Glossary of terms relating to neurodiversity and neuroinclusive practice

Attention Deficit Hyperactivity Disorder (ADHD) is a neurodevelopmental condition marked by impulsivity, hyperactivity and inattention. 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.

In the context of neurodiversity and sport, adjustments can be about many things including clear communication, training schedules and clarity on performance expectations. What is considered ‘reasonable’, so compliant with UK equality legislation, depends on the context.

Autism, also known as Autism Spectrum Disorder (ASD), is a lifelong neurodevelopmental condition that affects social interaction, information processing and sensory functioning. As a spectrum, it encompasses a wide range of strengths and challenges across individuals.

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 biopsychosocial model suggests that people are (dis-)abled dependent on the extent of their neurological differences, history, demographics and social context, meaning that neurodivergence can be simultaneously enabling and disabling.

‘Burnout’ was first defined in the context of work as a state of physical and emotional exhaustion. In neurodivergent contexts, burnout may arise from masking, sensory overload, executive functioning demands, or chronic mismatch with the environment.

Camouflaging is set of personal strategies where  neurodivergent people consciously or unconsciously modify, mask or adapt their natural behaviours in order to appear neurotypical or to meet social expectations.

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.

Comorbidity is the simultaneous presence of two or more conditions in a person, many communities prefer ‘co-occurrence’, because this does not assume deficit or ill health.

‘Condition’ is a more neutral term for the term ‘disorder’.

‘Dependency need’ is the level of dependence someone has in all areas of life. This is called ‘high’ to ‘low’ functioning in diagnostic manuals. Also called ‘support need’.

Diagnosis is the identification of a condition by examination of the symptoms. Depending on the type of condition, this is undertaken by different specialists, such as a psychiatrist or psychologist. 

In the context of neurodiversity, disclosure is the act of communicating to others that one has a neurodivergent identity or profile.

Many health conditions are referred to as disorders by medical professionals, the diagnostic manuals that professionals use also prefer this term. Many people with lived neurodivergence experience  prefer ‘condition’ or ‘neurotype’.

Dyslexia is a lifelong neurodevelopmental difference that affects how people process information, such as written language and phonological processing. A learning difference that affects reading, writing, and spelling. Many people with dyslexia excel in other areas such as problem-solving and creative thinking.

A neurodevelopmental condition that affects motor coordination, the organisation of movement and planning. 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 brain processes that regulate cognitive control of behaviours, such as selecting and monitoring successful strategies, self-regulation including emotion regulation, planning and goal setting. 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.

Identity-first language is where a specific word takes precedence as an identity rather than a separate condition, for example ‘autistic person’ or ‘transgender person’. Preferences vary across communities; identity-first language is often preferred by autistic people.

Intersectionality is the way in which multiple aspects of a person’s identity and characteristics - such as neurodivergence, gender, ethnicity, class, disability, and health - combine to shape their experiences of advantage or disadvantage. 

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.

The World Health Organization (WHO) states that mental health is a state of wellbeing and human right to enable people to cope with stresses, fulfil potential and play an active role in their community. 

How humans experience thinking based on their neurology.

Conditions that are affected by how the brain and neural system develops in humans, which are lifelong and commonly appear in childhood. They may be a result of genetic or environmental factors or a combination. Their presentation can change over the lifespan.

This term describes a range of conditions that develop over the lifespan.

Alternative term to neurodivergent.

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.

The gain for all members of society when everyone is included and enabled to function at their best, regardless of their neurotype.

We define this as a set of policies and processes, in sport or other domains, which anticipates that people will vary in how they think, behave and feel. Neuroinclusion needs to be proactive, normalise difference and accommodations and not rely on diagnosis

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.

Population with a ‘spiky profile’ that indicates distinct strengths and weaknesses, for example ADHDers or Touretters.

The assumption in society that everyone conforms to a uniform way of being, behaving, thinking and feeling.

A more neutral term than ‘condition’, ‘neurominority’ or ‘neurotypicality’ that references that there are different typologies of behaving and human experience.

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.

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.

A diagnostic term, which is currently applied to autism, indicating wide variation in support needs, strengths and challenges. We note that all neurodevelopmental conditions have a range of function.

Human cognitive (thinking) profile that is measured by established tests which show that there are big differences between areas of strength and challenge.

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.

Approaches to research, diagnosis and support which focus on human function (things that people can do well or not), not diagnostic labels.

A psychological and physiological response to events or environments that overwhelm a person’s ability to cope, often leaving lasting effects on everyday functioning including memory, emotional regulation and a sense of safety. The symptoms of trauma and neurodivergence can share some overlap. 

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.

A state where people thrive in different aspects of their lives including their health, relationships at work and in the community.