UNIT 06
Neurodiversity affirming PRACTICE IN Higher Education
Estimated time: 10 minutes
ENTER
Welcome BACK
Following on from Unit 01 (YSJ & you), this 9 minute module will explore: • What is meant by neurodiversity, neurodivergence, and neuroaffirming practice • Understanding other key language and terminology
MODULE PURPOSE
Navigation and accessibility
In this unit, we will also be considering how we can: • discuss and address people’s needs in neurodiversity affirming ways
• resist harmful assumptions and stereotypes through a compassion-based approach • support the creation of a more inclusive campus for everyone. You’ll hear about work happening now at YSJ towards this goal, as well as hearing new perspectives from your community, drawn from Project INC’s data.
CREATING A moreINCLUSIVE CAMPUS FOR EVERYONE THROUGH COMPASSION
NEXT
Neurodiversity refers to natural variation (diversity) in neurology across the whole human species. Small differences in how our brains are structured and how they work influence our thoughts, memories, feelings and much more. This means that people don't all experience sensations, process information, focus on tasks, communicate with others, or learn in the same way. In practice, this means that people's experiences of the same situation or environment, such as a busy classroom, can therefore differ significantly. One person may find it stimulating and able to focus, while another may find it too noisy, distracting, and impossible to learn in. Neither person is right, wrong or better, but unless options are provided to enable all people comfortable access to situations and environments in ways for them, this is not inclusive. Neurodiversity-affirming practice is when we take proactive steps to include everyone, welcoming their differences from the outset without waiting for people to struggle, ask, or feel like their difference is a problem. The term neurodiversity can be used to refer to different things, which can be confusing. Click on the boxes below to explore definitions that you may encounter in media, academia, and politics to find out more.
NEURODIVERSITY: WHAT DO WE MEAN?
Neurotype:an identity group
Neurodiversity:the umbrella term
Neurodiversity: a concept
Neurodiversity: a social movement
Neurodiversity: a research paradigm
NEXT
WHAT DO WE MEAN BY...
People whose neurotype differs from the majority in their society. Their preferences, needs and experiences may be diferent from the 'norm' in their society, causing disadvantage.
Neurodivergent?
This refers to a group of people with different neurotypes. For example, York St John is a neurodiverse university because its members are neurotypical, autistic, ADHD, dyslexic etc. An individual cannot be neurodiverse.
Neurodiverse
When we positively and openly acknowledge neurodiversity and take proactive steps to include everyone, whether they have a diagnosis or not.
Neurodiversity affirming?
COMPASSION
RESEARCH INSIGHT: COMPASSIONATE PRACTICE IN HIGHER EDUCATION
Key points:
- Universities should not try to “fix” individuals, they should design environments where neurodivergent people, and all people, can thrive.
- Aim for a campus where cognitive diversity is noticed, welcomed, and accepted with warmth.
- Improving outcomes for neurodivergent students should be prioritised to address disadvantage.
- Universal Design Learning (UDL) offers choice in how people access and demonstrate learning, which is effective at removing barriers in teaching and assessment.
- Compassionate practice is being curious, open, and willing to help in the interactions with students.
In 2023, YSJ's Lorna Hamilton and Stephanie Petty published a research paper called: "Compassionate pedagogy for neurodiversity in higher education". (Pedagogy means the practice of teaching.)
Universal design resources
Read the original paper
Watch a video explainer
Listen to a 5 min podcast
Watch a discussion
Alternative formats made with Ally
AFFIRMING LANGUAGE
The words we use impact how people feel about themselves and their sense of belonging at university. The way we talk about difference can determine whether someone will ask for help when they need it. Using affirming language means avoiding medicalised deficit-focused words, which make people feel like their way of being is wrong, a problem, or something that needs to be fixed. Instead, use language to welcome and normalise people's natural differences and strengths.
Why language is so important
HOW YOU CAN DO THIS
RESOURCES
LANGUAGE RESOURCES
INTERACTIVE NeurodiverSITY constellation
For this training and Project INC, we have used an inclusive definition of neurodivergence. This means we are not diagnosis-led, instead focusing on the person and what they tell us about their experiences and what they need. Ideally, by implementing the changes outlined in the next modules, we look to remove barriers before they occur. This means diagnosis becomes a point of reference, or 'lens to look through', rather than defining who someone is or what they need.
For those with a visual processing preference, you can visit the Neurodiversity Constellation glossary, by clicking on this link This includes affirming points of reference for commonly used terms and referenced neurotypes, including 'Neurotypicals'. This is a helpful tool, but don't forget :
To support helpful discussions, here is an affirming glossary of terminology, based on current research. Click on the link to view:
- no one will fit neatly into one category
- people may be multiply neurodivergent
- people's needs differ within 'neurotypes'.
Visible acceptance of difference: People highlighted the positive impact of seeing other neurodivergent individuals succeeding. This could mean people openly using noise-cancelling headphones and stim toys, or integrating movement breaks in study and work contexts. Observing neurodivergent success encouraged participants to value their own strengths. Respondents emphasised the importance of authentic representation of neurodivergence in university communications, teaching and marketing materials, avoiding deficit-focused or stereotypical portrayals. from 'Inclusive Neurodiverse Campuses: A participatory approach to understanding neurodivergent belonging in higher education'
INC-SIGHT
The importance of seeing positive and authentic representations of neurodivergence on campus
I think it's easy to forget that there are other people like you with similar sensory persuasions and challenges.
For staff and students to feel more comfortable wearing noise-cancelling headphones, ear defenders, using fidget toys, and sensory stimming toys. I just think the more people do it, the more people feel like “Oh, I could that as well”.
WHY IS THIS IMPORTANT?
I feel like I truly belong in neurodivergent spaces. There, I can stim [move] freely and not be judged
NEXT
WHY HAVE YSJ'S STUDENT SUPPORTMOVED TO A NEEDS BASED MODEL?
Jenny Anderton (Disability Support and Inclusion Team Head) explains why her team has:
- moved from asking students for a diagnosis to requesting access adjustments
- why students can now add their own words to their Learning Adjustment Plans (LAP)
and the positive impacts of this for students.
NEXT
USING LAPs
CENTRAL QUESTIONS
Time to reflect on...
Where are there opportunities to bring your understanding of neurodiversity into your role?
SUPPORT
How and when can you use neuroaffirming language to welcome all students?
BELONGING
Do you think every student needs the same approach? If not, how could you approach this?
BALANCE
COMING NEXT
Write thoughts into your reflective diary available here
COMING NEXT
Unit 3 will focus on:
- "What works" for understanding and building belonging
- Practical ways to support sensory processing
- Strategies to support all students to thrive
- Understanding diverse attention styles
Thank you for completing this module. Please find your resource pack in the Moodle Page here.
You can now close this session.
Alternative formats
Made using Ally on YSJ
These accessible formats were generated using Ally, which is available to anyone adding resources to Moodle. Guidance is available here:
Why authentic representations of neurodivergence on campus can undo harmful stereotypes and myths, and why this important
THE NEURODIVERSITY PARADIGM
This is a paradigm (a principle of understanding something) which rejects the medicalisation and pathologising of human neurological diversity. This is often discussed in academic research. Instead, it views this diversity as a natural and valuable form of human variation, and rather than looking for cures or ways to change neurodivergent people's natural behaviours, it seeks ways to improve the lives of all. It does this by focusing on the relationship between the needs of neurodivergent people and the environments in which they work, learn, and live in. Interventions within the neurodiversity paradigm aim to change the environment to be more inclusive of neurodivergent people, whether it is the physical or sensory features, the rules and expectations, or the knowledge and attitudes of people there. An example of neurodiversity paradigm research is Project INC!
Navigation and Accessibility
Press to open sections and to move to the next section. Press to hear content read out.
Keyboard shortcuts
Screen readers and Moodle features
Additional resources
introduction here
TITLE HERE
THE NEURODIVERSITY SOCIAL MOVEMENT
The neurodiversity social movement is a civil-rights effort for equality, acceptance, and practical change so neurodivergent people aren’t disadvantaged by environments, policy, or culture. These rights include the right to education, employment, good health and wellbeing, and a good quality of life. The movement originated from autistic activism online in the 1990s, where the concept of neurodiversity was first discussed. Foundational voices, such as Jim Sinclair’s 1993 essay “Don’t Mourn for Us,” reframed autism as an inseparable part of identity to be valued, not a “problem” to be cured. Aligned with wider disability rights movements, it centres neurodivergent self-advocacy and inclusion, and continues to shape practice and policy, including at YSJ.
Why authentic representations of neurodivergence on campus can undo harmful stereotypes and myths, and why this important
WHAT IS A NEUROTYPE?
Throughout the training, you will have heard us use the term neurotype. What does this mean? When we say neurotype, we mean a group identity based on common experiences, such as autistic or ADHD ways of processing. People may identify with a neurotype with or without a formal diagnosis. We therefore use this as an inclusive identity term, rather than to imply medical classification. This is because while the biological makeup of an individual's neurology and nervous system will factor into an individual's experiences, there is no clear-cut biomarker that classifies or defines a neurotype. As noted in Unit 01, many individuals do not seek a formal diagnosis because clinical definitions permit only impairments or deficiencies to be considered. The neurodiversity perspective we subscribe to allows consideration of strengths at both individual and collective levels, including those associated with a neurotype an individual may identify with.
Practicing affirming language
Generally, people prefer "identity first" language. Examples of this are: "autistic person" , or "ADHD'er" / "ADHD person" These position someone's neurotype as a central part their their experiences. This contrasts with "person first" alternatives: "person with autism / ADHD" that imply that autism or ADHD are additional to the person, and mirrors medical language, e.g. someone with a broken arm. In one-to-one interactions, it is best to ask the person what they prefer and to mirror this language.
Avoid using clinical, medical terms like: "symptoms", "disorder", "high/low functioning", "sensory / communication problems", "disorder" Rather than embracing neurodiversity, these imply that difference = deficit, and appear judgmental. Use neutral terms which acknowledge and welcome difference, like: "experiences", "communication / learning preferences", "processing style", "neurotype" Ask yourself: is the language I'm using negative? would I like to be described in this way?
WHAT IS A NEUROTYPE?
Throughout the training, you will have heard us use the term neurotype. What does this mean? When we say neurotype, we mean a group identity based on common experiences, such as autistic or ADHD ways of processing. People may identify with a neurotype with or without a formal diagnosis. A neurotype is not a specific “type of brain”; it refers to clusters of experience and identity and to how someone’s way of being aligns with, or does not align with, prevailing societal norms. We therefore use this as an inclusive identity term, rather than to imply medical classification. This is because while the biological makeup of an individual's neurology and nervous system will factor into an individual's experiences, there is no clear-cut biomarker that classifies or defines a neurotype. As noted in Unit 01, many individuals do not seek a formal diagnosis because clinical definitions permit only impairments or deficiencies to be considered. The neurodiversity perspective we subscribe to allows consideration of strengths at both individual and collective levels, including those associated with a neurotype an individual may identify with.
The importance of reading LAPs and letting the student know (discreetly)
"I feel I am most supported and understood when it is clear that staff understand my neurodivergence, and that my lecturers have read my LAP" (student)An LAP is a document prepared by Disability and Inclusion support, in collaboration with a student, that outlines what they need in terms of teaching and assessment. One of the issues that students highlighted most consistently when speaking to Project INC was the importance of:
- knowing their tutor had received their Learning Adjustment Plans (LAPs)
- that it had been read, understood and would be implemented
What worked: + discreetly letting students know the LAP has been read + checking your understanding of what would help + inviting the student to let you know if they need anything else
Navigation and Accessibility
Press to open sections and to move to the next section. Press to hear content read out.
Keyboard shortcuts
Screen readers and Moodle features
Additional resources
introduction here
TITLE HERE
THE NEURODIVERSITY PARADIGM
This is a paradigm (a principle of understanding something) which rejects the medicalisation and pathologising of human neurological diversity. This is often discussed in academic research. Instead, it views this diversity as a natural and valuable form of human variation, and rather than looking for cures or ways to change neurodivergent people's natural behaviours, it seeks ways to improve the lives of all. It does this by focusing on the relationship between the needs of neurodivergent people and the environments in which they work, learn, and live in. Interventions within the neurodiversity paradigm aim to change the environment to be more inclusive of neurodivergent people, whether it is the physical or sensory features, the rules and expectations, or the knowledge and attitudes of people there. An example of neurodiversity paradigm research is Project INC!
Practicing affirming language
Generally, people prefer "identity first" language. Examples of this are: "autistic person" , or "ADHD'er" / "ADHD person" These position someone's neurotype as a central part their their experiences. This contrasts with "person first" alternatives: "person with autism / ADHD" that imply that autism or ADHD are additional to the person, and mirrors medical language, e.g. someone with a broken arm. In one-to-one interactions, it is best to ask the person what they prefer and to mirror this language.
Avoid using clinical, medical terms like: "symptoms", "disorder", "high/low functioning", "sensory / communication problems", "disorder" Rather than embracing neurodiversity, these imply that difference = deficit, and appear judgmental. Use neutral terms which acknowledge and welcome difference, like: "experiences", "communication / learning preferences", "processing style", "neurotype" Ask yourself: is the language I'm using negative? would I like to be described in this way?
THE NEURODIVERSITY UMBRELLA
The neurodiversity umbrella is a term used to describe the wide spectrum of ways our brains can work and process information. This includes the most typical neurotype, but most commonly is used to refer to different types of neurodivergence like ADHD, Autism, Dyslexia, Dyspraxia, Tourette’s, and more. Categorising people neatly into ‘conditions’ helps to make sense of complex reality, but fails to capture the fact that people often have multiple forms of neurodivergence (e.g. autism and ADHD).
Or that people identified with the same ‘condition’ may have very different characteristics and experiences.
Every brain is unique!
This is why this neurodiversity training does not list and describe different neurodivergences, such as autism or ADHD. Instead, we look to embrace the constellation of neurodiversity: recognising that brains vary naturally and that environments can include or exclude. When we design teaching, spaces and processes around this fact, more people can participate confidently. If you want to know more about specific neurodivergences in affirming terms however, you can explore a Neurodiversity Affirming model here.
THE NEURODIVERSITY PARADIGM
This is a paradigm (a principle of understanding something) which rejects the medicalisation and pathologising of human neurological diversity. This is often discussed in academic research. Instead, it views this diversity as a natural and valuable form of human variation, and rather than looking for cures or ways to change neurodivergent people's natural behaviours, it seeks ways to improve the lives of all. It does this by focusing on the relationship between the needs of neurodivergent people and the environments in which they work, learn, and live in. Interventions within the neurodiversity paradigm aim to change the environment to be more inclusive of neurodivergent people, whether it is the physical or sensory features, the rules and expectations, or the knowledge and attitudes of people there. An example of neurodiversity paradigm research is Project INC!
Neurodiversity: The concept
The underpinning concept of Neurodiversity is that there is natural variation in human brains, and that this is ordinary and valuable. This draws on the concept of Biodiversity, which tells us that different organisms contribute in unique ways to an ecosystem, allowing it to flourish. All of those organisms are equally valid. While no two brains are the same, groups of people who share similar experiences in how they perceive the world, communicate, and think, may identify as belonging to a neurotype. Institutions tend to be set up to align with the needs and preferences of the most commonly occurring 'neurotype' in a society (sometimes referred to as ‘neurotypical’). Neurotypes that fall outside society’s norms may identify (or be referred to) as neurodivergent. Often institutions, policies, processes and built environments do not automatically suit these people’s needs and preferences. Their difference may be diagnosed as autism, ADHD, or one or a combination of neurodivergences, but neurological difference does not mean someone is "disordered", "broken", or in need of "fixing". Neurodiversity means recognising and valuing human diversity, rather than diagnosing and problematising it.
THE NEURODIVERSITY UMBRELLA
The neurodiversity umbrella is a term used to describe the wide spectrum of ways our brains can work and process information. This includes the most typical neurotype, but most commonly is used to refer to different types of neurodivergence like ADHD, Autism, Dyslexia, Dyspraxia, Tourette’s, and more. Categorising people neatly into ‘conditions’ helps to make sense of complex reality, but fails to capture the fact that people often have multiple forms of neurodivergence (e.g. autism and ADHD).
Or that people identified with the same ‘condition’ may have very different characteristics and experiences.
Every brain is unique!
This is why this neurodiversity training does not list and describe different neurodivergences, such as autism or ADHD. Instead, we look to embrace the constellation of neurodiversity: recognising that brains vary naturally and that environments can include or exclude. When we design teaching, spaces and processes around this fact, more people can participate confidently. If you want to know more about specific neurodivergences in affirming terms however, you can explore a Neurodiversity Affirming model here.
A short broken down video explainer of some of the relevant concepts in the "Compassionate pedagogy for neurodiversity in higher education: A conceptual analysis" paper by Hamilton & Petty
The importance of reading LAPs and letting the student know (discreetly)
"I feel I am most supported and understood when it is clear that staff understand my neurodivergence, and that my lecturers have read my LAP" (student)An LAP is a document prepared by Disability and Inclusion support, in collaboration with a student, that outlines what they need in terms of teaching and assessment. One of the issues that students highlighted most consistently when speaking to Project INC was the importance of:
- knowing their tutor had received their Learning Adjustment Plans (LAPs)
- that it had been read, understood and would be implemented
What worked: + discreetly letting students know the LAP has been read + checking your understanding of what would help + inviting the student to let you know if they need anything else
The importance of reading LAPs and letting the student know (discreetly)
"I feel I am most supported and understood when it is clear that staff understand my neurodivergence, and that my lecturers have read my LAP" (student)An LAP is a document prepared by Disability and Inclusion support, in collaboration with a student, that outlines what they need in terms of teaching and assessment. One of the issues that students highlighted most consistently when speaking to Project INC was the importance of:
- knowing their tutor had received their Learning Adjustment Plans (LAPs)
- that it had been read, understood and would be implemented
What worked: + discreetly letting students know the LAP has been read + checking your understanding of what would help + inviting the student to let you know if they need anything else
Neurodiversity: The concept
The underpinning concept of Neurodiversity is that there is natural variation in human brains, and that this is ordinary and valuable. This draws on the concept of Biodiversity, which tells us that different organisms contribute in unique ways to an ecosystem, allowing it to flourish. All of those organisms are equally valid. While no two brains are the same, groups of people who share similar experiences in how they perceive the world, communicate, and think, may identify as belonging to a neurotype. Institutions tend to be set up to align with the needs and preferences of the most commonly occurring 'neurotype' in a society (sometimes referred to as ‘neurotypical’). Neurotypes that fall outside society’s norms may identify (or be referred to) as neurodivergent. Often institutions, policies, processes and built environments do not automatically suit these people’s needs and preferences. Their difference may be diagnosed as autism, ADHD, or one or a combination of neurodivergences, but neurological difference does not mean someone is "disordered", "broken", or in need of "fixing". Neurodiversity means recognising and valuing human diversity, rather than diagnosing and problematising it.
Navigation and Accessibility
Press to open sections and to move to the next section. Press to hear content read out.
Keyboard shortcuts
Screen readers and Moodle features
Additional resources
introduction here
TITLE HERE
THE NEURODIVERSITY SOCIAL MOVEMENT
The neurodiversity social movement is a civil-rights effort for equality, acceptance, and practical change so neurodivergent people aren’t disadvantaged by environments, policy, or culture. These rights include the right to education, employment, good health and wellbeing, and a good quality of life. The movement originated from autistic activism online in the 1990s, where the concept of neurodiversity was first discussed. Foundational voices, such as Jim Sinclair’s 1993 essay “Don’t Mourn for Us,” reframed autism as an inseparable part of identity to be valued, not a “problem” to be cured. Aligned with wider disability rights movements, it centres neurodivergent self-advocacy and inclusion, and continues to shape practice and policy, including at YSJ.
Neurodiversity: The concept
The underpinning concept of Neurodiversity is that there is natural variation in human brains, and that this is ordinary and valuable. This draws on the concept of Biodiversity, which tells us that different organisms contribute in unique ways to an ecosystem, allowing it to flourish. All of those organisms are equally valid. While no two brains are the same, groups of people who share similar experiences in how they perceive the world, communicate, and think, may identify as belonging to a neurotype. Institutions tend to be set up to align with the needs and preferences of the most commonly occurring 'neurotype' in a society (sometimes referred to as ‘neurotypical’). Neurotypes that fall outside society’s norms may identify (or be referred to) as neurodivergent. Often institutions, policies, processes and built environments do not automatically suit these people’s needs and preferences. Their difference may be diagnosed as autism, ADHD, or one or a combination of neurodivergences, but neurological difference does not mean someone is "disordered", "broken", or in need of "fixing". Neurodiversity means recognising and valuing human diversity, rather than diagnosing and problematising it.
WHAT IS A NEUROTYPE?
Throughout the training, you will have heard us use the term neurotype. What does this mean? When we say neurotype, we mean a group identity based on common experiences, such as autistic or ADHD ways of processing. People may identify with a neurotype with or without a formal diagnosis. We therefore use this as an inclusive identity term, rather than to imply medical classification. This is because while the biological makeup of an individual's neurology and nervous system will factor into an individual's experiences, there is no clear-cut biomarker that classifies or defines a neurotype. As noted in Unit 01, many individuals do not seek a formal diagnosis because clinical definitions permit only impairments or deficiencies to be considered. The neurodiversity perspective we subscribe to allows consideration of strengths at both individual and collective levels, including those associated with a neurotype an individual may identify with.
THE NEURODIVERSITY SOCIAL MOVEMENT
The neurodiversity social movement is a civil-rights effort for equality, acceptance, and practical change so neurodivergent people aren’t disadvantaged by environments, policy, or culture. These rights include the right to education, employment, good health and wellbeing, and a good quality of life. The movement originated from autistic activism online in the 1990s, where the concept of neurodiversity was first discussed. Foundational voices, such as Jim Sinclair’s 1993 essay “Don’t Mourn for Us,” reframed autism as an inseparable part of identity to be valued, not a “problem” to be cured. Aligned with wider disability rights movements, it centres neurodivergent self-advocacy and inclusion, and continues to shape practice and policy, including at YSJ.
THE NEURODIVERSITY UMBRELLA
The neurodiversity umbrella is a term used to describe the wide spectrum of ways our brains can work and process information. This includes the most typical neurotype, but most commonly is used to refer to different types of neurodivergence like ADHD, Autism, Dyslexia, Dyspraxia, Tourette’s, and more. Categorising people neatly into ‘conditions’ helps to make sense of complex reality, but fails to capture the fact that people often have multiple forms of neurodivergence (e.g. autism and ADHD).
Or that people identified with the same ‘condition’ may have very different characteristics and experiences.
Every brain is unique!
This is why this neurodiversity training does not list and describe different neurodivergences, such as autism or ADHD. Instead, we look to embrace the constellation of neurodiversity: recognising that brains vary naturally and that environments can include or exclude. When we design teaching, spaces and processes around this fact, more people can participate confidently. If you want to know more about specific neurodivergences in affirming terms however, you can explore a Neurodiversity Affirming model here.
Why authentic representations of neurodivergence on campus can undo harmful stereotypes and myths, and why this important
Practicing affirming language
Generally, people prefer "identity first" language. Examples of this are: "autistic person" , or "ADHD'er" / "ADHD person" These position someone's neurotype as a central part their their experiences. This contrasts with "person first" alternatives: "person with autism / ADHD" that imply that autism or ADHD are additional to the person, and mirrors medical language, e.g. someone with a broken arm. In one-to-one interactions, it is best to ask the person what they prefer and to mirror this language.
Avoid using clinical, medical terms like: "symptoms", "disorder", "high/low functioning", "sensory / communication problems", "disorder" Rather than embracing neurodiversity, these imply that difference = deficit, and appear judgmental. Use neutral terms which acknowledge and welcome difference, like: "experiences", "communication / learning preferences", "processing style", "neurotype" Ask yourself: is the language I'm using negative? would I like to be described in this way?
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Transcript
UNIT 06
Neurodiversity affirming PRACTICE IN Higher Education
Estimated time: 10 minutes
ENTER
Welcome BACK
Following on from Unit 01 (YSJ & you), this 9 minute module will explore: • What is meant by neurodiversity, neurodivergence, and neuroaffirming practice • Understanding other key language and terminology
MODULE PURPOSE
Navigation and accessibility
In this unit, we will also be considering how we can: • discuss and address people’s needs in neurodiversity affirming ways • resist harmful assumptions and stereotypes through a compassion-based approach • support the creation of a more inclusive campus for everyone. You’ll hear about work happening now at YSJ towards this goal, as well as hearing new perspectives from your community, drawn from Project INC’s data.
CREATING A moreINCLUSIVE CAMPUS FOR EVERYONE THROUGH COMPASSION
NEXT
Neurodiversity refers to natural variation (diversity) in neurology across the whole human species. Small differences in how our brains are structured and how they work influence our thoughts, memories, feelings and much more. This means that people don't all experience sensations, process information, focus on tasks, communicate with others, or learn in the same way. In practice, this means that people's experiences of the same situation or environment, such as a busy classroom, can therefore differ significantly. One person may find it stimulating and able to focus, while another may find it too noisy, distracting, and impossible to learn in. Neither person is right, wrong or better, but unless options are provided to enable all people comfortable access to situations and environments in ways for them, this is not inclusive. Neurodiversity-affirming practice is when we take proactive steps to include everyone, welcoming their differences from the outset without waiting for people to struggle, ask, or feel like their difference is a problem. The term neurodiversity can be used to refer to different things, which can be confusing. Click on the boxes below to explore definitions that you may encounter in media, academia, and politics to find out more.
NEURODIVERSITY: WHAT DO WE MEAN?
Neurotype:an identity group
Neurodiversity:the umbrella term
Neurodiversity: a concept
Neurodiversity: a social movement
Neurodiversity: a research paradigm
NEXT
WHAT DO WE MEAN BY...
People whose neurotype differs from the majority in their society. Their preferences, needs and experiences may be diferent from the 'norm' in their society, causing disadvantage.
Neurodivergent?
This refers to a group of people with different neurotypes. For example, York St John is a neurodiverse university because its members are neurotypical, autistic, ADHD, dyslexic etc. An individual cannot be neurodiverse.
Neurodiverse
When we positively and openly acknowledge neurodiversity and take proactive steps to include everyone, whether they have a diagnosis or not.
Neurodiversity affirming?
COMPASSION
RESEARCH INSIGHT: COMPASSIONATE PRACTICE IN HIGHER EDUCATION
Key points:
In 2023, YSJ's Lorna Hamilton and Stephanie Petty published a research paper called: "Compassionate pedagogy for neurodiversity in higher education". (Pedagogy means the practice of teaching.)
Universal design resources
Read the original paper
Watch a video explainer
Listen to a 5 min podcast
Watch a discussion
Alternative formats made with Ally
AFFIRMING LANGUAGE
The words we use impact how people feel about themselves and their sense of belonging at university. The way we talk about difference can determine whether someone will ask for help when they need it. Using affirming language means avoiding medicalised deficit-focused words, which make people feel like their way of being is wrong, a problem, or something that needs to be fixed. Instead, use language to welcome and normalise people's natural differences and strengths.
Why language is so important
HOW YOU CAN DO THIS
RESOURCES
LANGUAGE RESOURCES
INTERACTIVE NeurodiverSITY constellation
For this training and Project INC, we have used an inclusive definition of neurodivergence. This means we are not diagnosis-led, instead focusing on the person and what they tell us about their experiences and what they need. Ideally, by implementing the changes outlined in the next modules, we look to remove barriers before they occur. This means diagnosis becomes a point of reference, or 'lens to look through', rather than defining who someone is or what they need.
For those with a visual processing preference, you can visit the Neurodiversity Constellation glossary, by clicking on this link This includes affirming points of reference for commonly used terms and referenced neurotypes, including 'Neurotypicals'. This is a helpful tool, but don't forget :
To support helpful discussions, here is an affirming glossary of terminology, based on current research. Click on the link to view:
Visible acceptance of difference: People highlighted the positive impact of seeing other neurodivergent individuals succeeding. This could mean people openly using noise-cancelling headphones and stim toys, or integrating movement breaks in study and work contexts. Observing neurodivergent success encouraged participants to value their own strengths. Respondents emphasised the importance of authentic representation of neurodivergence in university communications, teaching and marketing materials, avoiding deficit-focused or stereotypical portrayals. from 'Inclusive Neurodiverse Campuses: A participatory approach to understanding neurodivergent belonging in higher education'
INC-SIGHT
The importance of seeing positive and authentic representations of neurodivergence on campus
I think it's easy to forget that there are other people like you with similar sensory persuasions and challenges.
For staff and students to feel more comfortable wearing noise-cancelling headphones, ear defenders, using fidget toys, and sensory stimming toys. I just think the more people do it, the more people feel like “Oh, I could that as well”.
WHY IS THIS IMPORTANT?
I feel like I truly belong in neurodivergent spaces. There, I can stim [move] freely and not be judged
NEXT
WHY HAVE YSJ'S STUDENT SUPPORTMOVED TO A NEEDS BASED MODEL?
Jenny Anderton (Disability Support and Inclusion Team Head) explains why her team has:
- why students can now add their own words to their Learning Adjustment Plans (LAP)
and the positive impacts of this for students.NEXT
USING LAPs
CENTRAL QUESTIONS
Time to reflect on...
Where are there opportunities to bring your understanding of neurodiversity into your role?
SUPPORT
How and when can you use neuroaffirming language to welcome all students?
BELONGING
Do you think every student needs the same approach? If not, how could you approach this?
BALANCE
COMING NEXT
Write thoughts into your reflective diary available here
COMING NEXT
Unit 3 will focus on:
Thank you for completing this module. Please find your resource pack in the Moodle Page here. You can now close this session.
Alternative formats
Made using Ally on YSJ
These accessible formats were generated using Ally, which is available to anyone adding resources to Moodle. Guidance is available here:
Why authentic representations of neurodivergence on campus can undo harmful stereotypes and myths, and why this important
THE NEURODIVERSITY PARADIGM
This is a paradigm (a principle of understanding something) which rejects the medicalisation and pathologising of human neurological diversity. This is often discussed in academic research. Instead, it views this diversity as a natural and valuable form of human variation, and rather than looking for cures or ways to change neurodivergent people's natural behaviours, it seeks ways to improve the lives of all. It does this by focusing on the relationship between the needs of neurodivergent people and the environments in which they work, learn, and live in. Interventions within the neurodiversity paradigm aim to change the environment to be more inclusive of neurodivergent people, whether it is the physical or sensory features, the rules and expectations, or the knowledge and attitudes of people there. An example of neurodiversity paradigm research is Project INC!
Navigation and Accessibility
Press to open sections and to move to the next section. Press to hear content read out.
Keyboard shortcuts
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Additional resources
introduction here
TITLE HERE
THE NEURODIVERSITY SOCIAL MOVEMENT
The neurodiversity social movement is a civil-rights effort for equality, acceptance, and practical change so neurodivergent people aren’t disadvantaged by environments, policy, or culture. These rights include the right to education, employment, good health and wellbeing, and a good quality of life. The movement originated from autistic activism online in the 1990s, where the concept of neurodiversity was first discussed. Foundational voices, such as Jim Sinclair’s 1993 essay “Don’t Mourn for Us,” reframed autism as an inseparable part of identity to be valued, not a “problem” to be cured. Aligned with wider disability rights movements, it centres neurodivergent self-advocacy and inclusion, and continues to shape practice and policy, including at YSJ.
Why authentic representations of neurodivergence on campus can undo harmful stereotypes and myths, and why this important
WHAT IS A NEUROTYPE?
Throughout the training, you will have heard us use the term neurotype. What does this mean? When we say neurotype, we mean a group identity based on common experiences, such as autistic or ADHD ways of processing. People may identify with a neurotype with or without a formal diagnosis. We therefore use this as an inclusive identity term, rather than to imply medical classification. This is because while the biological makeup of an individual's neurology and nervous system will factor into an individual's experiences, there is no clear-cut biomarker that classifies or defines a neurotype. As noted in Unit 01, many individuals do not seek a formal diagnosis because clinical definitions permit only impairments or deficiencies to be considered. The neurodiversity perspective we subscribe to allows consideration of strengths at both individual and collective levels, including those associated with a neurotype an individual may identify with.
Practicing affirming language
Generally, people prefer "identity first" language. Examples of this are: "autistic person" , or "ADHD'er" / "ADHD person" These position someone's neurotype as a central part their their experiences. This contrasts with "person first" alternatives: "person with autism / ADHD" that imply that autism or ADHD are additional to the person, and mirrors medical language, e.g. someone with a broken arm. In one-to-one interactions, it is best to ask the person what they prefer and to mirror this language.
Avoid using clinical, medical terms like: "symptoms", "disorder", "high/low functioning", "sensory / communication problems", "disorder" Rather than embracing neurodiversity, these imply that difference = deficit, and appear judgmental. Use neutral terms which acknowledge and welcome difference, like: "experiences", "communication / learning preferences", "processing style", "neurotype" Ask yourself: is the language I'm using negative? would I like to be described in this way?
WHAT IS A NEUROTYPE?
Throughout the training, you will have heard us use the term neurotype. What does this mean? When we say neurotype, we mean a group identity based on common experiences, such as autistic or ADHD ways of processing. People may identify with a neurotype with or without a formal diagnosis. A neurotype is not a specific “type of brain”; it refers to clusters of experience and identity and to how someone’s way of being aligns with, or does not align with, prevailing societal norms. We therefore use this as an inclusive identity term, rather than to imply medical classification. This is because while the biological makeup of an individual's neurology and nervous system will factor into an individual's experiences, there is no clear-cut biomarker that classifies or defines a neurotype. As noted in Unit 01, many individuals do not seek a formal diagnosis because clinical definitions permit only impairments or deficiencies to be considered. The neurodiversity perspective we subscribe to allows consideration of strengths at both individual and collective levels, including those associated with a neurotype an individual may identify with.
The importance of reading LAPs and letting the student know (discreetly)
"I feel I am most supported and understood when it is clear that staff understand my neurodivergence, and that my lecturers have read my LAP" (student)An LAP is a document prepared by Disability and Inclusion support, in collaboration with a student, that outlines what they need in terms of teaching and assessment. One of the issues that students highlighted most consistently when speaking to Project INC was the importance of:
- knowing their tutor had received their Learning Adjustment Plans (LAPs)
- that it had been read, understood and would be implemented
What worked: + discreetly letting students know the LAP has been read + checking your understanding of what would help + inviting the student to let you know if they need anything elseNavigation and Accessibility
Press to open sections and to move to the next section. Press to hear content read out.
Keyboard shortcuts
Screen readers and Moodle features
Additional resources
introduction here
TITLE HERE
THE NEURODIVERSITY PARADIGM
This is a paradigm (a principle of understanding something) which rejects the medicalisation and pathologising of human neurological diversity. This is often discussed in academic research. Instead, it views this diversity as a natural and valuable form of human variation, and rather than looking for cures or ways to change neurodivergent people's natural behaviours, it seeks ways to improve the lives of all. It does this by focusing on the relationship between the needs of neurodivergent people and the environments in which they work, learn, and live in. Interventions within the neurodiversity paradigm aim to change the environment to be more inclusive of neurodivergent people, whether it is the physical or sensory features, the rules and expectations, or the knowledge and attitudes of people there. An example of neurodiversity paradigm research is Project INC!
Practicing affirming language
Generally, people prefer "identity first" language. Examples of this are: "autistic person" , or "ADHD'er" / "ADHD person" These position someone's neurotype as a central part their their experiences. This contrasts with "person first" alternatives: "person with autism / ADHD" that imply that autism or ADHD are additional to the person, and mirrors medical language, e.g. someone with a broken arm. In one-to-one interactions, it is best to ask the person what they prefer and to mirror this language.
Avoid using clinical, medical terms like: "symptoms", "disorder", "high/low functioning", "sensory / communication problems", "disorder" Rather than embracing neurodiversity, these imply that difference = deficit, and appear judgmental. Use neutral terms which acknowledge and welcome difference, like: "experiences", "communication / learning preferences", "processing style", "neurotype" Ask yourself: is the language I'm using negative? would I like to be described in this way?
THE NEURODIVERSITY UMBRELLA
The neurodiversity umbrella is a term used to describe the wide spectrum of ways our brains can work and process information. This includes the most typical neurotype, but most commonly is used to refer to different types of neurodivergence like ADHD, Autism, Dyslexia, Dyspraxia, Tourette’s, and more. Categorising people neatly into ‘conditions’ helps to make sense of complex reality, but fails to capture the fact that people often have multiple forms of neurodivergence (e.g. autism and ADHD). Or that people identified with the same ‘condition’ may have very different characteristics and experiences. Every brain is unique! This is why this neurodiversity training does not list and describe different neurodivergences, such as autism or ADHD. Instead, we look to embrace the constellation of neurodiversity: recognising that brains vary naturally and that environments can include or exclude. When we design teaching, spaces and processes around this fact, more people can participate confidently. If you want to know more about specific neurodivergences in affirming terms however, you can explore a Neurodiversity Affirming model here.
THE NEURODIVERSITY PARADIGM
This is a paradigm (a principle of understanding something) which rejects the medicalisation and pathologising of human neurological diversity. This is often discussed in academic research. Instead, it views this diversity as a natural and valuable form of human variation, and rather than looking for cures or ways to change neurodivergent people's natural behaviours, it seeks ways to improve the lives of all. It does this by focusing on the relationship between the needs of neurodivergent people and the environments in which they work, learn, and live in. Interventions within the neurodiversity paradigm aim to change the environment to be more inclusive of neurodivergent people, whether it is the physical or sensory features, the rules and expectations, or the knowledge and attitudes of people there. An example of neurodiversity paradigm research is Project INC!
Neurodiversity: The concept
The underpinning concept of Neurodiversity is that there is natural variation in human brains, and that this is ordinary and valuable. This draws on the concept of Biodiversity, which tells us that different organisms contribute in unique ways to an ecosystem, allowing it to flourish. All of those organisms are equally valid. While no two brains are the same, groups of people who share similar experiences in how they perceive the world, communicate, and think, may identify as belonging to a neurotype. Institutions tend to be set up to align with the needs and preferences of the most commonly occurring 'neurotype' in a society (sometimes referred to as ‘neurotypical’). Neurotypes that fall outside society’s norms may identify (or be referred to) as neurodivergent. Often institutions, policies, processes and built environments do not automatically suit these people’s needs and preferences. Their difference may be diagnosed as autism, ADHD, or one or a combination of neurodivergences, but neurological difference does not mean someone is "disordered", "broken", or in need of "fixing". Neurodiversity means recognising and valuing human diversity, rather than diagnosing and problematising it.
THE NEURODIVERSITY UMBRELLA
The neurodiversity umbrella is a term used to describe the wide spectrum of ways our brains can work and process information. This includes the most typical neurotype, but most commonly is used to refer to different types of neurodivergence like ADHD, Autism, Dyslexia, Dyspraxia, Tourette’s, and more. Categorising people neatly into ‘conditions’ helps to make sense of complex reality, but fails to capture the fact that people often have multiple forms of neurodivergence (e.g. autism and ADHD). Or that people identified with the same ‘condition’ may have very different characteristics and experiences. Every brain is unique! This is why this neurodiversity training does not list and describe different neurodivergences, such as autism or ADHD. Instead, we look to embrace the constellation of neurodiversity: recognising that brains vary naturally and that environments can include or exclude. When we design teaching, spaces and processes around this fact, more people can participate confidently. If you want to know more about specific neurodivergences in affirming terms however, you can explore a Neurodiversity Affirming model here.
A short broken down video explainer of some of the relevant concepts in the "Compassionate pedagogy for neurodiversity in higher education: A conceptual analysis" paper by Hamilton & Petty
The importance of reading LAPs and letting the student know (discreetly)
"I feel I am most supported and understood when it is clear that staff understand my neurodivergence, and that my lecturers have read my LAP" (student)An LAP is a document prepared by Disability and Inclusion support, in collaboration with a student, that outlines what they need in terms of teaching and assessment. One of the issues that students highlighted most consistently when speaking to Project INC was the importance of:
- knowing their tutor had received their Learning Adjustment Plans (LAPs)
- that it had been read, understood and would be implemented
What worked: + discreetly letting students know the LAP has been read + checking your understanding of what would help + inviting the student to let you know if they need anything elseThe importance of reading LAPs and letting the student know (discreetly)
"I feel I am most supported and understood when it is clear that staff understand my neurodivergence, and that my lecturers have read my LAP" (student)An LAP is a document prepared by Disability and Inclusion support, in collaboration with a student, that outlines what they need in terms of teaching and assessment. One of the issues that students highlighted most consistently when speaking to Project INC was the importance of:
- knowing their tutor had received their Learning Adjustment Plans (LAPs)
- that it had been read, understood and would be implemented
What worked: + discreetly letting students know the LAP has been read + checking your understanding of what would help + inviting the student to let you know if they need anything elseNeurodiversity: The concept
The underpinning concept of Neurodiversity is that there is natural variation in human brains, and that this is ordinary and valuable. This draws on the concept of Biodiversity, which tells us that different organisms contribute in unique ways to an ecosystem, allowing it to flourish. All of those organisms are equally valid. While no two brains are the same, groups of people who share similar experiences in how they perceive the world, communicate, and think, may identify as belonging to a neurotype. Institutions tend to be set up to align with the needs and preferences of the most commonly occurring 'neurotype' in a society (sometimes referred to as ‘neurotypical’). Neurotypes that fall outside society’s norms may identify (or be referred to) as neurodivergent. Often institutions, policies, processes and built environments do not automatically suit these people’s needs and preferences. Their difference may be diagnosed as autism, ADHD, or one or a combination of neurodivergences, but neurological difference does not mean someone is "disordered", "broken", or in need of "fixing". Neurodiversity means recognising and valuing human diversity, rather than diagnosing and problematising it.
Navigation and Accessibility
Press to open sections and to move to the next section. Press to hear content read out.
Keyboard shortcuts
Screen readers and Moodle features
Additional resources
introduction here
TITLE HERE
THE NEURODIVERSITY SOCIAL MOVEMENT
The neurodiversity social movement is a civil-rights effort for equality, acceptance, and practical change so neurodivergent people aren’t disadvantaged by environments, policy, or culture. These rights include the right to education, employment, good health and wellbeing, and a good quality of life. The movement originated from autistic activism online in the 1990s, where the concept of neurodiversity was first discussed. Foundational voices, such as Jim Sinclair’s 1993 essay “Don’t Mourn for Us,” reframed autism as an inseparable part of identity to be valued, not a “problem” to be cured. Aligned with wider disability rights movements, it centres neurodivergent self-advocacy and inclusion, and continues to shape practice and policy, including at YSJ.
Neurodiversity: The concept
The underpinning concept of Neurodiversity is that there is natural variation in human brains, and that this is ordinary and valuable. This draws on the concept of Biodiversity, which tells us that different organisms contribute in unique ways to an ecosystem, allowing it to flourish. All of those organisms are equally valid. While no two brains are the same, groups of people who share similar experiences in how they perceive the world, communicate, and think, may identify as belonging to a neurotype. Institutions tend to be set up to align with the needs and preferences of the most commonly occurring 'neurotype' in a society (sometimes referred to as ‘neurotypical’). Neurotypes that fall outside society’s norms may identify (or be referred to) as neurodivergent. Often institutions, policies, processes and built environments do not automatically suit these people’s needs and preferences. Their difference may be diagnosed as autism, ADHD, or one or a combination of neurodivergences, but neurological difference does not mean someone is "disordered", "broken", or in need of "fixing". Neurodiversity means recognising and valuing human diversity, rather than diagnosing and problematising it.
WHAT IS A NEUROTYPE?
Throughout the training, you will have heard us use the term neurotype. What does this mean? When we say neurotype, we mean a group identity based on common experiences, such as autistic or ADHD ways of processing. People may identify with a neurotype with or without a formal diagnosis. We therefore use this as an inclusive identity term, rather than to imply medical classification. This is because while the biological makeup of an individual's neurology and nervous system will factor into an individual's experiences, there is no clear-cut biomarker that classifies or defines a neurotype. As noted in Unit 01, many individuals do not seek a formal diagnosis because clinical definitions permit only impairments or deficiencies to be considered. The neurodiversity perspective we subscribe to allows consideration of strengths at both individual and collective levels, including those associated with a neurotype an individual may identify with.
THE NEURODIVERSITY SOCIAL MOVEMENT
The neurodiversity social movement is a civil-rights effort for equality, acceptance, and practical change so neurodivergent people aren’t disadvantaged by environments, policy, or culture. These rights include the right to education, employment, good health and wellbeing, and a good quality of life. The movement originated from autistic activism online in the 1990s, where the concept of neurodiversity was first discussed. Foundational voices, such as Jim Sinclair’s 1993 essay “Don’t Mourn for Us,” reframed autism as an inseparable part of identity to be valued, not a “problem” to be cured. Aligned with wider disability rights movements, it centres neurodivergent self-advocacy and inclusion, and continues to shape practice and policy, including at YSJ.
THE NEURODIVERSITY UMBRELLA
The neurodiversity umbrella is a term used to describe the wide spectrum of ways our brains can work and process information. This includes the most typical neurotype, but most commonly is used to refer to different types of neurodivergence like ADHD, Autism, Dyslexia, Dyspraxia, Tourette’s, and more. Categorising people neatly into ‘conditions’ helps to make sense of complex reality, but fails to capture the fact that people often have multiple forms of neurodivergence (e.g. autism and ADHD). Or that people identified with the same ‘condition’ may have very different characteristics and experiences. Every brain is unique! This is why this neurodiversity training does not list and describe different neurodivergences, such as autism or ADHD. Instead, we look to embrace the constellation of neurodiversity: recognising that brains vary naturally and that environments can include or exclude. When we design teaching, spaces and processes around this fact, more people can participate confidently. If you want to know more about specific neurodivergences in affirming terms however, you can explore a Neurodiversity Affirming model here.
Why authentic representations of neurodivergence on campus can undo harmful stereotypes and myths, and why this important
Practicing affirming language
Generally, people prefer "identity first" language. Examples of this are: "autistic person" , or "ADHD'er" / "ADHD person" These position someone's neurotype as a central part their their experiences. This contrasts with "person first" alternatives: "person with autism / ADHD" that imply that autism or ADHD are additional to the person, and mirrors medical language, e.g. someone with a broken arm. In one-to-one interactions, it is best to ask the person what they prefer and to mirror this language.
Avoid using clinical, medical terms like: "symptoms", "disorder", "high/low functioning", "sensory / communication problems", "disorder" Rather than embracing neurodiversity, these imply that difference = deficit, and appear judgmental. Use neutral terms which acknowledge and welcome difference, like: "experiences", "communication / learning preferences", "processing style", "neurotype" Ask yourself: is the language I'm using negative? would I like to be described in this way?