and behavioral traits that represent the variety in humanity, all of which are seen as ‘normal’ rather than as deficits.
Published in Chapter: Differentiation for Today's Gifted Learners; From: Strategies and Considerations for Educating the Academically Gifted
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Chapter 4
What About Me?: Recognizing and Building on Each Child's Strengths
The belief that brain differences are natural and normal and should not be regarded as deficits. Such differences are viewed as being beneficial to communities and to society.
Published in Chapter: What About Me?: Recognizing and Building on Each Child's Strengths; From: Understanding Parent Experiences and Supporting Autistic Children in the K-12 School System
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