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Neurodiversity Hearst Owned /ˌnʊr.oʊ.dɪˈvɝː.sə.t̬i/ Maybe you’ve heard this term—a mashup of neurological and diversity —on TikTok or at your kid’s pediatrician’s office.
As an autistic student, who also has dyslexia, dyspraxia and ADHD, she experienced significant challenges, prejudice and bullying throughout her education. Her negative educational experiences motivated her to launch Neurodiversity Celebration Week in 2018 to challenge the misconceptions and stereotypes that still prevent autistic people and ...
Robert Chapman is an English philosopher, teacher and writer, best known for their work on neurodiversity studies and the philosophy of disability.They are the first assistant professor of critical neurodiversity studies, and as of 2024, work at the Institute for Medical Humanities at Durham University.
A 2009 study [158] separated 27 students with conditions including autism, dyslexia, developmental coordination disorder, ADHD, and having suffered a stroke into two categories of self-view: "A 'difference' view—where neurodiversity was seen as a difference incorporating a set of strengths and weaknesses, or a 'medical/deficit' view—where ...
As stated in the text Neurodiversity for Dummies, "Asasumasu's work set the stage for a broader understanding and acceptance of neurological differences", which "continue[s] to be shared, shaped and formed by all sorts of people who recogniz[e] that our world should be accepting, inclusive, and accommodating of people regardless of their ...
The neurodiversity paradigm is a view of autism as a different way of being rather than as a disease or disorder that must be cured. [ 40 ] [ 42 ] Autistic people are considered to have neurocognitive differences [ 34 ] which give them distinct strengths and weaknesses, and are capable of succeeding when appropriately accommodated and supported.
Brody and Mills [1997] argue that this population of students "could be considered the most misunderstood of all exceptionalities". [5] In each situation, the twice-exceptional student's strengths help to compensate for deficits; the deficits, on the other hand, make the child's strengths less apparent [6] although as yet there is no empirical research to confirm this theory.
Walker initially began writing about neurodiversity and developing her conceptualization of the neurodiversity paradigm in 2003, in online autistic activist forums. Her first piece on the neurodiversity paradigm to appear in print was the essay “Throw Away the Master’s Tools: Liberating Ourselves from the Pathology Paradigm”, published in 2012.