Diversity is generally thought of as a desirable characteristic. It provides a richness to our planet’s natural landscape. It also provides a variety of experience within our social fabric. Human differences result in a wide range of interests and abilities, making our lives more interesting. Neurodiversity is a biological fact. The enormous number of neurons and synaptic connections that in combination make up the human nervous system makes the possibility of different permutations countless. The term neurodiversity describes the multitude of naturally-occurring variations in the human nervous system that are the outcome of an incredibly complex human genome. So many variations mean that the resulting range of brains all function differently, and the resulting diversity benefits our species. It allows for different ways of thinking about issues and different approaches to problem solving. Neurodiversity includes the range of typically developing brains as well as neurologically divergent brains like those of dyslexic people, autistic people, and individuals with ADHD, synesthesia, and other neurologically-based differences. These conditions are examples of hidden disabilities that are not marked by apparent physical differences.

Neurodiversity is a point of view. While the medical models view dyslexia, ADHD, and autism as disorders to be treated and possibly cured or prevented, neurodiversity sees them as differences or variations. Neurodiversity does not discount the frustrations and difficulties that accompany these conditions and acknowledges the struggles faced by individuals with these conditions. It also recognizes that these conditions may also provide advantages. Some dyslexic individuals demonstrate strong abilities in spatial judgment, and some autistic people have strong working memories. Some tend to use an enhanced rationality that makes them less prone to the use of heuristics in problem solving. People with these conditions are not seen as broken, disordered, or in need of either fixing or cured. Many view their own neurological differences as a part of their identity. Neurodiversity is also a social justice movement working toward equal rights, equal access, respect, and inclusion. As the neurodiversity movement grows and increasing numbers of individuals recognize their own neurobiologically-based differences as an integral part of who they are, many may see themselves as members of an emerging neurodivergent culture. That culture includes artists, writers, researchers, legislators, and Nobel laureates who are pursuing their life’s work while influenced by their own cultural experience.

As with any emerging sociopolitical movement, there are those who disagree with the neurodiversity point of view. Some say it whitewashes or even glamorizes disability. Neither is a valid argument. The challenges and frustrations faced by many neurodivergent people are real. Many neurodivergent individuals need support or accommodation to access the opportunities that are readily available to neurotypical individuals. Others oppose the idea of reducing the importance of the medical model, thinking that it may reduce available support. This idea is based on drawing a false dichotomy between disability and diversity. Adopting a neurodiversity way of thinking does not reject or lessen the legal protections offered to those who need assistance in accessing opportunities easily available to others. Neurodiversity does not claim that the conditions mentioned here are not disabling. One might view neurodiversity as a movement that augments the disability rights movement. It advocates for a change in the neurotypical norms that shape the way neurodivergent individuals are viewed.

While it has no official leaders or expressly stated requirements for membership, the neurodiversity movement can be seen as a somewhat loose organization, held together by the internet, that offers neurodivergent individuals a way to reframe their experience. It also offers them a voice. That voice is beginning to have an impact on the shape of public policy, the research agenda, as well as academic and corporate cultures.

The book, entitled Social and Emotional Support for Autistic Students on Campus, is written from a neurodiversity point of view. It examines the challenges faced by autistic students as they pursue their goals on college and university campuses. Many autistic college and university students are more than intellectually capable of meeting the most rigorous academic standards. They often harness the energy connected to their intense interests and make use of abilities related to memory or their predilection for attention to detail, which can make them strong candidates for the successful completion of degree requirements in a number of fields of study.

Even so, autistic students are often challenged in dealing with everyday social situations and may face a very different set of frustrations and social barriers than those experienced by typical students adjusting to what is likely a new and complex social milieu. The book covers topics including social cognition and interaction, identity development, gender, intersectionality, the challenges of living in a community, and the emergence of neurodiversity culture. It views autism from the inside and includes the voices of autistic undergraduate and graduate students who draw on their experience to comment on the book’s contents. The book also offers practical advice and information that can be useful to counselors, instructors, disability services professionals, parents, students, and anyone interested in supporting the efforts of autistic college and university students as they pursue their goals in higher education.

Ken Gobbo, Professor Emeritus of Psychology, has over thirty years of experience teaching college students with learning disabilities at Landmark College, USA, a postsecondary institution with a neurodiversity mission. He continues to work with the college on the Center for Neurodiversity’s Steering Committee and has published research articles in numerous peer-reviewed journals. He is also the author of Dyslexia and Creativity: Diverse Minds, a book that illustrates the relationship between dyslexia and creativity through the lives of five well-known creative individuals. His academic interests include the neurodiversity movement and identity development among college students with learning differences.

Professor Gobbo is also the author of Dyslexia and Creativity: Diverse Minds, which is now available as a paperback.

Emotional Support for Autistic Students on Campus is available now at a 25% discount. Enter code PROMO25 to redeem.

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