Defining Neurodiversity

Defining Neurodiversity for Early Childhood

Neurodiversity refers to all humans and is defined as the infinite variability of human minds and bodies and all the unique and different ways that people can exist including the way we think, function, process, behave, learn, play and feel. Neurodiversity is an inevitable and biological fact of human existence. The human population is as diverse in mind and body as in other identity markers including racialised identity, ethnicity, gender and dis/ability (adapted from Wise, 2022).

Another way of understanding neurodiversity is to think about biodiversity...

Imagine you wanted to cultivate your outdoor area with the children and create a space where plants can grow and thrive. You take a trip to a garden centre, and the children each select the plants they are most drawn to. When you return to your setting, you read the care instructions and realise that the plants need different conditions and care to thrive. You map out your garden area, teaching the children that some plants must be placed directly under the sun while others need shade. Some of the plants chosen will need regular watering, whilst others are better in dryer conditions. You realise that some plants can thrive in proximity to each other while others may need more space. You explain to the children that it is important that you get the right balance so that the plants form an ecosystem or community in which they can all grow together. At that moment, you would be describing the process of biological diversity. Each plant is unique in the garden; each plays a specific role, and each contributes to that plant community's overall richness and balance. If you noticed that the plants were not thriving, you would change the conditions it exists in, not the plant itself. You wouldn’t punish the plants for not growing according to your expectations, you would think about how to adapt your care of the plant.

That in essence is neurodiversity but applied to humans. We each have human experiences that are unique and valid, and it is the environment and conditions that help us to thrive and survive. From an early childhood perspective, providing high-quality early years experiences can help children to understand who they are, their unique strengths, traits and needs.

If you want to read more about neurodiversity in early childhood, you can read the guide I co-produced with the Anna Freud Research Center; A Guide to Neurodiversity in the Early Years. Click on the image below to download:

The Language of Neurodiversity

Please note that the language of neurodiversity is an evolving dialogue and discourse with nuanced perspectives on how we describe human differences. Language is never perfect and nor is it fixed. The definitions here reflect current understanding but as we grapple with neurodiversity as a concept and paradigm, so does the way we language. I feel quite passionate that we should be compassionate in our exploration of language. Policing, toning and correcting is not necessarily the way we shift this paradigm forward (please refer to the Zones of Neurodiversity Affirming Practice).

Neurodiversity in early education applies to all children, not just those with lifelong developmental differences or disabilities. While the most visible impact of exclusion is often seen in children with these differences, the reality is that every child is affected when educational environments aren't flexible, supportive, and committed to intentional inclusion. Creating inclusive spaces and practices benefits everyone, ensuring that all children can thrive.

Carla Shalaby, in her book Troublemakers, uses the metaphor of "canaries in the coal mine" to illustrate a key idea. Miners used to bring canaries with them because the birds' sensitive systems would react quickly to harmful gases, warning the miners of danger before it reached them. Shalaby suggests that neurodivergent and disabled children are like those canaries. They are often the first to suffer in harmful or non-inclusive environments, but ultimately, these environments impact everyone. The canaries are a warning sign that the system isn't working for any of us. This perspectives shapes some of the language I use when referring to neurodiversity as outlined below.

Neurodiversity

Neurodiversity is a neutral term that refers to the infinite variation of human minds and bodies. Human differences are a biological fact.

Neurodiversity Paradigm

The Neurodiversity paradigm is the approach we take to apply an understanding of the neurodiversity concept. In early childhood, it is rooted in the following perspectives:

Human diversity and variations in development are a biological and inevitable fact. There will be variations in how we grow, develop, play, interact, learn, engage, feel and behave.
There is no standard, correct, right, "normal" or ideal way of existing. All variations are valid and all humans should be understood, affirmed and supported.
Our mind and body variations translate to social dynamics meaning your lived experience and identity markers shape your experience of privilege, power, marginalisation and oppression.

Neuronormativity

Neuronormativity emerges from the belief that all humans should strive to meet the socially constructed conditions of normal in order to fit into society and its institutions. It is a "one sizes fits all" mentality meaning that society is designed around a prescriptive and often rigid set of standards and expectations that idealise a particular way of being or conforming. For example, believing that speaking over non-speaking is the best and most desirable way to communicate.

Neuronormativity promotes particular ways of behaving, thinking, feeling, engaging, playing, developing and learning. For example; all children being expected to sit still as a sign of attention even if movement helps them to pay attention.

Pathology Paradigm

The pathology paradigm is an approach that views particular human differences through the lens of deficits, impairments, disorders and delays with an emphasis on fixing, correcting and eliminating the perceived faults. For example, believing that autistic children are disordered and in need of curing. The pathology paradigm dominates our understanding of lifelong differences and disabilities meaning that the focus can be on normalising children i.e. making them less autistic and more "normal" as opposed to understanding the diversity of human experience.

It is important to note that the neurodiversity paradigm does not reject the need for medical intervention and support but recognises that a dominant reliance on pathologising limits our potential to understand human differences. For example, an autistic child may experience symptoms related to their neurological differences but they will also have traits and strengths. There can also often be confusion between traits and symptoms for example assuming self-stimulating behaviours is a symptom rather than a trait.

Neurotypical (conforms to...)

While all children are unique, the neuromajority will conform to the neuronormative standards and expectations. For example, a child meeting developmental milestones when "expected" or being non-disabled. The term conforms to neurotypical is used in the heading to account for those who may appear neurotypical but are in fact masking their differences or how they diverge. Wise (2022) defines neurotypical as "an individual whose functioning falls within dominant neuronormative standards and norms that centre a particular way of thinking, feeling, communicating, behaving and more.

Neurodivergent

Neurodivergent is a term that was coined by Asasumasu (2000). They refer to neurodivergent as an umbrella term to describe any person whose mind or functiong falls outside of dominant societal norms. For example, being autistic, or developmental language differences or a stammer.

Neurotype

Neurotype refers to the type of mind and body you align with. For example, the ADHD neurotype or the Dyslexic neurotype.

References

Wise, S.J., 2023. We're All Neurodiverse: How to Build a Neurodiversity-Affirming Future and Challenge Neuronormativity. Jessica Kingsley Publishers.
Shalaby, C., 2017. Troublemakers: Lessons in freedom from young children at school. The New Press.
Walker, N., 2014. Neurodiversity: Some basic terms & definitions.