Understanding Neurodiversity
The Neurodiversity Umbrella
Neurodiversity is an umbrella term that recognizes that we all have unique brains. Everyone is part of the umbrella of neurodiversity. Society has divided people into a variety of neurotypes: neurotypical/neuro-normative - or what society sees as having typical behavioral traits, and neurodivergent - with traits society deems atypical. Neurodivergent people may have ADHD, be autistic, dyslexic, dyscalculic, dysgraphic, or have other differences. It is also common for neurodivergent people to have more than one difference - many of these diagnoses are co-occurring.Â
Another group included under the neurodivergent umbrella is twice exceptional learners. Estimates show that about 5% of learners are twice exceptional, or 2e. What does “Twice Exceptional or 2e” mean? As human beings, we all have a unique pattern of strengths and challenges. However, in the case of twice exceptional learners, the large gap between their distinguishing strengths, which may be well beyond what would typically be expected for their age, and complex challenges related to differences such as dyslexia, ADHD, autism, and anxiety is extreme. This creates an asynchronous pattern of development and a very unique, often challenging experience of the world and the classroom in particular.Â
It is important to understand that many bright students with learning differences often fly under the radar, using their high abilities to compensate just enough that their learning challenges go unrecognized. This doesn’t mean they aren’t working extremely hard to get by and experiencing high levels of stress at school. Conversely, for some, their challenges are evident and become an impediment to showing all that they know in other areas and they may find that the primary focus of their school day is on all that they struggle to do, with little opportunity to shine or grow in their areas of strength.
Neurodivergence is common - when you look at these numbers, you’ll see there are several neurodivergent children in every classroom:
1 in 5 children have a learning or attention difference such as Dyslexia or ADHD
1 in 22 California 8 years olds are identified as autistic
39% of identified ADHD students also experience anxiety, 37% learning differences, and 14% are autistic
5% to 20% of advanced learners may have a learning disability (e.g., dyslexia or ADHD)
A Neuro-affirming View
Our society has traditionally thought of neurodivergence from a medical perspective, as something to be fixed, grounded in deficits and weaknesses. The neurodiversity movement instead honors individuals for their unique experiences and contributions to the world. For instance, we can look at this graphic about ADHD. If we only look at it through the lens of what might be challenging for someone with ADHD, we may see them as distracted, fidgety, and impatient. But, if we also look at the lens of the strengths someone with ADHD may bring to their community, we’ll see something wholly different: a dreamer, idea machine, and risk taker. We’ll see the whole person and the strengths they bring.
Some examples of positive traits of neurodivergence and famous figures who exhibit them:
When we view neurodivergence as an asset to our society and create educational environments and supports so neurodivergent and twice exceptional learners can bring their gifts to the world, rather than solely pushing up against their challenges, we benefit from their out of the box thinking, skills, and passions.Â
Learn more about Neurodiversity and Twice Exceptionality:
Understanding Twice Exceptionality (2e): Key Definitions, Indicators, and Real-World Examples
The DEAR REEL model is a strengths-based, practical framework to help twice-exceptional and neurodivergent learners thrive in every classroom.
