Neurodiversity: what is behind the concept

Where does the term come from?

The word “neurodiversity” was coined in 1998 by the sociologist Judy Singer and the journalist Harvey Blume; it was taken up by activists on the autism spectrum. In the 2000s, self-advocacy organisations led by those affected emerged. In science, too, the term is used more often. ^[1] Terms such as “neurodivergent” are explained in the article Language and terms.

What the concept says

According to the review by Pellicano and den Houting (2022), the paradigm rests on two assumptions: typical development is neither better nor worse than divergent development, and all people deserve dignity and respect, regardless of how they deviate from an assumed norm. A person’s worth should not depend on what they “contribute” to society. The authors stress that the paradigm explicitly includes all people on the autism spectrum, including those with high support needs. ^[1]

On the social model: a disability is, according to it, not explained by the person’s characteristics alone but also by the fact that environments are tailored to typical development. As an example, the authors name loud, hectic schools with many changes and unspoken social rules. ^[1] That does not mean that people on the spectrum need no support. ^[1]

Neurodiversity and the medical model

The authors criticise three points of earlier medical thinking: an overemphasis on deficits, a restriction to the individual instead of their surroundings, and a narrow perspective in research that prioritises research into causes over the life questions of those affected. ^[1] This is the authors’ position, not a generally recognised finding. The medical approach to assessment and therapy is described in other articles, for example How an autism assessment works.

An example of the idea that misunderstandings between people with and without autism are mutual (“double empathy problem”): in an experiment, groups of people on the spectrum passed on information among themselves as well as groups without autism did; in mixed groups, clearly less information was passed on, and rapport was lower. ^[3] This is a single study. The study had 72 adults (24 each with autism, without autism and mixed), the sample was rather small; the authors stress that replications are needed, the participants knew who was on the spectrum, and the indication of lower rapport in mixed groups was not particularly strong statistically. ^[3]

Different views in the community

A survey of 504 people (278 with, 226 without autism; including researchers, professionals and parents) found: support for the neurodiversity movement was linked with the wish for social change and with lower support for normalisation; teaching everyday skills was widely supported overall. The view that disability arises from society alone (the “strong” social model) was not general; even “strong” supporters backed some help that starts with the person. The authors see part of the dispute as confusion over terms. ^[2]

What else you should know

• Neurodiversity is no substitute for assessment or support benefits. Anyone who needs help, reasonable adjustments or benefits can apply for them regardless of their stance on the concept: Understanding the support system.
• You do not have to share the concept. Autismus Wissen sets a house rule for language in German (see Language and terms); it does not judge the debate. In English, both “people on the autism spectrum” and “autistic people” are used on this website.
• Not covered: neurodiversity in school and work in detail, criticism of the concept.

Sources and literature

1. Pellicano E, den Houting J. Annual Research Review: Shifting from ‘normal science’ to neurodiversity in autism science. J Child Psychol Psychiatry 2022;63(4):381–396. https://doi.org/10.1111/jcpp.13534 – Review article (position paper)
2. Dwyer P, Gurba AN, Kapp SK, et al. Community views of neurodiversity, models of disability and autism intervention: Mixed methods reveal shared goals and key tensions. Autism 2025;29(9):2297–2314. https://doi.org/10.1177/13623613241273029 – Survey
3. Crompton CJ, Ropar D, Evans-Williams CV, Flynn EG, Fletcher-Watson S. Autistic peer-to-peer information transfer is highly effective. Autism 2020;24(7):1704–1712. https://doi.org/10.1177/1362361320919286 – Experiment