Glossary of terms relating to neurodiversity and neuroinclusive practice

Attention Deficit Hyperactivity Disorder (ADHD) is classified as a neurodevelopmental condition involving differences in attention, impulse regulation, and activity levels. While it can present challenges in managing daily tasks and social interactions, ADHD is also associated with strengths like creativity, intense focus, and innovative thinking.

Autism, also known as Autism Spectrum Disorder (ASD), is a developmental condition marked by unique patterns in social interaction, communication, and behaviour. As a spectrum, it encompasses a wide range of strengths and challenges across individuals. The neurodiversity movement views autism as a natural variation in human experience, advocating for acceptance rather than seeing it as a condition to be "fixed" or "cured."

The concept that autism is not something that needs to be "cured," but rather a core part of an individual’s identity. This perspective emphasises self-advocacy, empowerment, and pride in being autistic, and seeks to reduce stigma and promote acceptance of neurodivergent individuals as they are.

The idea that differences in thought, perception, and problem-solving are a natural part of human variation and should be valued. This includes not just neurodivergence but also differences in intellectual abilities, learning styles, and ways of processing information.

A learning difference that affects reading, writing, and spelling. Individuals with dyslexia often have difficulties with phonological processing, which can impact their ability to decode words and recognise patterns in written language. However, many people with dyslexia excel in other areas such as problem-solving and creative thinking.

A condition that affects coordination and motor skills. Individuals with dyspraxia may struggle with tasks that require fine or gross motor coordination, such as handwriting, using utensils, or participating in sports. Dyspraxia is often linked to challenges in planning and executing movements, though it does not impact intelligence.

A set of cognitive processes that enable individuals to plan, organise, remember information, manage time, and regulate emotions. Impairments in executive functioning are common in neurodivergent conditions like ADHD and autism and can affect daily life, from completing tasks to maintaining social relationships.

Educational practices that ensure all students, including neurodivergent individuals, are included and supported in mainstream educational settings. Inclusive education seeks to provide equal opportunities for learning by adapting teaching methods and classroom environments to meet diverse learning needs.

The process by which neurodivergent individuals hide or suppress their natural behaviors or traits in order to fit in with social norms or avoid stigma. Masking is often mentally exhausting and can lead to mental health challenges, particularly in neurodivergent individuals such as those with autism or ADHD.

A framework that views disability as the result of societal barriers, rather than the individual’s impairment. It advocates for the removal of these barriers—such as inaccessible environments, social stigma, and lack of support—to enable full participation and inclusion for disabled individuals.

A term used to describe individuals whose neurological development and functioning are atypical. This includes conditions such as autism, ADHD, dyslexia, dyspraxia, and others. It is a broader term that encompasses a variety of neurological conditions and traits.

The process of supporting and promoting the rights, well-being, and inclusion of neurodivergent individuals. Advocacy efforts may include lobbying for policy changes, raising awareness, and providing resources to ensure that neurodivergent individuals receive the support they need.

The concept that neurological differences, such as autism, ADHD, dyslexia, and others, are natural variations in the human population, rather than disorders or deficits. Neurodiversity advocates for acceptance and inclusion of neurodivergent individuals and emphasises the strengths that these differences can bring.

Approaches, strategies, and practices that create environments and systems that accommodate and support neurodivergent individuals. Neuroinclusive practice aims to reduce barriers, increase accessibility, and promote understanding, ensuring equal opportunities for all individuals, regardless of neurotype.

A term used to describe individuals whose neurological development and functioning are considered typical or within the standard range, without any significant neurological differences. The term is often used to differentiate from neurodivergent individuals.

Modifications or accommodations made to ensure that individuals with disabilities, including neurodivergent individuals, have equal access to education, employment, and other aspects of life. Reasonable adjustments may include changes to the physical environment, modifications to tasks, or providing additional support.

A term used to describe environments, activities, or events that are designed to minimise sensory overload, such as reducing noise, lighting, or other sensory stimuli. Sensory-friendly spaces are particularly important for neurodivergent individuals who may be hypersensitive to sensory input.

A condition in which the brain has difficulty processing and responding to sensory information. Individuals with SPD may be overly sensitive (hypersensitive) or under-responsive (hyposensitive) to sensory stimuli like light, sound, touch, or movement, which can lead to discomfort or difficulty engaging with the environment.

A traditional approach that views disability as a medical problem to be fixed or cured. In this model, disabilities are often seen as deficiencies or disorders that need to be treated, rather than as natural variations of human experience.

The negative attitudes and discrimination faced by individuals or groups based on their characteristics, behaviors, or identities. Neurodivergent individuals often face social stigma that may affect their self-esteem and opportunities, making it harder for them to be fully accepted and supported.

An approach that focuses on identifying and leveraging the strengths and abilities of neurodivergent individuals, rather than focusing solely on their challenges or deficits. The strengths-based approach is often used in neuroinclusive practices, emphasising the value of neurodivergent traits in various contexts, such as the workplace or education.

The types and levels of assistance required by neurodivergent individuals to thrive in different environments. Support needs can range from minimal to substantial and may include adjustments in communication, physical space, or social interaction.

An approach that recognises the impact of trauma on an individual’s mental health and behaviour. In neuroinclusive practice, this approach emphasises creating supportive, safe environments where individuals’ past experiences are respected and their unique needs are addressed in a compassionate way.

An approach to creating products, services, and environments that are accessible and usable by as many people as possible, regardless of their abilities or disabilities. In the context of neurodiversity, universal design can include strategies like providing clear instructions, flexible workspaces, and sensory-friendly environments.