Neurodiversity: Non-Conventional Thinking for the Brain

Judy Singer

In the late 1990s, a sociologist named Judy Singer—who is on the autism spectrum herself—invented a new word to describe conditions like autism, dyslexia, and ADHD: neurodiversity.

In a radical stroke, she hoped to shift the focus of discourse about atypical ways of thinking and learning away from the usual litany of deficits, disorders, and impairments.

Echoing positive terms like biodiversity and cultural diversity, her neologism called attention to the fact that many atypical forms of brain wiring also convey unusual skills and aptitudes.

Autistic people, for instance, have prodigious memories for facts, are often highly intelligent in ways that don’t register on verbal IQ tests, and are capable of focusing for long periods on tasks that take advantage of their natural gift for detecting flaws in visual patterns.

By autistic standards, the “normal” human brain is easily distractible, is obsessively social, and suffers from a deficit of attention to detail.

“I was interested in the liberatory, activist aspects of it,” Singer explained to journalist Andrew Solomon in 2008, “to do for neurologically different people what feminism and gay rights had done for their constituencies.”

The new word first appeared in print in a 1998 Atlantic article about Wired magazine’s website, HotWired, by journalist Harvey Blume.

“Neurodiversity may be every bit as crucial for the human race as biodiversity is for life in general,” he declared.

“Who can say what form of wiring will prove best at any given moment?

Cybernetics and computer culture, for example, may favor a somewhat autistic cast of mind.”

Thinking this way is no mere exercise in postmodern relativism.

One reason that the vast majority of autistic adults are chronically unemployed or underemployed, consigned to make-work jobs like assembling keychains in sheltered workshops, is because HR departments are hesitant to hire workers who look, act, or communicate in non-neurotypical ways, that is to say, by using a keyboard and text-to-speech software to express themselves, rather than by chattering around the water cooler.

One way to understand neurodiversity is to remember that just because a PC is not running Windows doesn’t mean that it’s broken. Not all the features of atypical human operating systems are bugs.

We owe many of the wonders of modern life to innovators who were brilliant in non-neurotypical ways.

Herman Hollerith, who helped launch the age of computing by inventing a machine to tabulate and sort punch cards, once leaped out of a school window to escape his spelling lessons because he was dyslexic.

So were Carver Mead, the father of very large scale integrated circuits, and William Dreyer, who designed one of the first protein sequencers.

Singer’s subversive meme has also become the rallying cry of the first new civil rights movement to take off in the 21st century.

Empowered by the Internet, autistic self-advocates, proud dyslexics, unapologetic Touretters, and others who think differently are raising the rainbow banner of neurodiversity to encourage society to appreciate and celebrate cognitive differences, while demanding reasonable accommodations in schools, housing, and the workplace.

A nonprofit group called the Autistic Self Advocacy Network (ASAN) is working with the US Department of Labour to develop better employment opportunities for all people on the spectrum, including those who rely on screen-based devices to communicate (and who doesn’t these days?).

“Trying to make someone ‘normal’ isn’t always the best way to improve their life,” says ASAN cofounder Ari Ne’eman, the first openly autistic White House appointee.

Neurodiversity is also gaining traction in special education, where experts are learning that helping students make the most of their native strengths and special interests, rather than focusing on trying to correct their deficits or normalize their behaviour, is a more effective method of educating young people with atypical minds so they can make meaningful contributions to society.

“We don’t pathologise a calla lily by saying it has a ‘petal deficit disorder,’” writes Thomas Armstrong, author of a new book called Neurodiversity in the Classroom. (see the video below)

“Similarly, we ought not to pathologise children who have different kinds of brains and different ways of thinking and learning.”

In forests and tide pools, the value of biological diversity is resilience: the ability to withstand shifting conditions and resist attacks from predators.

In a world changing faster than ever, honouring and nurturing neurodiversity is civilization’s best chance to thrive in an uncertain future.