Essential Readings
Read the following article for a discussion of the three models of disability we’ve discussed in this lesson:
It is important to remember that the three models of disability discussed earlier in this lesson are not the only models of disability. In our next lesson, we’ll learn about intellectual and developmental disabilities. The Neurodiversity model offers a unique model of disability that is relevant to those who work with people with intellectual and developmental disabilities. The below article from Learning Disability Today provides a brief overview of neurodiversity.
https://www.learningdisabilitytoday.co.uk/a-beginners-guide-to-neurodiversity#:~:text=Neurodiversity%20has%20its%20roots%20in,barrier%20to%20inclusion%20or%20access.
Read the below transcript of a fictional classroom discussion about neurodiversity between a lecturer and his students:
Dr. Williams: Good morning, class! I hope you’re all ready to delve into today’s topic of neurodiversity. Before we begin, let’s make sure we’re all on the same page. Neurodiversity refers to the concept that there is a diverse range of brains and minds within the human population. This means that people’s neurocognitive functioning can vary significantly.
Sarah: So, does that mean there’s a “normal” way for our brains to function?
Dr. Williams: Great question, Sarah! The term “neurotypical” is used to describe individuals whose neurocognitive functioning falls within the dominant societal standards of what is considered “normal.” It’s important to note that neurotypicality is just one variation in neurocognitive functioning and doesn’t represent a superior or ideal state.
Mark: So, what does it mean to be “neurodivergent”?
Dr. Williams: Excellent question, Mark! “Neurodivergent” refers to individuals whose brains function in ways that significantly differ from the dominant societal standards of neurocognitive functioning. This includes individuals with conditions like autism, ADHD, dyslexia, and other conditions that fall within what’s often recognized as “neurominorities.”
Emily: So, “neurominority” refers to these different neurodivergent conditions?
Dr. Williams: Precisely, Emily! “Neurominority” describes the various conditions or differences in neurocognitive functioning that neurodivergent individuals may have. This term acknowledges the richness and value of diverse neurocognitive experiences and highlights these differences as natural variations rather than something to be pathologized.
Daniel: Are all differences in neurocognition considered part of the neurodiversity paradigm?
Dr. Williams: Great question, Daniel! The neurodiversity paradigm recognizes and celebrates the diversity of neurocognitive functioning, but it primarily focuses on differences that are often categorized as neurominorities or commonly diagnosed conditions. It aims to challenge the stigma and discrimination faced by individuals with these differences and promote inclusivity and acceptance.
Sophia: How does the neurodiversity perspective address issues of communication and understanding between neurodivergent and neurotypical individuals?
Dr. Williams: The neurodiversity perspective highlights the importance of understanding differences in communication and interaction styles. Take the example of research into supposed deficits in autistic people’s theories of mind. Traditionally, an autistic person not understanding a neurotypical person’s questions or instructions is taken as evidence of a deficit in the autistic person. But the neurodiversity perspective acknowledges the Double Empathy Problem, which suggests that misunderstandings and communication breakdowns often stem from a lack of understanding and mutual empathy between neurodivergent and neurotypical individuals. The neurodiversity perspective calls for increased empathy, listening, and bridge-building efforts to foster better communication and understanding.
Jacob: How can the neurodiversity paradigm impact society as a whole?
Dr. Williams: The neurodiversity paradigm, when embraced by society, can lead to a more inclusive and equitable society for everyone. By recognizing and valuing the strengths and contributions of neurodivergent individuals, we can promote diversity, improve education and employment opportunities, and create a more accepting and accessible world. It requires ongoing education, awareness, and advocacy efforts to bring about this positive change. Any other questions?
Sophia: I’ve heard of the Neurodiversity Movement. Is that different?
Dr. Williams: People sometimes use a lot of these terms interchangeably, but I’ll try to present the distinctions in a fairly simple way to make it easy to understand.
Neruodiversity is a fact. People have brains that work in different ways, even though we’re all human. Some of us are neurotypical and some of us are neurodivergent.
The Neurodiversity paradigm or perspective is a new way of thinking about neurodiversity. Rather than dividing the world into good and bad, or healthy and unhealthy brains, it simply acknowledges that there are neurominorities. It treats neurodivergence as just another aspect of human diversity – like ethnicity, nationality, sexuality or gender identity. In doing so, it avoids the pitfalls of the old medical models which situated problems within neurodivergent people and it calls attention to the fact that some of the problems experienced by neurodivergent people are not due to problems with their cognition, but instead, reflect a breakdown in reciprocity and mutual understanding that can happen between people with very differing ways of experiencing the world.
Finally, there is the neurodiversity movement. This is a social and advocacy movement that emerged to promote acceptance, inclusion, and equal rights for neurodivergent individuals. When you adopt the neurodiversity perspective/paradigm, you start to see how we’ve structured our societies in ways that pathologize, stigmatize and oppress many neurodivergent people. The neurodiversity movement seeks to remove the cultural and legal barriers that neurodivergent people encounter. It strives to ensure that neurodivergent individuals have access to the same opportunities in education, employment, and other areas of life as their neurotypical counterparts.
Well I’m afraid that’s all we have time for this week. Class dismissed!
Optional Video
In this lesson, we looked at three models of disability. The following video from Dr. Ruth Nelson from Bethel University outlines several models (or variants of the models we’ve previously examined) and may help you to think critically about models of disability.
If you cannot view the video above, use the following link.
Conversation Exercise
In the bottom right-hand corner of your screen, you’ll see a conversation icon. Click on this to being the conversation exercise with FRED our AI-powered chatbot. Alternatively, click this link to open the chat interface directly.
If you have not already, read this article to learn how to get the most from your learning conversation with FRED.
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