Understanding Neurodivergence and Neurodiversity

Neurodivergence is a noun, it identifies a cognitive functioning that is considered different to the predominant neurotype. For a person to be classified as neurodivergent (adjective that describes people that have a neurodivergence) they must have a recognisable neurological difference, that is typically present from birth (although they may become aware of it at any stage of their life) and remains for the entirety of their lifespan. In a small number of cases neurodivergence can be acquired through trauma or injury, acquired neurodivergence would not be present from birth but remains life-long. By using the term neurodivergence, we recognise the principles of the Neurodiversity movement, that state neurological differences are a natural variant of humanity and while they are likely to require accommodations and support, they should not be viewed as a deficit to individual attainment.

The language surrounding neurodivergence is socially constructed, therefore our understanding of the term and the conditions that may fit within the definition will change in relation to culture, time, and space. The use of neurodivergence therefore, requires continued awareness that growing understanding and social developments may facilitate the inclusion of new conditions in the future. Based on this and our current understanding, the university categorises the following conditions as neurodivergent:

• Attention Deficit Hyperactivity Disorder (ADHD)
• Auditory Processing Disorder
• Autism (AS)
• Developmental Language Disorder (DLD)
• Dyscalculia
• Dyslexia
• Dyspraxia / Developmental Co-Ordination Disorder (DCD)
• Speech Differences
  • Stammer/Stutter, Cluttering, Apraxia
• Tic Conditions
  • Tourette's Syndrome (TS), Persistent Tic Disorder, Provisional Tic Disorder

It is important to recognise that neurodivergence often co-occur, therefore students may be experiencing challenges and strengths associated with more than one neurological difference.

The use of the term ‘disorder’ does not match the principles of Neurodiversity, where possible words that reflect difference, instead of deficit are used. However, current diagnostic terms continue to use medicalised language, therefore there is a necessity to use such terms when listing diagnosis.