The term neurodiversity was coined in 1998 by Australian sociologist Judy Singer to describe natural variation in human neurological functioning. The central premise is that neurological differences like autism, ADHD, dyslexia or giftedness are not disorders to be "cured", but natural variations of the human brain that bring unique strengths and perspectives.
Complete Guide
Neurodevelopment
Neurodiversity: what it is, who it includes and why it matters for you and your family
In this section:
- Atypical sensory processing: a guide for families of hyper or hyposensitive children
- Child neuropsychological assessment: a complete guide for families
- Executive functions: the brain's orchestra conductor
- Tics and Tourette syndrome: when the body does what the brain doesn't command
- Microplastics and environmental toxins: what effect do they have on ADHD and child neurodevelopment?
The neurodiversity concept: where it comes from and what it means
Judy Singer proposed the term by analogy with biodiversity: neurological diversity is a richness for human societies, just as biological diversity is for ecosystems. The neurodiversity perspective contrasts with the medical model that tends to treat neurological differences as pathologies to be eliminated. The term is used in two senses: broad (all humanity is neurodiverse) and specific (individuals with statistically less frequent neurological functioning).
Who neurodiversity includes
| Condition | Estimated prevalence | Typically associated strengths |
|---|---|---|
| ADHD | 5-7% of population | Creativity, hyperfocus, non-linear thinking, high energy |
| ASD | 1-2% of population | Attention to detail, specialised memory, systematic thinking |
| Dyslexia | 5-10% of population | Visual-spatial thinking, big-picture thinking, narrative creativity |
| Giftedness | 2-5% of population | Complex thinking, intense intellectual curiosity, creativity |
Neurodiversity and strengths: the scientific evidence
The neurodiversity perspective does not deny real difficulties, but affirms that exclusive focus on difficulties hides real strengths: adults with ADHD score higher in divergent creativity (Shah, University of Michigan), people with ASD outperform the general population in attention-to-detail tasks (Mottron & Dawson), and people with dyslexia show superior visual-spatial abilities (von Károlyi et al.).
Neurodiversity in the family: supporting the neurodivergent child
Transitioning from viewing the diagnosis as a "problem" to neurodiversity as "difference" can be profoundly liberating. Key elements: child psychoeducation (the brain works differently, not defectively), identifying strengths with equal effort as managing difficulties, community (peer support networks among families in similar situations) and advocacy (learning to defend the child's needs within educational and health systems).
Frequently asked questions
No. The neurodiversity perspective is compatible with diagnosis and treatment. Diagnosis helps understand the differences, access specific supports and guide interventions. What the neurodiversity perspective questions is not diagnosis but the goal of eliminating neurological differences to make the person "normal".
The general clinical recommendation is yes, adapted to their age and moment. Research shows that children who understand their condition from a positive perspective show better self-esteem, less anxiety and more motivation to overcome difficulties.
Want personalised guidance?
Take our free assessment and get a personalised neuropsychological profile in about 15 minutes.
Start free assessment