Knowledge about the brain has grown rapidly in the last decade. Myths about conditions have been exploded. Neurodiverse conditions ARE NOT merely bad behavior and the result of bad parenting and teaching. Judy Singer coined the term “Neurodiversity” in 1999.
Copyright: Joseph Aquilina of NeuroKnowHow Ltd, inspired by the work of Mary Colly
Neurodiversity: A Complexity of Interactions?
Singer views human beings as neurodiverse, with differences in the way their brains are “wired” interacting with other cultural and genetic factors. The complex and cumulative interactions between all these elements affect how people think, learn, and understand the world—and how they interact with it, both within the family and in wider social contexts.
The population as a whole is incredibly neurodiverse, but some individuals have a combination of differences that may make them exceptionally gifted and creative in certain areas, while presenting challenges in the everyday tasks of life and learning. When specific differences give rise to an identifiable group of challenging symptoms, they are often given labels—Autism, ADHD, Bipolar Disorder, Dyslexia, Dyspraxia, among others.
Frequently, additional conditions such as depression or anxiety are also present, often caused by how individuals have been treated or misdiagnosed. In some cases, these conditions are linked to addiction, where people who have not received appropriate support turn to self-medication in order to cope with life.
However, just because someone may struggle with, for example, words or memory, it does not mean they will also have difficulties in other areas, such as mathematics or coordination. This is why NeuroKnowHow never makes assumptions about the needs of different students, recognising that each individual has their own unique strengths and requirements.
Social or Medical; Asset or Deficit?
The extent to which labelled conditions are viewed as problems or assets is influenced by the nature of society—how it is organised, what it demands of people, and how it accommodates differences, particularly those that do not easily fit into accepted norms. Societies that value creativity and seek new solutions, or that require courageous individuals to venture into unexplored territory, are more likely to regard such differences as valuable abilities. Conversely, societies that demand standardised, structured, and familiar ways of life are more inclined to view these differences as problems to be suppressed—through ridicule, medication, or legislation.
Whether neurodiversity is primarily a social, behavioural, or medical issue—or a combination of these—remains an ongoing debate that shapes societal attitudes and influences the level of funding and support provided. What is clear, however, is that supporting an individual alone is not enough if the people and communities around them are not also helped to understand the way they learn.
This is why NeuroKnowHow delivers services through schools, colleges, and workplaces, aiming to increase the understanding and skills of those who work and study alongside neurodivergent individuals—particularly those in positions of power over their performance and outcomes.