Editor: Dr. Vijesh Bhute<\/p>\n
Introduction and Scope:<\/h3>\n\u201cLanguage is an important part of the Social Model of Disability because language reflects the cultural assumptions and thinking of the society around us. Language is never purely descriptive – it shapes how we see each other, the value we place on different identities, and sometimes how we behave\u201d. –\u00a0Disability Rights UK<\/a><\/p><\/blockquote>\nThis document aims to provide guidance on neuro-affirmative language as well as highlighting common misconceptions with the hope to raise awareness about neurodivergent conditions. This document is created by neurodivergent students and staff.<\/p>\n
<\/p>\n
Redefining terms:<\/h3>\n<\/div>\n\n- Neurodivergent <\/strong>– Describes an individual whose neurological functioning is viewed as atypical.<\/li>\n
- Neurodivergence <\/strong>– The state of having a neurodivergent brain or neurotype.<\/li>\n
- Neurodiversity <\/strong>– The concept that recognizes and celebrates the diversity of neurotypes across humanity. This is a natural and valuable form of human diversity.<\/li>\n
- Neurodiverse <\/strong>– Refers to the natural variation of neurotypes within our society.<\/li>\n
- Neurotypical <\/strong>– Someone whose neurological functioning aligns with the societal norm.<\/li>\n
- Non-neurodivergent<\/strong> – A more neutral or affirming alternative to \u201cneurotypical\u201d that avoids centring one experience as \u201ctypical.\u201d<\/li>\n
- Neurodiversity-affirming<\/strong> – A concept that supports the view that neurodivergence is not inherently disordered but should be respected and valued. This belief celebrates the different neurotypes and focuses on neurodivergent individuals\u2019 strengths.<\/li>\n
- Neuro-inclusion<\/strong> – Describes the active and conscious creation of environments or practices designed to support and include all neurotypes. Neuro-inclusion is also the act of listening to and valuing the views and experiences.<\/li>\n
- Neurotype <\/strong>– Refers to an individual’s unique neurological configuration. A neurotype covers neuro-traits and behavioural descriptors that have been grouped for diagnostic purposes. For example, autism, ADHD, dyslexia, and dyspraxia are all neuro-types under the umbrella of neurodiversity.<\/li>\n
- Identity first language<\/strong> – Language that places the condition or identity before the person, which many individuals prefer. Examples include saying \u201cautistic person\u201d or describing someone as \u201cdyspraxic.\u201d<\/li>\n
- Person first language<\/strong> – Language that highlights the individual before the condition. Examples include \u201cperson with autism\u201d or \u201csomeone who has dyslexia.\u201d<\/li>\n<\/ul>\n
Autism<\/h3>\nCommon terms:<\/h4>\n
These are terms that may be seen in medical practice and academic or scientific literature.<\/p>\n
\n- ASC <\/strong>– Autism spectrum condition. This term moves away from the idea that autism is a disorder. This term is more widely being used in medical settings. Note that not everyone prefers this term as calling it a \u2018condition\u2019 is a medical way of labelling and categorising.<\/li>\n
- ASD <\/strong>– autism spectrum disorder. This is an outdated term which is misleading.<\/li>\n
- Aspergers <\/strong>– A term that is not used anymore in the medical world. Some people may have been diagnosed with Aspergers in the past and still identify with this label. In this case, the person\u2019s choice should be respected even if you yourself do not agree with this terminology.<\/li>\n
- Allistic <\/strong>– A term that can be used to refer to someone who is not autistic.<\/li>\n<\/ul>\n
Understanding Autism<\/h4>\n
Autism varies from person to person, each person having uniquely different abilities and support needs, just as non-autistic people have varying strengths and weaknesses. Autism is not a fixed or constant state but fluctuates according to external factors or co-occurring conditions. Rather than viewing autism as \u2018being on\u2019 a [continuous or stable linear] spectrum, it may be more helpful to think of autism as being in a state of flux, or flow, subject to change, instability and inconsistency. Support needs can differ from one day to the next, or even within the same day, depending on the context of a given situation. For this reason, accommodations or adjustments need to be flexible.<\/p>\n
It is important to consider autism or any other neurodivergence within an intersectional and cultural context. Neurotypes, which may co-exist alongside other disabilities, can present differently depending on a person’s race, ethnicity, gender identity, sexual orientation, how a person has been socialised, or class. The complex intersection of these factors can influence a person’s lived experience, resulting in discrimination or privilege.<\/p>\n
Misconceptions<\/h4>\n\n- \u2018Everyone is a little bit autistic\u2019 is a common phrase (often used by non-autistic people) when referring to what they might perceive as ‘stereotypical\u2019 autistic traits: for example, having a specific interest or topic of conversation, or being easily annoyed or upset which might be interpreted as a \u2018meltdown\u2019. It is true that someone can have traits which may be considered autistic, but this does not necessarily mean that a person is<\/em> To describe everyone as being \u2018a little bit autistic\u2019 diminishes the lived experience of autistic people and the barriers they face.<\/li>\n
- The \u2018autistic spectrum\u2019 is often regarded as a linear form moving from less autistic (mild) to more autistic (severe) at opposite ends of the spectrum. This may lead to mislabelling of autistic people as \u2018high functioning\u2019 (mildly autistic) or \u2018low functioning\u2019 (severely autistic). Assigning these labels does not help our understanding of autistic support needs, especially if this is based on the perception of an autistic person by an external observer, rather than the autistic person\u2019s lived experience. For example, someone who appears to be \u2018high functioning\u2019 may be \u2018high masking\u2019 \u2013 they may have low, medium, or high support needs but feel unable to advocate for their support needs because they do not want to appear difficult or demanding. This example may also be applicable to other neurotypes discussed in this document.<\/li>\n<\/ul>\n
![\"Artist](\"http:\/\/blogs.imperial.ac.uk\/inclusive-university\/files\/2026\/06\/Changing-views-on-spectrum.png\")
Artist visualisation of how the views of spectrum have evolved comparing a linear with with a more plastic spider plot describing differences in neurodivergent individuals can have different ways of processing information and this can change depending on the affective state of the individual. Adapted from Bhute, Vijesh; Cracknell, Maya (2026). Neurodiversity at University.<\/a>\u00a0<\/figcaption><\/figure>\nInclusive\/affirmative practice<\/h4>\n
When referring to a group or community:<\/p>\n
\n- Use identity first language, for example, autistic person\/people\/community.<\/li>\n
- Use the term \u2018autism\u2019 rather than medicalised language such as ASD, ASC, or Asperger’s.<\/li>\n<\/ul>\n
When interacting with an individual:<\/p>\n
\n- Ask whether they prefer person first or identity first language.<\/li>\n
- Ask which terms they use to identify their neurotype(s).<\/li>\n
- Respect their choice and use their preferred language when you are interacting with them<\/li>\n<\/ul>\n
In addition:<\/p>\n
\n- Respect the autonomy of an autistic person.<\/li>\n
- Presume competence.<\/li>\n
- Prioritise lived experience.<\/li>\n
- Reframe your expectations.<\/li>\n<\/ul>\n
ADHD<\/h3>\nCommon Terms<\/h4>\n\n- ADHD<\/strong>: Acronym for Attention-Deficit Hyperactivity Disorder, though some individuals may reject the use of the terms \u201cdeficit\u201d and \u201cdisorder\u201d.<\/li>\n
- ADD<\/strong>: Acronym for Attention-Deficit Disorder, an outdated term used to categorise those presenting with other symptoms of AD(H)D but lacking the \u201chyperactive\u201d component. This term is now out of use and replaced with the three different models of ADHD instead.<\/li>\n
- Attention variability\/Attention rhythm\/Attention difference<\/strong>: Centres the dynamic nature of variable attention span within individuals with ADHD, as opposed to \u201cattention deficit\u201d.<\/li>\n
- Executive functions<\/strong>: A set of skills and functions that facilitates behaviours required to plan and execute goals. These can include self-regulation, working memory, and time management.<\/li>\n
- Executive dysfunction<\/strong>: Difficulties with executive functions are a trait rather than a diagnosis. Executive dysfunction can present within several different neurotypes.<\/li>\n<\/ul>\n
Understanding ADHD<\/h4>\n
ADHD can be categorised as Inattentive, Hyperactive, and Combined type. It is important to note that a spectrum of ADHD symptoms can exist across the different types, and just because two individuals have the same type of ADHD, does not mean that the two individuals experiences ADHD the same way.<\/p>\n
Misconceptions<\/h4>\n
There is a common misunderstanding by the wider community that ADHD presents as the stereotypical \u201chyperactive child with the inability to sit still\u201d. This is not only harmful by reducing ADHD presentation and types to one singular presentation but also can often lead to under-diagnosis within assigned female at birth (AFAB) and other minority communities. ADHD presentation can often differ due to cultural and societal differences.<\/p>\n
\n- ADHD isn\u2019t just someone not sitting still, therefore hyperactivity may not be the only indicating factor of diagnosis<\/li>\n
- Due to societal expectations, girls and AFAB children are often underdiagnosed when they don\u2019t exhibit the hyperactivity stereotype.<\/li>\n
- Executive dysfunction \u2014 often misconstrued as \u201claziness\u201d or simple procrastination, executive dysfunction can significantly impair a person’s ability to plan, initiate, organize, and complete tasks, even when they are motivated and aware of what needs to be done.<\/li>\n<\/ul>\n
Another common assumption of ADHD is the view that it is a \u201cchildhood disorder\u201d. ADHD has been seen to carry into adult life, and societal pressure often causes individuals to conform to neurotypical social practices, also known as \u201cmasking\u201d, to alleviate stigma associated with ADHD behaviour.<\/p>\n
Inclusive\/affirmative practice<\/h4>\n
When referring to a group or community:<\/p>\n
\n- Both identify first (e.g. “ADHD-er” or \u201cADHD community\u201d) and person first (e.g. \u201cperson with ADHD\u201d) are widely accepted.<\/li>\n<\/ul>\n
When interacting with an individual:<\/p>\n
\n- Ask whether they prefer person first or identity first language.<\/li>\n
- Ask which terms they use to identify their neurotype(s).<\/li>\n
- Respect their choice and use their preferred language when you are interacting with them.<\/li>\n<\/ul>\n
Dyslexia<\/h3>\nCommon terms<\/h4>\n
These are terms that may be seen in medical practice and academic or scientific literature; however, this is not always the most affirming language.<\/p>\n
\n- Dyslexia <\/strong>\u2013 A condition that affects how the brain processes written and spoken language.<\/li>\n
- Dyslexic thinking<\/strong> \u2013 Reframes dyslexia not as a deficit, but as a distinct and valuable cognitive style. Focuses on the ability to recognise patterns and problem solve.<\/li>\n
- Learning difficulty<\/strong> \u2013 Refers to specific challenges in acquiring academic skills (e.g. dyslexia, dyscalculia). Does not<\/strong> affect general intelligence.<\/li>\n
- Learning difference<\/strong> \u2013 A broader, more inclusive term that acknowledges diverse ways of learning.<\/li>\n
- SpLD <\/strong>\u2013 Specific learning difficulty. Encompasses several different learning difficulties.<\/li>\n
- SLD <\/strong>\u2013 Specific learning disability. More commonly used in a medical and legal contexts.<\/li>\n<\/ul>\n
Understanding Dyslexia<\/h4>\n
Dyslexia is a specific learning difference which affects information processing speed in the brain. Dyslexia can make it difficult to structure thoughts and sentences. Dyslexic individuals can present with difficulties related to memory, planning, time management, and directions (left\/right, etc). Dyslexic individuals are also known to have improved problem solving and creative thinking skills. It is important to note that this is not an exhaustive list of traits and not everyone presents with all traits. Additionally, dyslexia may be considered a disability by some individuals while others may prefer to refer to it as a learning difference.<\/p>\n
Misconceptions<\/h4>\n\n- Dyslexia is just reading and writing challenges – this is not true. As discussed above dyslexia can affect other aspects of information processing including memory, planning and structuring thoughts. Not all dyslexic individuals have writing difficulties.<\/li>\n
- Dyslexia can be outgrown. This is incorrect \u2013 dyslexia is a lifelong condition, but with appropriate support and strategies, individuals can learn to manage it effectively.<\/li>\n
- Dyslexia is just about reversing letters. Again, this is a misconception: while letter reversal is a symptom, dyslexia primarily affects reading fluency and comprehension.<\/li>\n<\/ul>\n
Inclusive\/affirmative practice<\/h4>\n\n- On a community and individual level: \u201cdyslexic individual(s)\u201d or \u201cindividual(s) with dyslexia\u201d.<\/li>\n
- It is very important to keep intersectionality in mind to avoid misunderstanding someone\u2019s support needs.<\/li>\n
- It is also vital to keep in mind that everyone\u2019s dyslexia symptoms will be different and different dyslexic individuals might require vastly different support.<\/li>\n<\/ul>\n
Dyspraxia<\/h3>\nCommon terms<\/h4>\n\n- Developmental co-ordination disorder (DCD)<\/strong>: This term is seen in medical practice and academic or scientific literature, but dyspraxia is the preferred term.<\/li>\n<\/ul>\n
Understanding Dyspraxia<\/h4>\n
Dyspraxia is a difference that affects movement and co-ordination. It does not affect one\u2019s intelligence. It can affect one\u2019s co-ordination (large motor) skills, such as tasks requiring balance, playing sports, or learning to drive a car. Dyspraxia can also affect fine motor skills, such as writing or using small objects. The degree of impact on large and fine motor skills varies between individuals.<\/p>\n
Misconceptions<\/h4>\n\n- Dyspraxia is just being clumsy – Dyspraxia affects motor coordination, but it also impacts planning, organization, memory, speech, and emotional regulation. It\u2019s a neurological condition, not simply clumsiness.<\/li>\n
- Dyspraxia only affects coordination – It can also affect fine motor skills, speech and language development, sensory processing, and even social interaction and emotional wellbeing.<\/li>\n
- Children outgrow dyspraxia – Dyspraxia is a lifelong condition. While some individuals may develop coping strategies or improve certain skills over time, the underlying neurological differences remain into adulthood.<\/li>\n<\/ul>\n
Inclusive\/affirmative practice<\/h4>\n
When referring to a group or community:<\/p>\n
\n- Use identity first language, for example dyspraxic person\/people\/community.<\/li>\n
- Use the term \u2018dyspraxic\u2019 rather than medicalised language such as DCD.<\/li>\n<\/ul>\n
When interacting with an individual:<\/p>\n
\n- Ask whether they prefer person first or identity first language.<\/li>\n
- Ask which terms they use to identify their neurotype(s).<\/li>\n
- Respect their choice and use their preferred language when you are interacting with them.<\/li>\n<\/ul>\n
The neurodivergent umbrella<\/h3>\n
The 4 conditions outlined above are some of the most common and well-known neurotypes. There are, in fact, several other neurotypes that fall under the neurodivergent umbrella. This includes conditions such as:<\/p>\n
\n- Dyscalculia<\/li>\n
- Dysgraphia<\/li>\n
- Tourette’s syndrome<\/li>\n
- Sensory processing disorder<\/li>\n
- PTSD and c-PTSD ((complex-) post-traumatic stress disorder)<\/li>\n
- OCD (obsessive compulsive disorder)<\/li>\n
- Bipolar<\/li>\n
- Down\u2019s syndrome<\/li>\n
- Foetal alcohol syndrome disorder<\/li>\n
- Epilepsy<\/li>\n<\/ul>\n
In the international context of Imperial, it is worth to keep in mind that some students come from countries and families where neurodivergence is highly stigmatised. They therefore may not know which adjustments are available and what would be helpful to them. The journey of discovering this for themselves is especially confusing in such an intense and fast paced environment as university in a new country.<\/p>\n
Further reading<\/h3>\n\n- Bhute, Vijesh; Cracknell, Maya (2026). Neurodiversity at University. <\/a><\/li>\n
- Eight principles of neuro-inclusion; an autistic perspective on innovating inclusive research methods<\/a><\/li>\n
- Why ‘Neurodiversity’ and ‘Neurodivergence’ Shouldn’t Be Used Interchangeably | The Swaddle<\/a><\/li>\n
- Neurodiversity affirming care-what does it mean for therapy?<\/a><\/li>\n
- An Event Professional\u2019s Guide to Neuroinclusion<\/a><\/li>\n
- Top tips for Neuroinclusive communication | John Innes Centre<\/a><\/li>\n
- Voices of neurodiversity | Chris Papadopoulos<\/a><\/li>\n
- We’re all neurodiverse | Sonny Jane Wise<\/a><\/li>\n
- \u2018It’s like calling short people vertically challenged\u2019: Language and terminology preferences among neurodivergent adults in the United Kingdom – Amy Pearson, Aimee Grant, Jennifer Leigh, Stephen J Macdonald, Kathryn Williams, Gemma Williams, Elliott Spaeth, Kieran Rose, Ann Memmott, Monique Botha, 2026<\/a><\/li>\n<\/ul>\n
This resource is part of the\u00a0Inclusive assessments project funded by the Pedagogy Transformation Fund at Imperial College London. For any questions or comments, please contact Dr. Vijesh Bhute (v.bhute@imperial.ac.uk).<\/p>\n![\"Logo](\"http:\/\/blogs.imperial.ac.uk\/inclusive-university\/files\/2026\/06\/IMG_3905-e1781592456150-300x209.jpg\")
Part of the Guide for Neuro-Inclusion in Higher Education\u00a0<\/figcaption><\/figure>\n","protected":false},"excerpt":{"rendered":"Authors: Dez Mendoza and StudentShapers Partners Editor: Dr. Vijesh Bhute Introduction and Scope: \u201cLanguage is an important part of the Social Model of Disability because language reflects the cultural assumptions and thinking of the society around us. Language is never purely descriptive – it shapes how we see each other, the value we place on […]<\/p>\n","protected":false},"author":1912,"featured_media":0,"comment_status":"open","ping_status":"open","sticky":false,"template":"","format":"standard","meta":{"footnotes":""},"categories":[2,23,11,24,25,4,9],"tags":[],"class_list":["post-129","post","type-post","status-publish","format-standard","hentry","category-adhd","category-autism","category-awareness","category-dyslexia","category-dyspraxia","category-neurodivergent-experience","category-tips-and-advice"],"yoast_head":"\n
Neuro-Affirmative Language - Inclusive University<\/title>\n<meta name=\"description\" content=\"Guidance on neuro-affirmative language as well as highlighting common misconceptions with the hope to raise awareness about neurodivergent conditions\" \/>\n<meta name=\"robots\" content=\"index, follow, max-snippet:-1, max-image-preview:large, max-video-preview:-1\" \/>\n<link rel=\"canonical\" href=\"https:\/\/blogs.imperial.ac.uk\/inclusive-university\/2026\/06\/15\/neuro-affirmative-language\/\" \/>\n<meta property=\"og:locale\" content=\"en_GB\" \/>\n<meta property=\"og:type\" content=\"article\" \/>\n<meta property=\"og:title\" content=\"Neuro-Affirmative Language - Inclusive University\" \/>\n<meta property=\"og:description\" content=\"Guidance on neuro-affirmative language as well as highlighting common misconceptions with the hope to raise awareness about neurodivergent conditions\" \/>\n<meta property=\"og:url\" content=\"https:\/\/blogs.imperial.ac.uk\/inclusive-university\/2026\/06\/15\/neuro-affirmative-language\/\" \/>\n<meta property=\"og:site_name\" content=\"Inclusive University\" \/>\n<meta property=\"article:published_time\" content=\"2026-06-15T22:15:55+00:00\" \/>\n<meta property=\"article:modified_time\" content=\"2026-06-16T06:56:32+00:00\" \/>\n<meta property=\"og:image\" content=\"https:\/\/blogs.imperial.ac.uk\/inclusive-university\/files\/2026\/06\/Changing-views-on-spectrum.png\" \/>\n\t<meta property=\"og:image:width\" content=\"729\" \/>\n\t<meta property=\"og:image:height\" content=\"579\" \/>\n\t<meta property=\"og:image:type\" content=\"image\/png\" \/>\n<meta name=\"author\" content=\"Vijesh Bhute\" \/>\n<meta name=\"twitter:card\" content=\"summary_large_image\" \/>\n<meta name=\"twitter:label1\" content=\"Written by\" \/>\n\t<meta name=\"twitter:data1\" content=\"Vijesh Bhute\" \/>\n\t<meta name=\"twitter:label2\" content=\"Estimated reading time\" \/>\n\t<meta name=\"twitter:data2\" content=\"11 minutes\" \/>\n<script type=\"application\/ld+json\" class=\"yoast-schema-graph\">{\"@context\":\"https:\\\/\\\/schema.org\",\"@graph\":[{\"@type\":\"Article\",\"@id\":\"https:\\\/\\\/blogs.imperial.ac.uk\\\/inclusive-university\\\/2026\\\/06\\\/15\\\/neuro-affirmative-language\\\/#article\",\"isPartOf\":{\"@id\":\"https:\\\/\\\/blogs.imperial.ac.uk\\\/inclusive-university\\\/2026\\\/06\\\/15\\\/neuro-affirmative-language\\\/\"},\"author\":{\"name\":\"Vijesh Bhute\",\"@id\":\"https:\\\/\\\/blogs.imperial.ac.uk\\\/inclusive-university\\\/#\\\/schema\\\/person\\\/9f8d6d87b282e0c0f379b051afa893a3\"},\"headline\":\"Neuro-Affirmative Language\",\"datePublished\":\"2026-06-15T22:15:55+00:00\",\"dateModified\":\"2026-06-16T06:56:32+00:00\",\"mainEntityOfPage\":{\"@id\":\"https:\\\/\\\/blogs.imperial.ac.uk\\\/inclusive-university\\\/2026\\\/06\\\/15\\\/neuro-affirmative-language\\\/\"},\"wordCount\":2383,\"commentCount\":0,\"image\":{\"@id\":\"https:\\\/\\\/blogs.imperial.ac.uk\\\/inclusive-university\\\/2026\\\/06\\\/15\\\/neuro-affirmative-language\\\/#primaryimage\"},\"thumbnailUrl\":\"http:\\\/\\\/blogs.imperial.ac.uk\\\/inclusive-university\\\/files\\\/2026\\\/06\\\/Changing-views-on-spectrum.png\",\"articleSection\":[\"ADHD\",\"Autism\",\"Awareness\",\"Dyslexia\",\"Dyspraxia\",\"Neurodivergent Experience\",\"Tips and advice\"],\"inLanguage\":\"en-GB\",\"potentialAction\":[{\"@type\":\"CommentAction\",\"name\":\"Comment\",\"target\":[\"https:\\\/\\\/blogs.imperial.ac.uk\\\/inclusive-university\\\/2026\\\/06\\\/15\\\/neuro-affirmative-language\\\/#respond\"]}]},{\"@type\":\"WebPage\",\"@id\":\"https:\\\/\\\/blogs.imperial.ac.uk\\\/inclusive-university\\\/2026\\\/06\\\/15\\\/neuro-affirmative-language\\\/\",\"url\":\"https:\\\/\\\/blogs.imperial.ac.uk\\\/inclusive-university\\\/2026\\\/06\\\/15\\\/neuro-affirmative-language\\\/\",\"name\":\"Neuro-Affirmative Language - 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\u201cLanguage is an important part of the Social Model of Disability because language reflects the cultural assumptions and thinking of the society around us. Language is never purely descriptive – it shapes how we see each other, the value we place on different identities, and sometimes how we behave\u201d. –\u00a0Disability Rights UK<\/a><\/p><\/blockquote>\n This document aims to provide guidance on neuro-affirmative language as well as highlighting common misconceptions with the hope to raise awareness about neurodivergent conditions. This document is created by neurodivergent students and staff.<\/p>\n <\/p>\n These are terms that may be seen in medical practice and academic or scientific literature.<\/p>\n Autism varies from person to person, each person having uniquely different abilities and support needs, just as non-autistic people have varying strengths and weaknesses. Autism is not a fixed or constant state but fluctuates according to external factors or co-occurring conditions. Rather than viewing autism as \u2018being on\u2019 a [continuous or stable linear] spectrum, it may be more helpful to think of autism as being in a state of flux, or flow, subject to change, instability and inconsistency. Support needs can differ from one day to the next, or even within the same day, depending on the context of a given situation. For this reason, accommodations or adjustments need to be flexible.<\/p>\n It is important to consider autism or any other neurodivergence within an intersectional and cultural context. Neurotypes, which may co-exist alongside other disabilities, can present differently depending on a person’s race, ethnicity, gender identity, sexual orientation, how a person has been socialised, or class. The complex intersection of these factors can influence a person’s lived experience, resulting in discrimination or privilege.<\/p>\n When referring to a group or community:<\/p>\n When interacting with an individual:<\/p>\n In addition:<\/p>\n ADHD can be categorised as Inattentive, Hyperactive, and Combined type. It is important to note that a spectrum of ADHD symptoms can exist across the different types, and just because two individuals have the same type of ADHD, does not mean that the two individuals experiences ADHD the same way.<\/p>\n There is a common misunderstanding by the wider community that ADHD presents as the stereotypical \u201chyperactive child with the inability to sit still\u201d. This is not only harmful by reducing ADHD presentation and types to one singular presentation but also can often lead to under-diagnosis within assigned female at birth (AFAB) and other minority communities. ADHD presentation can often differ due to cultural and societal differences.<\/p>\n Another common assumption of ADHD is the view that it is a \u201cchildhood disorder\u201d. ADHD has been seen to carry into adult life, and societal pressure often causes individuals to conform to neurotypical social practices, also known as \u201cmasking\u201d, to alleviate stigma associated with ADHD behaviour.<\/p>\n When referring to a group or community:<\/p>\n When interacting with an individual:<\/p>\n These are terms that may be seen in medical practice and academic or scientific literature; however, this is not always the most affirming language.<\/p>\n Dyslexia is a specific learning difference which affects information processing speed in the brain. Dyslexia can make it difficult to structure thoughts and sentences. Dyslexic individuals can present with difficulties related to memory, planning, time management, and directions (left\/right, etc). Dyslexic individuals are also known to have improved problem solving and creative thinking skills. It is important to note that this is not an exhaustive list of traits and not everyone presents with all traits. Additionally, dyslexia may be considered a disability by some individuals while others may prefer to refer to it as a learning difference.<\/p>\n Dyspraxia is a difference that affects movement and co-ordination. It does not affect one\u2019s intelligence. It can affect one\u2019s co-ordination (large motor) skills, such as tasks requiring balance, playing sports, or learning to drive a car. Dyspraxia can also affect fine motor skills, such as writing or using small objects. The degree of impact on large and fine motor skills varies between individuals.<\/p>\n When referring to a group or community:<\/p>\n When interacting with an individual:<\/p>\n The 4 conditions outlined above are some of the most common and well-known neurotypes. There are, in fact, several other neurotypes that fall under the neurodivergent umbrella. This includes conditions such as:<\/p>\n In the international context of Imperial, it is worth to keep in mind that some students come from countries and families where neurodivergence is highly stigmatised. They therefore may not know which adjustments are available and what would be helpful to them. The journey of discovering this for themselves is especially confusing in such an intense and fast paced environment as university in a new country.<\/p>\n This resource is part of the\u00a0Inclusive assessments project funded by the Pedagogy Transformation Fund at Imperial College London. For any questions or comments, please contact Dr. Vijesh Bhute (v.bhute@imperial.ac.uk).<\/p>\n Authors: Dez Mendoza and StudentShapers Partners Editor: Dr. Vijesh Bhute Introduction and Scope: \u201cLanguage is an important part of the Social Model of Disability because language reflects the cultural assumptions and thinking of the society around us. Language is never purely descriptive – it shapes how we see each other, the value we place on […]<\/p>\n","protected":false},"author":1912,"featured_media":0,"comment_status":"open","ping_status":"open","sticky":false,"template":"","format":"standard","meta":{"footnotes":""},"categories":[2,23,11,24,25,4,9],"tags":[],"class_list":["post-129","post","type-post","status-publish","format-standard","hentry","category-adhd","category-autism","category-awareness","category-dyslexia","category-dyspraxia","category-neurodivergent-experience","category-tips-and-advice"],"yoast_head":"\nRedefining terms:<\/h3>\n
\n
Autism<\/h3>\n
Common terms:<\/h4>\n
\n
Understanding Autism<\/h4>\n
Misconceptions<\/h4>\n
\n
Inclusive\/affirmative practice<\/h4>\n
\n
\n
\n
ADHD<\/h3>\n
Common Terms<\/h4>\n
\n
Understanding ADHD<\/h4>\n
Misconceptions<\/h4>\n
\n
Inclusive\/affirmative practice<\/h4>\n
\n
\n
Dyslexia<\/h3>\n
Common terms<\/h4>\n
\n
Understanding Dyslexia<\/h4>\n
Misconceptions<\/h4>\n
\n
Inclusive\/affirmative practice<\/h4>\n
\n
Dyspraxia<\/h3>\n
Common terms<\/h4>\n
\n
Understanding Dyspraxia<\/h4>\n
Misconceptions<\/h4>\n
\n
Inclusive\/affirmative practice<\/h4>\n
\n
\n
The neurodivergent umbrella<\/h3>\n
\n
Further reading<\/h3>\n
\n