What is "Neurodiversity"?
👉This information quotes and draws from the works of Judy Singer, who coined the term. Be aware of ChatGPT and other sources: Judy’s definition is the only right one, and can be read here.
Neurodiversity refers to the limitless variety of human minds on the planet, in which no two minds can ever be exactly alike. Diversity is a measurement of the the degree of variability in a specific location.
Neurodiversity is a subset of Biodiversity. Just as Biodiversity refers to ALL the species in a specific location or ecosystem, Neurodiversity refers to ALL Humans (the species Homo Sapiens) in a specific location, the Planet Earth.
Just as Biodiversity was coined for a political purpose, to advocate for the conservation of the environment, Judy Singer intended the term Neurodiversity specifically for an advocacy purpose:
1. Implicitly to suggest a Banner or Umbrella term for an emerging Human Rights Movement based on the pioneering work of the Autistic Self-Advocacy Movement which was being joined by other Neurological Minorities with medically-labelled conditions such as ADHD, the “Dys”abilities and Tourette’s Syndrome .
2. To add Neurodiversity to the intersectional categories of Class, Disability, Ethnicity, Gender, since Disability” was limited inadequately to “Physical Disability, Intellectual Disability” and “Mental Illness”.
- A synonym for ALL Humanity
- To name the Neurodiversity Movement, a civil rights movement for psycho-medically labelled minorities and their allies
- A category of Intersectionality
Misusage: Does not mean “Neurological Disability/Otherness”
The word “Neurodiverse” refers to a place, not an individual. A person cannot be neurodiverse. A place, for example the planet, or a group, for example all of humanity, can be neurodiverse. The word “neurodiversity” and “neurodiverse” are complex, and widely misunderstood and misused.
Its for this reason, the Neurodiversity Foundation, has the slogan; “Neurodiversity, means all of us.” It’s a call to discontinue the “othering” of individuals, and include interpreting everyone, as a person of worth, regardless of their unique brain configurations.
The concept of “neurodiversity” used by the “Neurodiversity movement” refers to the idea that neurological differences, such as autism, ADHD, and dyslexia, should be considered variations in human diversity, rather than a disorder or a deficit. This perspective emphasizes the importance of accepting and valuing the unique strengths and abilities of individuals with neurological differences, and providing them with the support and accommodations they need to thrive.
The origings of the concept of neurodiversity has its roots in the disability rights movement, which has long advocated for the rights and inclusion of individuals with disabilities. The idea is that just as society recognizes and values diversity in areas such as race, gender, and sexual orientation, it should also recognize and value diversity in the ways that people think, learn, and communicate.
The word “Neurodiversity” simply names an indisputable fact about our planet, that no two human minds are exactly alike, and uses it to name a paradigm for social change.
One of the key principles of the neurodiversity paradigm is that individuals with neurological differences should be treated with respect and dignity, and not be subject to discrimination or stigmatization. This includes providing accommodations and support that are tailored to the individual’s specific needs, rather than trying to force them to conform to a one-size-fits-all model of a imaginary “normal.” The words “normal” or “natural” should therefore never be in the definition of the word.
Another important aspect of neurodiversity paradigm is the idea that individuals with neurological differences should have a say in the decisions that affect their lives. The phrase “nothing about us, without us”, has become an important call for change, used often by the Neurodiversity Movement, or those underlining the Neurodiversity paradigm. This idea includes involving them in the development of policies and practices that impact their lives, and giving them the opportunity to speak for themselves and advocate for their own rights.
In terms of education, this means recognizing that students with neurological differences have unique strengths and abilities, and that their education should be tailored to their individual needs. This may include providing accommodations such as extra time on tests, or using alternative teaching methods that are more effective for the student. It also means creating an inclusive and supportive classroom environment that values and respects the diversity of all students.
Overall, the concept of neurodiversity promotes the acceptance and inclusion of individuals with neurological differences, and recognizes that diversity in the way we think, learn and communicate is a fundamental aspect of humanity. It is important to understand that everyone is different, and that is okay. The Neurodiversity movement supports the move towards receiving the right support and accommodations for individuals with neurological differences, in order for them to lead fulfilling and successful lives.
What is a "Neurodivergent"?
👉Neurodivergent, sometimes abbreviated as ND, means having a mind that functions in ways which diverge significantly from the dominant societal standards of “normal.” It’s coined by Kassiane Asumasu, from which we quote and draw information from and put defined simply as: Neurodivergent refers to neurologically divergent from typical. This includes Autistic people. ADHD people. People with learning disabilities. Epileptic people. People with mental illnesses. People with MS or Parkinsons or apraxia or cerebral palsy or dyspraxia or no specific diagnosis but wonky lateralization or something.
The term “neurodivergent” is used to describe any individual whose neurological development and functioning is considered to be different from the dominant societal norm, it’s a umbrella term for many types. This includes individuals with autism, ADHD, dyslexia, and other conditions that affect the way a person thinks, learns, and communicates. “Neurodivergence” can be something you are born with, but it can also be acquired during your lifetime. The term is often used as an alternative to the traditional medical model, which often views these conditions as “disorders” or “deficits” that “need to be fixed”. The word ‘disorder’ is the opposite, of what the neurodiversity paradigm is about, and lots of neurodivergents take issue, with being called “disordered”, as this is an interpretation only perceived from a neurotypical standard, and not taking all of humanity into account.
The concept of neurodivergent is closely related to the idea of neurodiversity paradigm, which emphasizes the acceptance and inclusion of individuals with neurological differences. By using the term neurodivergent, individuals with these conditions can identify themselves as part of a community that values and celebrates their unique strengths and abilities. The word is used most often by autistic people, adhd people and dyslectics, but technically spans all humans with a non-typical mind or non-typical cognitive functioning. Diagnosis is not a requisite for being assigned with “neurodivergence”. Part of the reason is limited access neurodivergents may have, to getting a proper diagnosis.
The term neurodivergent also provides a way for individuals to assert their own identity and autonomy, rather than being defined by medical labels or societal expectations. It allows them to express their experiences and perspectives in their own words, and to advocate for the rights and needs of their community.
For the neurodivergent community, the term is important as it helps to break away from the traditional way of thinking, which is often seen as negative and stigmatizing. It helps to promote acceptance and understanding of neurodivergent individuals, and to advocate for the rights and needs of their community, something that the Neurodiversity Movement is all about. It also helps to create a sense of belonging and community, which can be important for individuals who may have felt different and isolated in the past. As the Neurodiversity Foundation’s slogan goes “Neurodiversity, means all of us. And Neurodivergents: that’s family”. In this phrase, the word family, does not relate to a biological family, but to the familiar experience of many neurodivergents, feeling ‘different’. A family of “Odd People”, that is requested by society, to invest much more energy into remaining authentic to themselves.
In education and workplaces, understanding the term neurodivergent can help educators and team members to understand their students or collegaes better and provide the right support, accommodations and inclusive environment for neurodivergent students and workers. It is important to acknowledge that neurodivergent students and employees/teammembers have unique strengths and abilities. In a ideal world education should be tailored to their individual needs. In a ideal world, accomodation for workers, should be tailored to their individual needs. The Neurodiversity Movement, and the Neurodiversity Foundation, works to further that cause.
The term “Neurodivergent” has many alternatives, that are used as well, like ‘neurodistinct’, ‘neurospicy’, ‘neuroqueer’. Some, like Judy Singer, also use “neurominority”. The ongoing debate, about which word, is the best word to descrive neurodivergent people, is ongoing. In the Neurodiversity Foundation, we tend to use the word Neurodivergent, much more than its alternatives.
Neurodivergent versus Neurodiverse
👉The terms “neurodiverse” and “neurodivergent” are related, but they have slightly different meanings.
What is the "Neurodiversity Movement"
👉The neurodiversity movement is a social movement that aims to promote the acceptance and inclusion of individuals with neurological differences, such as autism, ADHD, and dyslexia. The movement challenges the traditional medical model of viewing such differences as disorders or diseases that need to be cured, and instead views them as useful variations in human neurology.
The neurodiversity movement started in the late 1990s and early 2000s, with the rise of self-advocacy groups and online communities of people with autism and other neurological differences, utilizing the Neurodiversity concept coined by sociologist Judy Singer. These communities began to advocate for greater acceptance and understanding of their experiences, and for more inclusive policies and practices in education, employment, and other areas of life.
The main aims of the neurodiversity movement are to promote acceptance, inclusion, and self-advocacy for individuals with neurological differences, to challenge negative stereotypes and misconceptions about these differences, and to push for more inclusive and responsive policies and practices in various areas of society. It started with great autistic representation, and has grown to encompass advocates from all neurodivergent neurotypes. The Neurodiversity Foundation, aims to improve life for all neurodivergents (sometimes abbreviated to “ND”). And we believe that “bridging the gap” between “ND” and “NT” (abbreviated for “Neurotypical”).
The neurodiversity movement also emphasizes the importance of respecting the autonomy and self-determination of individuals with neurological differences, and of recognizing the unique strengths and contributions they can make to society. The movement is important because it highlights that everyone is unique and should be treated with respect and dignity, and it helps to educate society on the fact that having a neurological difference is not a negative thing but can be a rich source of diversity, creativity and knowledge.
What is "Masking"?
👉Masking refers to the process of hiding or suppressing one’s autistic traits in order to fit in or conform to societal norms. This can include behaviors such as pretending to understand social cues, suppressing stimming (self-stimulatory behaviors), or feigning interest in activities that do not interest the individual.
Masking can be exhausting and emotionally taxing for autistic individuals, as it requires them to constantly suppress their true selves and can lead to feelings of isolation, anxiety, and depression. It can also lead to physical and emotional burnout, as the person is constantly trying to fit in, and sometimes is not able to keep up with the energy it takes.
Furthermore, masking can also be harmful for the people around the individual, as it can create confusion and misunderstandings when the person’s true selves is not being shown. For example, an autistic person who is pretending to understand a conversation may respond in a way that is not appropriate or relevant, which can lead to confusion or frustration for others.
It is important for educators and others to understand that masking can be harmful for autistic individuals and to create an inclusive and supportive environment that accepts and values their unique strengths and abilities. This includes understanding that everyone has different ways of thinking, learning and communicating, and that is okay.
What is "Stimming"
“Stimming” is short for “self-stimulatory behavior,” and it refers to repetitive physical or verbal behaviors that are often used by individuals on the autism spectrum as a way to regulate their emotions, reduce stress, or focus their attention. These behaviors can include things like rocking back and forth, flapping hands, repeating words or phrases, or spinning objects.
Stimming is a natural and normal part of the human experience, and it can be seen in people of all ages and abilities. However, it is often more noticeable and prevalent in individuals on the autism spectrum. For some autistic people, stimming can be a way to process and express their emotions, and to help them cope with overwhelming sensory information or emotional states.
Stimming can also be a way to focus attention and concentration, and it can be an important tool for individuals who have difficulty with traditional forms of attention or focus. For example, a person who is stimming by spinning a toy may be able to focus better on a task or conversation as a result.
It is important to understand that stimming is not a bad or harmful behavior, it is simply a way that some people regulate their emotions and process information. Allies should understand that stimming is a normal and natural behavior, and should not be discouraged or suppressed. Instead, creating an inclusive and supportive environment that accepts and values the unique strengths and abilities of neurodivergent students, including their stimming.
What is "NeurodiversitY Education Academy"?
👉Neurodiversity Education Academy is the educational branche of the Neurodiversity Foundation. It’s an educational platform focused on awareness, advocacy and capacity building for parents and schools.
In “NEA” we believe that achieving this vision is a process, a journey if you will, and those willing to set out will need good guides, spaces to rest and reflect and good information about where they are going and what is possible.
What is "Neurodiversity In Business"?
👉NIB is a business forum and industry group for organisations to share industry good practice on ND recruitment, retention and empowerment. We want to support businesses in building a better workplace for Neurodivergent employees, access Neurodivergent talent and support Neurodivergent people to navigate independent, fulfilling careers. We currently count many of the UK’s leading employers among our members and are supported by leading thinkers in Neurodiversity. The Neurodiversity Foundation is a founding member of NIB Netherlands, providing half of the leadership for local efforts.
What is "Neuroemergence"?
👉Neuroemergence is a virtual gathering space for neurodivergents and allies to come together, share stories, learn from each other, get inspired and convene as a community. We have a focus on “Late Diagnosed Neurodivergent Adults”, and move towards belonging. Self-diagnosis are accepted.
The international NeuroEmergence event has grown out of the want for people to be able to come together and help build a more neurodivergent friendly world and sits proudly amongst a range of activities and events that form the Neurodiversity Pride Day which takes place in June. Informational sessions throughout the year will be organized as well for smaler groups of attendees and community members.
Over three days (during the week of ND Pride Day), we will gather in a virtual space where people from all over the world will be invited to take part in a range of “spaces”.
Why do you celebrate Neurodivergent Pride?
👉Many social movements have made a improvement in society, in waves of ’emancipation’. First waves are considered by the Womens Rights movement, the movements boosting equal rights regardless of skincolor, and more recently, the LGTBQ movement supporting equal rights for people with non-heterosexual orientations and non-cisgender identities. The ‘4rth wave’ is for Neurodivergents, celebrating that their differences are of value, not something to be eliminated from society.
In a time, where most of us deal often with the negative stereotypes created by others, we have chosen a day as a rebuke, a day to shine our light, and remember that each of us has a lot to be proud of.
What are the ideas behind ND Pride day?
👉Every neurodivergent adds something of beauty to this world, that would otherwise be ‘just NT’. We celebrate each individual, each unique brain, each neurodivergent.
The most important part of ND Pride, is that this is the day for neurodivergent, to reflect on the good that they bring to the world. Which we call ‘you time’.
Since we know that jobs are the most important way to elevate our marginalized group, we are enthusiastic about working with organizations that create jobs or workplaces suitable for neurodivergents. Neurodiversity makes a team stronger, and we hope for a future where this can be accomodated in a effective way.
Can Neurotypical persons join in ND Pride Day celebrations?
👉The day is organized by, and created for Neurodivergents: Autistics, ADHD’ers, Dyslectics, Tourettians and all that have a neurologically distinct mind. Neurotypicals are allowed to join the celebration, as long as they behave like an ally in support of the day. ND Pride is thereby not a ‘awareness day for neurotypicals to inform themselves’, the day is more of a party of self-acceptance and belongs to neurodivergents.
Does ND Pride Day have to do with anything LGTBQ?
👉It does not. There are many movements supporting a positive change, and we stand in solidarity with them, like the LGTBQ Pride movement, but also with Autistic Pride, and with Mad Pride. In each of these movements, you will find the wish from a marginalized group to be accepted as they are, and we hope for a world where each of these movements will be succesfull. We visit our collegaes events, support where possible and forge friendships. However: The ND Pride movement, is a movement in its own right, with its own culture, its own ideas and ways to celebrate. Its not the same as other Pride Movements, and its not connected directly to the change they wish to see in the world.
Is ND Pride Day, Brain Awareness Week, NC Week And Dyslexia Week the same?
👉There are many different days in the year dedicated to neurodivergent people. Each focussing on a different area. Brain Awareness Week for example, is a week of celebrating research. Because the Neurodiversity Foundation supports, and does a lot of it own research, it supports this week, adding our own contribution into the mix, each third week of March.
NCW, short for Neurodiversity Celebration Week is focussed on schools, and ND Pride Day on all neurodivergent individuals and neuroinclusive organisations. NC Week (short for Neurodiversity Celebration Week), was started by the wonderful neurodiversity advocate Siena Castellon, known by the foundation under our nickname “TriCal”, in the same year as ND Pride Day. Her mission was to focus on schools and universities, and offered a ‘pledge’ for schools. Siena left the NC Week in 2023, and the English company Lexxic took over. Siena’s books on autism (like ‘Spectrum girls”) are still highly recommended by the Neurodiversity Foundation, and her type of leadership and clarity was a bright example we aspire to as a team.
The Dyslexia Week, is organized to celebrate Dyslectics. Run non-profit, by, and for neurodivergents, a great week all together.
Other events like this, had been enlisted in the VR Pride Universe, and will be re-enlisted in 2023, but it is currently done “a lot better that how we do it” by the recommended NeuroPride Ireland initiative, who enlists all ND related days in a more comprehensive way.
Why was the date of ND Pride Day changed from 18th to the 16th of June?
👉We have celebrated the first 5 editions of ND Pride on the 18th of June. We made this choice with their endorsement, as a sign of respect towards the group that inspired us most to start: the founders of Autistic Pride Day. However, since ND Pride has been growing exponentially, and now reaches millions worldwide, we have chosen to move the day of Pride for all neurodivergent kind, towards the 16th of June. And request recognition from the UN World Calender, to become a global day, with this new date, on their calendar.
What is the long term goal of ND Pride?
👉We work to have ND Pride Day put on the United Nations World Calendar. We hope this facilitates the ability to introduce this day of pride for all neurodivergents, into each country worldwide. We also hope that introducing this day on a global scale, will reduce the stigma in area’s where this is reducing neurodivergents ability to be accepted and thrive in life.
Is neurodivergency hereditary?
👉Neurodiversity is the concept that neurological differences, such as autism, ADHD, and dyslexia, are a natural variation in the human population and should be considered as a normal aspect of diversity, rather than a disorder. Research suggests that neurodiversity is likely influenced by both genetic and environmental factors. Studies have shown that autism, ADHD, and dyslexia have a strong genetic component, with multiple genes associated with each condition. In autism, for example, the current research states a 80% genetic component, with other environmental components still being researched. So, while neurodivergency often has major genetic components, it’s important to note that genetics is not the only factor, and environmental factors, can also play a role in the development of these condition.
Autistic? Or Person with Autism?
👉Most individuals on the autism spectrum prefer “identity-first language” over “person-first language” when describing themselves. This means they prefer to be referred to as “autistic person” rather than “person with autism.” Many non-autistics still use ‘person-first language’, which is the most used way amongst neurotypicals.
The reason for this preference is that autism is an inherent and integral part of the individual’s identity, it is not something that can be separated from the person. Using identity-first language acknowledges and respects the person’s autism as a fundamental aspect of who they are, rather than treating it as an impairment or a disease.
Additionally, person-first language can sometimes be seen as minimizing or distancing the individual from their autism. It may suggest that autism is something to be ashamed of or that it is not something that the person wants to be associated with. In research, people feeling ‘shame’ will use PFL more often, where people feeling pride or acceptance, will use IFL more often.
It is important to note that everyone has the right to self-identify and use the language that they prefer, some may prefer person-first language. As a teacher, it is important to ask and respect the preference of the individual and use the language that they prefer.
How many Neurodivergents Worldwide?
👉It is difficult to provide an exact percentage of the proportion of neurodivergent individuals in the world, as the definition of neurodiversity and the criteria used to diagnose conditions such as autism, ADHD, and dyslexia can vary depending on the source. The traditional perspective adds up to 15% in most tallies. However, the Wide Scope, would include a much larger portion of society. Additionally, there is often underdiagnosis and lack of access to services in some countries, which can make it difficult to accurately estimate the prevalence of these conditions. The Neurodiversity Foundation considers the “Wide Scope” perspective, with a most likely minimum of 15% of humanity, with the caveat that this percentage can be considered much higher in the actual world. We consider ‘self-diagnosed’ neurodivergents as valid, while these would not be included in the data used. The Neurodiversity Foundation also considers ‘giftedness’, ‘ocd’ and other lesser known neurodivergencies as part of the broader neurodistinct family, just as individuals with ‘acquired’ neurodivergence.
Some debateble numbers:
According to the World Health Organization (WHO), it is estimated that about 1 in 60 individuals globally are autistic. The CDC estimates that about 1 in 54 children have been identified with autism spectrum (ASC), with numbers based on 2016 data.
As for ADHD, the National Institutes of Health (NIH) reports that an estimated 5% of children worldwide are ADHD people. While the prevalence of ADHD varies across different countries, it is estimated that around 8% to 11% of school-aged children in the United States are ADHD people.
For dyslexia, it is estimated that about 15-20% of the population has some form of dyslexia. These are rough estimates and it can vary in different populations and countries.
It’s important to keep in mind that these estimates are rough and may vary depending on the population and the criteria used for diagnosis. Additionally, neurodiversity includes other neurological conditions as well such as dyscalculia, dyspraxia, dysgraphia and others, which can also are a significant portion of the population. The numbers, are the numbers, and these are debatable, depending on data used, criteria used, and definitions used, which is why nobody agrees to an exact number.
It is also important to remember that neurodivergent individuals are a diverse group, and the percentages and estimates are only rough approximations. It is even more important to understand that neurodivergent individuals should not be defined by statistics, but rather they should be valued and respected for their unique strengths and abilities.
Interpretations on who is "Neurodivergent"
👉Since “Neurodiversity” is not an exact science, and the debate over its definition is ongoing, there is a lot of confusion as to who belongs to the neurodivergent group, and who does not. Judy Singers interpretation, is the correct one, which looks most like the ‘wide scope’ variant, this is the definition we use as an organization. As a foundation, we also adhere to the definition of Kassiane Asumasu of neurodivergent, but we see 3 main interpretations in the broad field of opinions in ‘who is considered neurodivergent’.
The main branches, as we witness them currently, are:
– Traditional perspective = ND is ASD+ADHD+DYS+TOURETTE only.
– Born ND perspective = All neurocognitive variances the individual is born with. This excludes ‘depression’, and other neurocognitive functioning that is acquiered, as a result of life events. It includes all lesser known “neurodivergencies” like giftedness.
Wide ND Scope = All individuals with neurocognitive functioning that does not fit the societal dominant standard, regardless of whether its ‘born’ of ‘acquiered as a result of life events’. This includes neurocognitive functioning as a result from a physical ability, like “acquired brain injury”.
These differences in perspectives, exist, partially to serve the specific needs on the usecase at hand, or to explain complex concepts in more simplified ways. However, as a foundation, we stand with the originators of the concepts and their definitions: Judy (nicknamed as “The Elder”) and Kassiane (nicknamed as “The Activist”).
ND Advocates worth following
👉There are many wise advocates worth investigating and following. The list of the Neurodiversity Foundation of favorites, is a small selection of the many greats putting in the work that we worked with in our projects or have been admiring for years. If you feel others should be included, please write us a email or a message through the contact form.
Advocates we love, and worked with are:
Siena Castellon, Dusty Chipura, Helen Davies, Judy Singer, Tjerk Feitsma, Siobhan Lamb, Shannon Russel, Stephen Emmanuel, Barb Cooks, Dan Harris, Jean Hewitt, Saskia Wenniger, Alex Brooks, Lana Jelenjev, Martin Bloomfield, Helen Read, Shelly Collins, Dorsey MsFadden, Stephanie Raber, Georgia Kyriakopoulos, Lyric Rivera, Neurodivergent Lou, Cortland Nesly, Nanda Rommelse, Danielle Yaor, Jill Corbyn, Renee Tentori, Thomas Armstrong, Suzanne Agterberg, Thijs Waardenburg, Jelle van Dijk, Ray Berry, Amanda Kirby, Will Wheeler, Rachel Worsley, Babs Geurts, Adrie van der Meer, Silvia Stuurman, Chris Bonello.
Others we love: Jamie Hedel, Leanne Maskell, Nancy Doyle, Jeremy Andrew Davis, Irene Hendrikson, Jopie Lok, Anne van der Beek, Ellie Middleton, Kate Halpin, Imane Moussane, Jess Meredith, Rebecca Garside,
More can be found on our websites as well as in the partyroom and friendsroom of the Pride Universe of the Neurodiverse.
Most famous writer on ASD
👉We highly recommend the writings of Judy Singer, both her early as later works. We also recommend Siena Castellons books. We also recommend Lyric Rivera’s books and works.
If you want to dive deep on autism, here is a list of books generally considered influential. The Neurodiversity Foundation does not necessarily agree with any of the statements these writers make: the research on neurodiversity is a bustling frontier of conflicting views, whereupon we constantly learn insights closer to the truth.
1. Temple Grandin – An autism self-advocate, animal scientist and author of several books, including “Thinking in Pictures” and “The Autistic Brain.
2. Liane Holliday Willey – An autism self-advocate, author and educator, who has written several books including “Pretending to be Normal” and “Asperger Syndrome in the Family: Redefining Normal.”
3. Alex Platow – An autism self-advocate, speaker and author of “The Hidden Curriculum of Getting and Keeping a Job: Navigating the Social Landscape of Employment”
4. Ari Ne’eman – An autism self-advocate, social entrepreneur, and author of “The Real Experts: Readings for Parents of Autistic Children”
5. Jim Sinclair – An autism self-advocate and co-founder of the Autism Network International, author of “Don’t Mourn for Us”
6. Steve Silberman – An author of “NeuroTribes: The Legacy of Autism and the Future of Neurodiversity”Alis Rowe – An autism self-advocate, writer, and founder of the website “The Curly Hair Project”
7. John Elder Robison – An autism self-advocate, author and speaker, who has written several books including “Look Me in the Eye: My Life with Asperger’s”
8. Amanda Kirby & Theo Smits – Neurodiversity at work
9. Michelle Sutton – An autism self-advocate, author and speaker, who has written several books including “The ABCs of Autism Acceptance”
10. Naoki Higashida – An author of “The Reason I Jump: The Inner Voice of a Thirteen-Year-Old Boy with Autism”
11. Paul Isaacs – An autism self-advocate and author of “The Aspie Teen’s Survival Guide”
12. Ruth Isaac – An autism self-advocate, author and speaker, who has written several books including “The Hidden Curriculum of Getting and Keeping a Job: Navigating the Social Landscape of Employment”
13. Sally J. Rogers – An author of “Interactive Autism Network’s A Parent’s Guide to High-Functioning Autism Spectrum Disorder”
14. Wendy Lawson – An autism self-advocate, author and speaker, who has written several books including “Sex, Sexuality
15. Silvia Stuurman – Autisme is geen puzzle (dutch)
Most famous writer on Dyslexia
👉We highly recommend the writings of Judy Singer, both her early as later works. We also recommend Martin Bloomfield as a thought leader in the field.
Hereby we enlist a couple of wellknown books, the Neurodiversity Foundation, does not necessarily agree with the statements in any of these books, but can jumpstart learning more, quickly.
Dr. Sally Shaywitz – A neuroscientist, author, and speaker, who has written several books on dyslexia and neurodiversity, including “Overcoming Dyslexia: A New and Complete Science-Based Program for Reading Problems at Any Level” and “The Dyslexia Advantage: Unlocking the Hidden Potential of the Dyslexic Brain”
Dr. Brock L. Eide – A physician and author, who has written several books on dyslexia and neurodiversity, including “The Dyslexia Empowerment Plan: A Blueprint for Renewing Your Child’s Confidence and Love of Learning”
Dr. Guinevere Eden – A neuroscientist, author, and speaker, who has written several books on dyslexia and neurodiversity, including “Reading in the Brain: The Science and Evolution of a Human Invention”
Dr. Maryanne Wolf – A cognitive neuroscientist, author, and speaker, who has written several books on dyslexia and neurodiversity, including “Proust and the Squid: The Story and Science of the Reading Brain”
Dr. Linda S. Siegel – A psychologist and author, who has written several books on dyslexia and neurodiversity, including “Dyslexia, Fluency, and the Brain” and “Dyslexia, Reading, and the Brain: Current Directions in Psychological Science”
Dr. Thomas G. West – An educator and author, who has written several books on dyslexia and neurodiversity,
Most famous writer on ADHD
👉We highly recommend the writings of Judy Singer, both her early as later works. We also recommend Jessica McCabes works. We also recommend Lyric Rivera’s books and works.
If you want to dive deep on ADHD, here is a list of books generally considered influential. The Neurodiversity Foundation does not necessarily agree with any of the statements these writers make: the research on neurodiversity is a bustling frontier of conflicting views, whereupon we constantly learn insights closer to the truth.
1. Sari Solden – A therapist, author, and speaker with ADHD, who has written several books on ADHD, including “Women with Attention Deficit Disorder” and “Journeys Through ADDulthood”
2. Jenara Nerenberg – Divergent Mind: Thriving in a World That Wasn’t Designed for You
3. Nancy A. Ratey – Disorganized Mind: Coaching Your ADHD Brain to Take Control of Your Time, Tasks, and Talents
4. Thom Hartmann – A radio host, author, and speaker with ADHD, who has written several books on ADHD, including “ADHD: A Hunter in a Farmer’s World” and “The Edison Gene: ADHD and the Gift of the Hunter Child”
5. Rick Green – A comedian, author, and speaker with ADHD, who has written several books on ADHD, including “ADD & Me: What I Learned from Having ADD” and “Totally ADD: The Complete, Honest Guide”
6. Dr. Stephanie Moulton Sarkis – A therapist, author, and speaker, who has written several books on ADHD and neurodiversity, including “10 Simple Solutions to Adult ADD” and “The ADHD Workbook for Teens”
7. Judith Kolberg & Kathleen Nadeau – ADD-Friendly Ways to Organize Your Life
8. Tobias Stumpf – Journal of an ADHD Kid: The Good, the Bad, and the Useful
9. Dr. Kelly Brogan – A psychiatrist, author, and speaker, who has written several books on ADHD and neurodiversity, including “A Mind of Your Own: The Truth About Depression and How Women Can Heal Their Bodies to Reclaim Their Lives”
10. Dr. Adrienne Taren – A psychologist, author, and speaker, who has written several books on ADHD and neurodiversity, including “The Mindful Brain: Reflection and Attunement in the Cultivation of Well-Being”
11. Dr. Thomas E. Brown – A clinical psychologist, author, and speaker, who has written several books on ADHD and neurodiversity, including “A New Understanding of ADHD in Children and Adults: Executive Function Impairments” and “Smart but Scattered: The Revolutionary “Executive Skills” Approach to Helping Kids Reach Their Potential”
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