What Is the Neurodiversity Paradigm? Exploring Neurodivergence and Neurodivergent Identity

This guide offers an introduction to the neurodiversity paradigm, neurodivergence, and neurodivergent identity – foundational terms that challenge deficit-based thinking and affirm the value of neurological differences.

When my oldest child was first diagnosed as autistic, I went searching for resources. I wanted to understand how to best support him – to learn about his brain, his needs, and how he experiences the world.

But what I found was mostly fear-based information and a long list of deficits.

I wish I’d known then that there was another way to view autism – one rooted in respect, understanding, and hope. A way of thinking that embraces neurodivergence rather than pathologizing it.

Now, in 2025, it’s even harder to shield our kids from the negativity surrounding autism, especially with the harmful rhetoric from political figures like Donald Trump and Robert F. Kennedy Jr. If you’re autistic or raising an autistic child, you’ve probably felt the sting of their words.

But we don’t have to accept that narrative.

There’s a better lens: one that affirms difference and challenges outdated, deficit-based models.

That lens is the neurodiversity paradigm.

In this post, I’ll introduce the neurodiversity paradigm and explore:

• Why deficit-based language is harmful

  
  

• What neurodiversity means

  
  

• The difference between neurodiversity and the neurodiversity paradigm

  
  

• Innate and acquired forms of neurodivergence

  
  

• The importance of affirming language

  
  

• How identity and language are deeply connected

Let’s begin where our society often starts: deficit-based language.

How Deficit-Based Language Harms Neurodivergent People

Much of the language used in clinical, educational, and even everyday conversations about autism and other forms of neurodivergence comes from the medical model. This model centers disorder, dysfunction, and deficits.

We see it reflected in diagnostic labels like:

• Autism spectrum disorder

  
  

• Attention deficit hyperactivity disorder

  
  

• Obsessive-compulsive disorder

  
  

• Post-traumatic stress disorder

And we hear it when neurodivergent children are described as:

• Delayed

  
  

• Behind

  
  

• Low-functioning

Each of these terms carries unspoken but powerful messages:

• Disorder implies something is broken.

  
  

• Deficit suggests something is missing.

  
  

• Low-functioning questions a person’s value.

And when words like epidemic, preventable, tragedy, horror show, or destroying lives are added to the conversation, the message becomes unmistakable: autism (one of many forms of neurodivergence) is being framed as something bad, scary, or shameful.

This framing misrepresents and harms people – especially children. When autistic kids hear language that pathologizes who they are, they often internalize the belief that they are a problem to be fixed.

To be clear: this isn’t about rejecting all medical terminology. Clinical diagnoses can be essential for accessing support and services. Medications and therapeutic interventions can be life-changing. But we also need a framework that leaves room for autonomy, dignity, and identity.

That’s where neurodiversity comes in.

What Neurodiversity Means

The term neurodiversity was coined in the late 1990s by Australian sociologist Judy Singer, a pioneer in the autism rights and disability justice movements. In her article "Neurodiversity: Definition and Discussion,” Singer writes:

• "Neurodiversity refers to the virtually infinite neuro-cognitive variability within Earth’s human population. It points to the fact that every human has a unique nervous system with a unique combination of abilities and needs" (Singer, n.d.).

In other words, we all think, feel, sense, behave, and process the world around us differently. Every human brain is unique. There is no single "correct" way to think, function, learn, or behave.

Neurodiversity includes everyone: both neurotypical and neurodivergent people.

• People whose brain functions align with dominant social expectations are often referred to as neurotypical.

• People whose brain functions diverge from those expectations are described as neurodivergent.

It’s important to understand that neurodiversity and neurodivergent are not diagnoses, and they don't carry any inherent value judgment. The term neurodiversity originated as a sociological and political concept, not a medical or scientific one.

Recognizing that there's no single "normal brain" is just the beginning. What truly shapes inclusive practice is how we choose to view and engage with neurodiversity.

How the Neurodiversity Paradigm Reframes Autism and Difference

While neurodiversity refers to the range of differences in how humans think, learn, and behave, the neurodiversity paradigm is the framework used to interpret, understand, and value those differences.

It shifts us away from deficit-based thinking and toward a more respectful, strengths-based perspective.

Key beliefs of the neurodiversity paradigm include:

• Neurodivergence is not a flaw. It’s a valuable part of human diversity.

  
  

• There is no single “correct” or “normal” way to think, feel, or process information.

  
  

• Support should be designed around people’s actual needs, not aimed at making them appear more neurotypical.

  
  

• Neurodivergent people should lead their own advocacy and define their own identities

This paradigm empowers self-advocacy over compliance.

It promotes understanding over judgment.

And it creates space to talk about strengths, not just challenges.

That’s a conversation we desperately need.

It also emphasizes that every person should be valued and respected. We all have worth.

To fully embrace the neurodiversity paradigm, we also need to understand the wide range of ways neurodivergence can show up in people’s lives.

Understanding Forms of Neurodivergence: Innate, Acquired, and Combinations

In 2000, Kassiane Asasumasu – an American autism rights activist – coined the terms neurodivergent and neurodivergence.

Neurodivergence (the state of being neurodivergent) can be innate, acquired, or a combination of both.

Innate Neurodivergence

Innate forms of neurodivergence are present from birth and lifelong. These include:

• Autism

  
  

• ADHD

  
  

• Dyslexia (reading differences)

  
  

• Dyscalculia (math processing differences)

  
  

• Dysgraphia (writing differences)

  
  

• Dyspraxia (motor coordination differences)

 

Acquired Neurodivergence

Acquired forms of neurodivergence may develop later in life, often as a result of injury, trauma, or other life experiences. They may affect emotional regulation, sensory processing, memory, cognition, focus, or motor control.

Examples include:

• Traumatic brain injury (TBI)

  
  

• Anxiety

  
  

• Depression

  
  

• Obsessive-compulsive disorder (OCD)

  
  

• PTSD / Complex PTSD

  
  

• Bipolar disorder

  
  

• Epilepsy

  
  

• Stroke

  
  

• Tourette syndrome

  
  

• Age-related cognitive changes

The Cleveland Clinic notes that there are no medical criteria for what defines someone as neurodivergent. In fact, neurodivergent is not a medical diagnosis at all. It’s an identity-centered term often chosen by individuals to express how their brain works differently from societal norms (Cleveland Clinic, 2023).

As we’ll discuss later, this term is about identity, not clinical classification. People may choose to identify as neurodivergent – or choose not to.

Multiple Forms of Neurodivergence

Some people are multiply neurodivergent.

As Dr. Nick Walker explains in "Neurodiversity: Some Basic Terms and Definitions:"

• "A person whose neurocognitive functioning diverges from dominant societal norms in multiple ways - for instance, a person who is Autistic, dyslexic, and epileptic - can be described as multiply neurodivergent" (Walker, 2014).

No matter the cause or combination, how we talk about neurodivergence shapes how it’s experienced. That’s why affirming language matters so deeply.

Why Affirming Language Matters for Neurodivergent Kids and Adults

Language shapes how we see ourselves and how others treat us. That’s why affirming language is so important.

Here are key principles of affirming language within the neurodiversity paradigm:

Describe support needs, not “functioning levels.”

• Rather than labeling someone as “high” or “low” functioning – a reductive and often misleading framing – affirming language focuses on the specific supports a person may require in different contexts.

Name differences, not deficits.

• Framing traits or characteristics as “deficits” implies something is inherently wrong, rather than simply different.

Recognize special interests, not “obsessions.”

• Special interests are often sources of joy, expertise, and self-regulation. Dismissing them as “obsessions” pathologizes what can be a powerful and positive part of neurodivergent experience.

Understand support-seeking, not attention-seeking.

• When a neurodivergent person reaches out, they are often expressing their needs. Labeling this as “attention-seeking” minimizes their experience and can lead to neglect or dismissal.

Support people through challenges, don’t see them as problems.

• Everyone faces challenges, but neurodivergent individuals are often treated as the problem. Affirming language helps shift the focus to empowerment and understanding.

Acknowledge disability or neurodivergence, not disorder or illness.

• Words like “disorder” and “illness” frame neurodivergent experiences through a medical lens. Affirming language embraces the social model of disability and recognizes neurodivergence as part of human diversity. (The social model of disability sees disability as created by inaccessible environments and societal attitudes, not by individual flaws).

Describe communication and behavior with curiosity, not judgment.

• Terms like “non-compliant” or “challenging” often ignore the underlying reasons for a person’s behavior. Affirming language seeks to understand the why, seeing behavior as communication.

Respect autonomy and agency, not paternalism.

• Neurodivergent people deserve to make choices about their lives, supports, and identities. Avoid language that infantilizes, controls, or strips people of their voice.

Affirming language matters. It changes how we respond to neurodivergent people – and how they learn to see themselves.

I provide examples of how to shift language in my post “My Kid Asked If Autism Is a Bad Word: Here’s Why the Neurodiversity Paradigm and Neurodivergent-Affirming Language Matter in Parenting.”

Also, the Neurodivergent Affirming Language Guide from Neurodiverse Connection is a great resource for helping us shift language.

When language reflects dignity and difference – not deficiency – it becomes a powerful tool for building identity.

The Role of Identity in the Neurodivergent Experience

Words like neurodivergent and neurodivergence aren’t clinical or diagnostic terms. They’re identity terms. They don’t imply something is broken or in need of fixing. Instead, they affirm a broader truth: there are many valid ways to be human.

People use these terms to describe how they relate to their own brains and experiences, often in ways that challenge deficit-based or medicalized views of difference.

Importantly, these terms offer a self-defined identity.

No one else gets to label you as neurodivergent. We all deserve the freedom to explore, claim, or reject the language that fits (or doesn’t fit) who we are. It's about how a person understands themselves and what language resonates with their experience.

According to the Cleveland Clinic, studies show that people who understand their neurodivergence as a difference – rather than a disorder or defect – are more likely to report stronger self-worth and higher aspirations (Cleveland Clinic, 2023).

Language helps shape self-understanding. And identity can be a powerful foundation for advocacy, resilience, and pride.

The Neurodiversity Paradigm, Neurodivergence, and Neurodivergent Identity Matter—Especially Now

If I’d known about this lens earlier, I would’ve had more clarity – and less fear.

I would have questioned the professionals who approached us with a “fix it” mentality.

Today, in a climate where autism is being politicized, pathologized, and misunderstood at alarming rates, the neurodiversity paradigm offers something vital: a way forward. Not just for autism, but for all forms of neurodivergence.

A way to talk about difference without shame.

A way to raise kids who see their brains as valid, valuable, and worth celebrating.

A way to push back against narratives that tell us something is wrong with being who we are.

We all deserve that kind of lens.

Whether you’re neurodivergent, raising a neurodivergent child, seeking to better understand neurodivergence, or looking for a more compassionate perspective on the human brain, the neurodiversity paradigm offers a much-needed shift in understanding.

And that’s why I’ll keep writing about it.

Jen with Cool Wiring

Author's Note: I write from my own experience as a neurodivergent person and as a parent to neurodivergent children. While this post serves as an introduction to neurodiversity and the neurodiversity paradigm, I found myself reflecting more deeply on what neurodivergent identity means on a personal level.

In "Neurodiversity: Some Basic Terms and Definitions," Dr. Nick Walker describes how some forms of neurodivergence – like autism – are intrinsic to a person’s identity and fundamental way of being, while others – like epilepsy or the effects of a traumatic brain injury – may be more medically treatable or separable from one’s core selfhood. Within this view, the neurodiversity paradigm rejects the pathologizing of innate forms like autism, but does not necessarily reject it for all acquired conditions (Walker, 2014).

While this distinction can be helpful in understanding how different forms of neurodivergence shape identity in different ways, I believe it’s also important to recognize that some acquired forms can persist for many years and profoundly influence a person’s sense of self.

Conditions such as PTSD, complex PTSD, OCD, depression, and bipolar disorder may not be short-term experiences. In some cases, genetic factors may play a role. Over time, these conditions can become deeply woven into how someone experiences the world, relates to others, and understands themselves.

That’s why I advocate for a more inclusive and compassionate framework – one that validates people’s experiences regardless of whether their neurodivergence is considered “innate” or “acquired.”

I explore this further in my post “Affirming Language Changed How I Saw My PTSD and Acquired Neurodivergence.”

References

Cleveland Clinic. (2023, March 14). Neurodivergent. https://my.clevelandclinic.org/health/symptoms/23154-neurodivergent

Neurodiverse Connection. (n.d.). Neurodivergent affirming language guide. Retrieved September 24, 2025, from https://ndconnection.co.uk/resources/p/nd-affirming-language-guide

Singer, J. (n.d.). Neurodiversity: Definition and Discussion. Retrieved September 24, 2025, from https://neurodiversity2.blogspot.com/p/what.html

Walker, N. (2014). Neurodiversity: Some basic terms and definitions. Neuroqueer. Retrieved September 24, 2025, from https://neuroqueer.com/neurodiversity-terms-and-definitions/

Recommended Books on Neurodiversity

If you’re interested in learning more about neurodiversity and neurodivergent-affirming perspectives, here are a few recommended books:

NeuroTribes: The Legacy of Autism and the Future of Neurodiversity by Steve Silberman

An thorough work that traces the history of autism and the rise of the neurodiversity movement, blending science, history, and advocacy.

Neurodiversity for Dummies by John Marble, Khushboo Charbria, and Ranga Jayaraman

An accessible and inclusive guide that breaks down complex concepts into practical insights, written by neurodivergent authors.

Wonderfully Wired Brains: An Introduction to the World of Neurodiversity by Louise Gooding

Aimed at younger audiences, this illustrated book celebrates different ways brains work with approachable language and visuals. An accessible book to read with kids to spark conversations about their brains.

NeuroDiversity: The Birth of an Idea by Judy Singer

A foundational text by the sociologist who coined the term "neurodiversity," offering theoretical and personal perspectives.

Autism for Adults: An Approachable Guide to Living Excellently on the Spectrum by Daniel M. Jones

Written by an autistic advocate, this practical book supports autistic adults in navigating life with empowerment and clarity.

We’re Not Broken: Changing the Autism Conversation by Eric Garcia

A blend of memoir and journalism that challenges harmful stereotypes and explores systemic issues facing autistic people.

The Power of Neurodiversity: Unleashing the Advantages of Your Differently Wired Brain by Thomas Armstrong, PhD

A strengths-based look at various neurodivergent conditions and how embracing them can unlock potential in education and life.