Neurodiversity Terminology
Recognizes that neurological differences are a natural and normal form of human diversity. All brains are good brains. Neurodiversity recognizes that these differences can provide unique strengths and perspectives that can benefit society.
Societies expectations and judgments towards how one behaves. the perspective that specific patterns of thinking and behaving are superior and correct, thereby establishing social norms, regulations and expectations.
Individuals who exhibit behavior and cognitive patterns that are considered typical and acceptable by the dominant societal norms of their culture.
Individuals whose cognitive patterns and behavior diverge from the widely accepted societal norms, standards, or expectations in areas like learning, interpretation, emotional response, communication, etc.
It focuses on equitable inclusion by accepting diverse ways of engaging with the world, rejecting the idea that differences from the norm are problems to be fixed.
Being neurodiversity affirming means aligning with the belief that societal and physical barriers create disabling environments, and that impairments result from these barriers rather than from focusing on what's "wrong" with the person.
To be Neurodiversity Affirming in education, we respect students' autonomy, validate their differences, assume their competence, adjust our expectations, encourage self-advocacy, adapt systems and environments, and honor all forms of communication.
The Individualized Education Program (IEP) is not about changing the student; it's about supporting their strengths, acknowledging their challenges, and removing barriers so they can benefit fully from their education. The goal is not to change the student, but to support them in embracing their authentic selves just as non-disabled peers are privileged to do.