Dare to be different by Scarlett Gyde

In the late 1990s, sociologist Judy Singer, who is on the autism spectrum, came up with the word ‘neurodiversity’ to describe ADHD, autism, dyslexia, dyspraxia and other similar conditions. Her hope and objective was to shift the focus of discussion about ways of thinking and learning away from the usual stereotype of deficits, disorders and impairments, towards acknowledging all minds are unique and there are a number of variations on how the mind works. Neurodiversity is a concept where neurological differences are to be recognized and respected as any other human variation. Being neurodivergent simply means you think and act differently from the majority of the world, and society expects. Neurodivergent individuals can often struggle with certain skills, especially social interactions. In a nutshell, neurodiversity means brain differences are just that - differences. Conditions like ADHD and autism aren’t ‘abnormal’, they’re variations of the human brain. The opposite aspect of neurodivergent is neurotypical. Neurotypical is someone whose brain behaves in the same way as the majority of society. Neurotypical individuals generally display typical intellectual and cognitive development. Individuals who are described as neurotypical can usually navigate complex social situations, have good communication skills, establish social connections like friendships more easily, and can function in distracting or stimulating settings without becoming overloaded by stimuli. Significant inroads have been made in understanding how our brains affect our behaviours and for children with learning and thinking differences, the idea of the designation ‘neurodiversity’ can have real benefits. The term helps children (and their parents) frame their challenges as differences, rather than as deficits. It can also shed light on instructional approaches that might help to highlight particular strengths that these kids have. One area of neurodivergence is that of ADHD. More specifically, inattentive type ADHD – as it often goes undiagnosed or misdiagnosed. Inattentive type ADHD can be seen as forgetfulness, disengagement, or distractibility, and can easily be mistaken for anxiety or a mood disorder. In children, it may resemble a learning disorder. ADHD is among the most common neurodevelopmental disorders in young people, occurring in around 8.4 percent of children. Inattentive type ADHD is a subtype of attention deficit hyperactivity disorder that often manifests as limited attention span, laziness, or procrastination. People with inattentive type ADHD can make careless mistakes because they have difficulty sustaining focus, following detailed instructions, and organizing tasks and activities. They are easily distracted by external stimuli, and often lose things. They may leave projects unfinished and appear not to listen when you speak. The concept that people are naturally diverse learners is important for kids with learning and thinking differences. It can reduce stigma and the feeling that something is ‘wrong’ with them. And that can help build confidence, self-esteem, motivation and resilience. Neurodiversity can also help children view their differences not as impediments but simply as expressions of their uniqueness. By encouraging kids to identify their brain functionalities as differences to be celebrated, rather than disabilities to be feared, it empowers them. As these attitudes become more cultivated in children, they become better prepared to handle their neurodivergence in college, in the workplace and throughout their adult lives. By reframing perceptions and accepting neurodivergence has a positive place in society, we can help educate others on the productive aspects neurodiversity can provide.