Neurodiversity

Neurodivergence is a term that neurodivergent people use to describe their experience of a variation in thought processing and behaviours that differ from what is thought to be "typical" or the "norm". Neurodivergence includes divergence from "typical" brain activity, brain shape and can include experiences of different social behaviours. Neurodivergence is probably best understood as a spectrum across the population and includes Autism, ADHD, Dyslexia and Dyspraxia. 

 

Neurodivergent people experience variations in brain function (different brains are wired differently). This is experienced as having different ideas or ways of doing things or different ways of processing information. Neurodivergent brains have their unique way of prioritising and processing information and different adaptive qualities. People who are neurodivergent often experience creative abilities, the ability to hyperfocus, the ability to process complex concepts and notice patterns in data in unique ways. 

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Neurodiversity is an important concept because it takes the view that diversity or variation of cognitive functioning is something that should be nurtured, valued, appreciated and utilised. It notices the strengths that come from differences first and challenges the deficient view of neurodivergence and the idea that neurodivergence needs to be "fixed" or "cured".

 

My interest in neurodiversity comes from many years of working with neurodivergent tertiary students and my passion for supporting people of diverse genders and sexualities who are also neurodivergent. 

 

I help neurodivergent clients, their partners and their families understand that:

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• Neurodivergence (brain differences) is normal, rather than deficit;

• Neurodivergent people experience, interact with, and interpret the world in unique and adaptive ways;

• Neurodivergent people experience challenges like everyone else and have unique strengths in managing those challenges;

• Understanding neurodiversity can help reduce stigma around learning, thinking and behaviour differences;

• Environments such as schools, tertiary education and workplaces are often not designed or managed with neurodiversity in mind and how improving understanding of neurodivergent people's needs can help them function and contribute in those environments.