What is Neurodiversity ?
Did you know the words neurodiversity and neurodivergence are not the same as referring to a person with an Autism diagnosis? A person identifying as neurodivergent may or may not have a disability at all, and may or may not have autism. But, a person who describes themselves as neurodivergent could find that their brains work or learn differently than their peers, and it may cause them challenges in their day-to-day life experiences. They may not need an educational access accommodation to participate in campus life, but they could benefit from patience, understanding, awareness, and connections to resources. When in doubt, ask a person how they best learn or communicate, or ask what you can do differently to support or engage with them when they use this terminology in introducing themselves to you. What it means to them may not be what it means to you, never assume.
Neurodiversity describes the idea that people experience and interact with the world around them in many different ways; there is no one “right” way of thinking, learning, and behaving, and differences are not viewed as deficits. The word neurodiversity refers to the diversity of all people, but it is often used in the context of autism spectrum disorder (ASD), as well as other neurological or developmental conditions such as ADHD or learning disabilities. The neurodiversity movement emerged during the 1990s, aiming to increase acceptance and inclusion of all people while embracing neurological differences. Through online platforms, more and more autistic people were able to connect and form a self-advocacy movement.
Words Matter in Neurodiversity
Neurodiversity advocates encourage inclusive, nonjudgmental language. While many disability advocacy organizations prefer person-first language (“a person with autism,” “a person with Down syndrome”), some research has found that the majority of the autistic community prefers identity-first language (“an autistic person”). Therefore, rather than making assumptions, it is best to ask directly about a person’s preferred language, and how they want to be addressed. Knowledge about neurodiversity and respectful language is also important for clinicians, so they can address the mental and physical health of people with neurodevelopmental differences.
Building an Inclusive Campus: Understanding Neurodiversity at UMBC
At UMBC, we strive to create an inclusive and supportive environment for all members of our community. As part of this commitment, we’re introducing key terms related to neurodivergence to help foster awareness, understanding, and respect for the diverse ways people think, learn, and experience the world. Many students, faculty, and staff identify as neurodivergent, encompassing conditions such as ADHD, autism, dyslexia, and more. By familiarizing ourselves with these terms, we can build a more informed and inclusive campus where everyone feels valued and supported. Understanding neurodivergence is an important step toward reducing stigma, improving communication, and ensuring that UMBC remains a welcoming space for all minds. Here are a few terms to know:
For more details and terminology, please refer to the cited resources below: