NEURODIVERSITY- The power of diversity
The term “neurodiversity” describes the divergent ways that people’s brain’s function. Although each person’s brain develops similarly, no two brains are exactly comparable in how they work. Having a brain that functions differently from the typical or “neurotypical” individual is known as being neurodivergent. These could include variations in social preferences, learning styles, communication styles, and/or environmental perceptions. A neurodivergent person has distinct strengths and challenges as a result. Despite the fact that neurodiversity is sometimes mistaken for a mental health and wellness issue that has to be “cured,” it is an important feature that should be recognized. Nonetheless, comorbid mental health issues that are worthy of attention can still affect neurodiverse people.
Is there a correct way for brain to function- The answer will be, there is no “correct” way for the brain to function. Rather, there are many different ways that people, including those with learning disabilities, autism, and ADHD, see and react to the environment. A brain that acts differently from the normal brain is referred to as “neurodiverse.” Differences in neurodiversity are considered as inherently unique neuro qualities possessed by some individuals. People who are neurodiverse, such as those with autism, ADHD, and learning disabilities, may have peculiar ways of thinking, learning, and seeing the world.
The term “neurodiversity” was created in the 1990s to combat the stigma associated with autism, ADHD, and learning disabilities like dyslexia. Since then it has developed into a movement to help individuals who are neurodivergent, meaning that their brains function differently from the norm, and to concentrate on enhancing their abilities. Every invidual has a unique blend of physical, psychological, and mental/cognitive strengths and deficiencies. Nobody is entirely marked by weakness, and nobody is strong in every area of life. Everybody has a different set of strengths and weaknesses in their lives.
NEUROTRIBES
Autism
People with autism frequently struggle with social skills, which affects their capacity to build and sustain relationships, read nonverbal clues, and communicate back and forth in day-to-day encounters. Social interactions can be difficult for people with autism due to issues with shared attention, emotional regulation, and relationship formation. It can be especially challenging to understand social signs and nonverbal communication, so it’s critical to offer clear guidance and assistance in these areas. For people with autism to flourish in their everyday lives and social interactions, it is essential to create a supportive atmosphere that fosters comprehension, acceptance, and inclusion. We can develop an atmosphere that supports the special requirements of people with autism by addressing social interaction issues, sensory sensitivity issues, and communication difficulties.
Attention Deficit Hyperactivity Disorder
One neurodevelopmental issue that impacts how the brain develops and functions is attention-deficit/hyperactivity disorder (ADHD). Although it can persist into adulthood, ADHD is frequently diagnosed in children. Adults with ADHD may have trouble with relationships, everyday tasks, and work. Adult responsibilities and difficulties can sometimes exacerbate pre-existing symptoms and create new ones.
Having ADHD as an adult-Growing up does not mean that ADHD goes away. Many adults with ADHD still experience symptoms, even after therapy, but they may appear and feel slightly different. Losing the structure and support they experienced at home and in school as children might make it more difficult for many adults with ADHD to control their symptoms as they get older.
Dyspraxia
Contrary to popular assumption, developmental coordination disorder (DCD), usually referred to as dyspraxia, is a lifelong illness that cannot be “grown out of.” Coordination issues with fine and gross motor skills are the primary signs in children. Adult dyspraxia symptoms vary, though, and are frequently concealed by individuals who have spent years adjusting to a culture that does not recognize or comprehend DCD or dyspraxia. ‘Clumsy Child Syndrome’ was the term used for many years to describe DCD/dyspraxia. A more widely accepted definition of DCD and the recognition of the name did not occur until the late 1980s.
While indicators of DCD/dyspraxia are varied they may include challenges in some or multiple of the more common areas:
Skills of everyday independent living and organising ones day e.g. dressing, shaving, applying makeup, cooking, timekeeping.
Difficulty with fine motor skills, such as writing, typing, or using small objects.
Challenges with balance, coordination, and tasks requiring motor skills, like playing sports or driving.
Distorted sense of direction. Difficulty distinguishing right from left, north from south etc.,
Learning new skills and remembering information, which can affect work and home life.
Tourette Syndrome
A neurological condition known as Tourette syndrome (TS) can result in tics, which are abrupt, uncontrollable, quick, and repetitive movements or vocalizations. TS belongs to a class of illnesses known as tic disorders that affect the developing neurological system. Over time, the kind, frequency, location, and severity of TS’s motor (including movement of the body) and vocal (involving noises you make) tics fluctuate. You are powerless to stop your body from getting tics. Between the ages of five and ten, the initial symptoms typically appear in the head and neck region. Your arms, legs, and chest muscles may eventually be included in these. In most cases, motor tics appear before vocal tics do. Boys are more likely than girls to have Tourette syndrome. Although tics usually subside and become under control by the late teens to early 20s, the majority of TS sufferers have their worst tic symptoms in their early teens. Some people may experience symptoms of TS that persist into adulthood, making it a chronic disorder. Tics can sometimes get worse as people get older. Individuals with TS have a normal life expectancy, and the illness is not degenerative (it becomes worse over time).
Simple tics are sudden, brief, repetitive movements that involve a few muscle groups. They are more common than complex tics. Simple tics often precede complex tics.
Simple motor tics include:
- Eye blinking and other eye movements
- Facial grimacing
- Shoulder shrugging
- Head or shoulder jerking
Simple vocal tics include:
- Repetitive throat clearing
- Sniffing
- Barking
- Grunting
Complex tics are distinct, coordinated patterns of movement involving several muscle groups in different parts of the body.
Complex motor tics might include facial grimacing combined with a head twist and a shoulder shrug. Other complex motor tics may appear purposeful, including:
- Sniffing or touching an object
- Hopping
- Jumping
- Bending
- Twisting
How the world is changing perception
The way we handle people who are neurodivergent will change as society’s perception of how the brain functions changes. For instance, a lot of effort has been made to avoid seeing autism to be a disease that has to be cured. Additionally, special education is progressing in this area, with methods increasingly focused on the learning styles of individuals with diverse neurodivergent tendencies. Promoting neurodiversity Acceptance may have started with autism and its treatment, but it has expanded to encompass a wide range of neurodivergent types. The more we acknowledge, validate, and comprehend that brain differences are very widespread, we will evolve as society.