Foundations of Neurodiversity: Shifting the Lens to Strengths

Kellie Smith
Sep 8
2 min read

Updated: Sep 9

By Kellie Smith, M.Ed. | Little Learning Table

When we discuss diversity, most people think of culture, language, or background. But human diversity also exists in the way our brains work, process information, and interact with the world. This is the heart of neurodiversity, the idea that neurological differences are a natural and valuable part of human variation.

What is Neurodiversity?

The term neurodiversity was introduced by sociologist Judy Singer in 1998. It describes the wide range of human brain differences, including autism, ADHD, dyslexia, dyspraxia, and more.

Instead of framing these differences as disorders or deficits, the neurodiversity movement emphasizes diversity and strengths. Just like biodiversity strengthens ecosystems, neurological diversity enriches our communities, schools, and workplaces.

✅ Key Idea: Neurodiversity is variation, not deficit.

Neurodivergent vs. Neurotypical

Neurodivergent individuals may experience sensory differences, unique communication styles, deep focus, or non-linear thinking.
Neurotypical individuals are those whose brains align more closely with societal “defaults,” making it easier to navigate systems designed around them.

The distinction isn’t about better or worse, it’s about being different. Each group has unique strengths and challenges, and both contribute to the fabric of human society.

Neurodivergent and neurotypical individuals contribute distinct strengths while sharing core human capacities for learning, connection, and growth.

Models of Neurodiversity

The Medical Model

Focuses on diagnosis and symptoms.
Uses language like “disorder” or “impairment.”
Helps secure services and accommodations.
Can unintentionally reinforce stigma.

The Social Model

Focuses on removing barriers.
Emphasizes inclusion, autonomy, and client-centered practices.
Aligns with affirming, strengths-based coaching.

A Brief History of the Neurodiversity Movement

1960s: 70s: Disability rights movements gain momentum.
1990s: Autistic self-advocacy groups form.
1993: Jim Sinclair publishes Don’t Mourn for Us, reframing autism.
1998: Judy Singer introduces the term neurodiversity.
2000s: Growing acceptance in education, workplace inclusion, and online platforms.

Coaching Implications

For educators, parents, and coaches, embracing neurodiversity means moving away from “fixing” children and toward supporting authentic thriving.

Recognize unique profiles: Every child’s strengths and challenges look different.
Adapt pacing and communication: Flexibility is key.
Use affirming language: Replace deficit-focused terms with neutral or strengths-based ones.
Support strengths and challenges together: It’s not either/or.
Foster self-advocacy and identity affirmation: Help children trust their voices and needs.
Partner with families: Develop a repertoire of tools and strategies that empower children with lifelong skills.

Final Takeaway

Neurodiversity isn’t something to fix; it’s something to understand, celebrate, and support. When we recognize differences as strengths, we create environments where all learners can thrive authentically.