Neurodiversity: More than just a new perspective on the brain

Does the “neurotypical” brain even exist? Or should we – as the Neurodiversity Movement demands – regard differences in brain function as a normal part of human variation? With the rise of diagnoses such as ADHD and autism, neuropsychology is facing new challenges and opportunities!

Being different does not mean being worth less

Have you ever thought about how diverse human thinking and feeling can be? Neurodiversity opens up a completely new perspective on neurological differences. What used to be considered a deviation is now increasingly recognized as a natural variation of human experience. The Australian sociologist Judy Singer coined the term in the 1990s, bringing phenomena such as autism, ADHD and dyslexia to the center of a new, appreciative view.

From deficit-oriented thinking to neuroaffirmative practice

From a scientific perspective, neurodiversity stands in clear contrast to the traditional medical view of diagnoses. While the medical approach aims to cure or adapt to norms, the neurodiversity movement demands that the environment and society adapt to the individual needs of neurodivergent people.

This is about more than just a rethink. It is a fundamental paradigm shift: away from the “curative approach” and towards a “neuroaffirmative practice”. This practice aims to create social and professional conditions that not only accept neurodivergent people, but also give them the opportunity to develop their full potential.

Overcoming barriers together

But neurodiversity has long been more than just a scientific concept – it is a movement. Activists and those affected have brought it into the public eye and are actively campaigning for more inclusion. Thanks to social media, the challenges faced by neurodivergent people are becoming more visible. They tell their stories, break down prejudices and call for social barriers to be overcome.

This is the true core of neurodiversity: it is not the individual that needs to be changed, but the world around us. Let’s work together to make this world more open, colorful and fair – for everyone.

Neurodiversity across the lifespan

From childhood to adulthood, neurodiversity manifests itself in many different ways. Even at school, neurodivergent pupils face particular challenges. They often react more sensitively to sensory overload, but can excel with extremely detailed memory skills or a strong conformity to rules. Teachers can help to bring out these strengths through targeted support and adapted learning environments.

Universities often lack the necessary structures to support neurodivergent students. Group work and inefficient meetings can lead to stress and frustration. Studies show that targeted programs such as accessible documents or extended examination times are a great help.

Neurodivergent people experience specific challenges in the working environment. Perfectionism, difficulties with unexpected tasks and sensory sensitivities are often part of everyday life. Nevertheless, they bring unique strengths such as detail-oriented problem solving, loyalty and creative thinking. Companies that integrate neurodiverse talent benefit not only from these individual strengths, but also from a more diverse and innovative work environment.

Masking and camouflaging: hidden challenges

A central topic in neurodiversity research is masking. This is a strategy in which neurodivergent people suppress their own characteristics or adapt to allistic (neurotypical) norms in order not to stand out in society. Camouflaging refers to the learning and imitation of socially accepted behaviors. In the long term, however, these behavioral patterns can lead to mental exhaustion, stress and isolation.

Masking and camouflaging strategies are often already used in childhood when neurodivergent children try to meet the expectations of their environment. These strategies can be so strongly internalized in adolescence and adulthood that they occur unconsciously.

Neurodiversity and diagnostics

The high level of comorbidity between different neurodivergent manifestations, such as autism and ADHD, shows the complexity of the diagnosis. With the introduction of DSM-5 and ICD-11, it is recognized that these diagnoses often occur together. Studies show that up to 70% of autistic people also fulfill criteria for ADHD. These findings highlight the need to refine diagnostic approaches in order to better identify individual needs and provide targeted support.

Furthermore, it is crucial that diagnostic procedures are not exclusively deficit-oriented. Instead, they should emphasize strengths and resources in order to give neurodivergent people a more positive self-image.

Gender roles are also of particular importance in this context. In older literature, for example, the gender ratio m:f is given as 4:1, whereas more recent research indicates a significantly higher distribution rate for girls and women than previously assumed. A key aspect that needs to be considered in current diagnostic methods is the fact that the behavioral characteristics used as criteria are based on pre-existing ideas about what autistic behaviors look like. These criteria were developed based on the predominantly white, male populations previously classified as autistic, resulting in estimates that up to 80 of the female population remains undiagnosed (McCrossin, 2022). Girls, on average, must exhibit more externalizing behaviors and more intellectual disabilities than boys to be diagnosed with autism (Szalavitz ,2016).

Implications for training and career

The integration of neurodiversity in education and work requires a rethink. One approach is the so-called compensation for disadvantages, which enables adaptations tailored to individual needs. These include:

  • School: Structured and low-stimulus learning environments, individualized timelines or alternative assessment methods. Teachers should also be trained to recognize neurodivergent behaviors and respond appropriately.
  • University: Programs such as “Be Able” at WU Vienna offer extended exam times, accessible documents and technical aids. Tutors and writing assistance can also be crucial.
  • Working environment: Sensory-adapted workplaces, clear task structures and flexibility in social interactions are important approaches. Companies that focus on diversity often report increased innovation and employee motivation.
A look into the future

Although progress has been made, much remains to be done. Discrimination and prejudice are still widespread, and many legal and social issues remain unresolved. For example, how can employers be better supported in hiring neurodiverse talent? What incentive systems are needed? And how can psychological diagnostics be used to emphasize resources instead of deficits? How do concepts such as “degree of disability”, “reduction in earning capacity”, “occupational disability”, “beneficiaries of disability” etc. fit in with the ideas of the neurodiversity movement and the depathologization of neurodiversity?

Neurodiversity challenges us all to broaden our perspectives and make social structures more inclusive. If we succeed in recognizing and utilizing the strengths and potential of neurodivergent people, we will all benefit – through a fairer, more creative and more diverse society.

About the author

Dr. Thomas Pletschko is a clinical psychologist, health psychologist, bio- and neurofeedback trainer and specializes in clinical neuropsychology as well as child, adolescent and family psychology. His areas of specialization include neurodiversity (ADHD, autism spectrum, reading and spelling disorders, dyscalculia); neuropsychological consequences of brain damage or rare or genetic diseases; anxiety, depression; compensation for disadvantages and participation in the school and university context; English-language diagnostics; dementia diagnostics; diagnostics for fetal alcohol spectrum disorders (FASD), diagnostics for cerebral visual information processing disorders (CVI) and many more.

Literature:

McCrossin R. Finding the True Number of Females with Autistic Spectrum Disorder by Estimating the Biases in Initial Recognition and Clinical Diagnosis. Children (Basel). 2022 Feb 17;9(2):272. doi: 10.3390/children9020272. PMID: 35204992; PMCID: PMC8870038.

Szalavitz, Maia, 2016 Autism-It’s Different in Girls, Scientific American. Retrieved At: https://www.scientificamerican.com/article/autism-it-s-different-in-girls/

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