Accessibility and Academic Success: A Guide for Neurodivergent and Disabled Students: Home

What is neurodiversity? 

Neurodiversity is the concept that people perceive and engage with the world in a variety of ways. It emphasizes that there is no single "correct" way to think, learn, or behave, and that differences in these areas should not be seen as deficits. Instead, these variations are a natural part of human diversity.

Neurodivergent is a non-medical term used to describe individuals whose brains function or develop differently in some way. This means they may have unique strengths and challenges compared to individuals whose brains function in more typical ways. While some neurodivergent individuals may have specific medical diagnoses, others may not have a recognized condition but still experience their brain functioning in a non-typical way.

Born with Neurodivergence vs. Acquired Neurodivergence

Neurodivergence can either be something individuals are born with or something that develops later in life. Some people are neurodivergent from birth, with traits that reflect the unique ways their brains develop. These individuals may experience neurodivergence as part of their identity from a young age. On the other hand, neurodivergence can also be acquired, often as a result of life events, such as a brain injury, trauma, or other changes that affect cognitive functioning.

The experience of neurodivergence varies greatly from person to person, regardless of whether it is congenital or acquired. It's important to remember that neurodivergence is not just about medical diagnoses—it's about how people think, learn, and interact with the world in diverse and valid ways.

This list is not exhaustive, but some types of neurodivergence include: 

• Attention- Deficit/ Hyperactivity Disorder (ADHD)
• Autism Spectrum Disorder (ASD)
• Obsessive Compulsive Disorder (OCD)
• Post- Traumatic Stress Disorder (PSTD)
• Complex Post- Traumatic Stress Disorder (C-PTSD or CPTSD)
• Dyslexia
• Tourette Syndrome 
• Sensory processing disorder (SPD)

What is disability? 

Often when people think of disability, they imagine some sort of visible signal (like someone using a wheelchair or American Sign Language). However, there are a lot of disabilities that are invisible, such as mental illness, chronic illness, and more. Disability is a broad and multifaceted term, with varying definitions depending on perspective and field of study. The way we define disability shapes our understanding of it and how we address it in society. 

Medical definition

In medical contexts, disability is often understood as any condition—whether physical, mental, or sensory—that impairs a person's ability to perform certain activities or engage with the world around them. The Centers for Disease Control and Prevention (CDC) defines disability as "any condition of the body or mind (impairment) that makes it more difficult for the person with the condition to do certain activities (activity limitations) and interact with the world (participation restrictions)."

Disability studies perspective 

In contrast to the medical model, Disability Studies offers a critical, interdisciplinary approach that views disability not as a medical condition to be treated or "fixed," but as a social, cultural, and political phenomenon. Disability Studies examines how society defines and represents disability, challenging the idea that it is simply a physical or mental impairment. From this perspective, disability is a construct—shaped by societal norms and cultural contexts—rather than an inherent flaw or limitation in the individual. Disability Studies views disability as part of the diverse range of human experiences, emphasizing the importance of social inclusion and equal rights.

Disability is understood not only as a set of physical or mental differences but also as a product of interactions between individuals and their physical, cultural, and political environments. This approach underscores that it is society's structures, attitudes, and environments that often create barriers for disabled individuals, rather than the disabilities themselves.

Is being neurodivergent a disability? 

The answer is both yes and no! Neurodiversity encompasses a wide spectrum of experiences, and whether a particular type of neurodivergence is considered a disability can vary depending on the individual, their circumstances, and societal perceptions.  The distinction between the medical model and the social model of disability plays a key role in this perspective. The medical model views disability as a condition to be treated or cured, often framing neurodivergence as a disorder that needs to be "fixed," which is what most neurodivergent people push back on. In contrast, the social model argues that disability arises not from the condition itself but from societal barriers, such as lack of accommodation or understanding. From this perspective, neurodivergence is seen as a difference rather than a deficit. When adopting the social model, neurodivergence is considered a disability because society does not accommodate or embrace these differences, creating challenges for individuals. 

For example, when applying for a job, you may come across a disability disclosure form that lists conditions like ADHD, OCD, and PTSD as disabilities. These conditions can sometimes be seen as impairments under medical or legal frameworks, which is why they’re included in such forms.

What is ableism?

Understanding ableism is essential when discussing disability. Ableism refers to the prejudice, discrimination, stereotyping, or mistreatment of individuals based on their actual or assumed disabilities. It stems from the belief that people with disabilities are inferior or have a less valuable quality of life compared to those without disabilities

Ableism manifests in various ways—through personal actions, societal structures, and institutional policies. It is ingrained in our society, teaching us ableist behaviors, which are perpetuated at individual, interpersonal, and systemic levels. To challenge ableism, it's important to recognize how it functions on all these levels and work toward societal change by unlearning these harmful attitudes.

Examples of ableism in everyday life include:

• Holding events in places that are inaccessible to people with disabilities.
• Using someone else's mobility device as a footrest or handrest.
• Depicting disability as either tragic or inspirational in the media.
• Casting non-disabled actors to portray disabled characters.
• Producing content without accessibility features like audio descriptions or captions.
• Using accessible bathrooms when you don’t need them.
• Wearing fragrances in scent-free environments.
• Talking down to people with disabilities or speaking for them.
• Asking intrusive questions about a person's medical or personal life.
• Assuming that disability must be visible to be real.
• Questioning whether someone is “really” disabled or how disabled they are.
• Asking someone with a disability, “How did you become disabled?”

Systemic ableism examples include:

• Non-compliance with disability rights laws like the ADA.
• Segregating students with disabilities in special schools.
• Using restraint or seclusion to manage students with disabilities.
• Continuing to separate disabled people into institutions.
• Failing to incorporate accessibility in building designs.
• Creating websites that are not accessible.
• Assuming people with disabilities need to be "fixed."
• Using disability as a joke or mocking disabled people.
• Denying reasonable accommodations when requested.
• Historical events like the eugenics movement and the mass killing of disabled individuals during the Holocaust.

To begin unlearning ableism, it’s important to reconsider how we speak about disabilities and disabled people. This involves avoiding language that suggests a disability makes someone inferior or that it is a problem to be fixed. Even if unintentional, certain phrases perpetuate negative stereotypes about people with disabilities. Some common examples to avoid include:

• “That’s so lame.”
• “You’re acting so bipolar today.”
• “He’s crazy.”
• “Are you off your meds?”
• “It’s like the blind leading the blind.”
• “My ideas fell on deaf ears.”
• “She’s such a psycho.”
• “I’m so OCD about cleaning.”

What language do I use? 

When discussing neurodivergence and disability, the language we use can be an important part of creating respectful and inclusive dialogue. There has been ongoing debate between two primary approaches to language: person-first language and identity-first language. Each approach has its own significance, and the choice often depends on the individual’s personal preference.

• Person-First Language: This approach emphasizes the person before their condition. It focuses on the idea that a person is not defined by their disability or neurodivergence but rather is a person who happens to have a specific condition. An example of person-first language is saying “person with disabilities” or “person with ADHD.”

• Identity-First Language: This approach prioritizes the condition as an essential part of a person's identity, acknowledging that for many individuals, their neurodivergence is an integral aspect of who they are. Examples of identity-first language include “autistic person” or “disabled person.”

It’s important to recognize that there is no one-size-fits-all answer to this question. Every disabled person, every neurodivergent person, and every autistic person may have their own preference when it comes to language. Some may feel more comfortable with person-first language, while others may identify more strongly with their neurodivergence and prefer identity-first language. The best approach is to ask and respect the individual's preferences whenever possible.

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