Embracing Neurodiversity
Guest Post Author: Heather Persson
Today, I want to talk to you about a topic that lies close to my heart - that is the significance of being aware of neurodiversity, its prevalence, and its co-occurrences.
We live in a world where diversity is celebrated, and where we advocate for the acknowledgment and respect of all our differences. Neurodiversity is no exception!
In our quest to understand neurodiversity, we must first acknowledge that it is not a rarity, nor is it confined to the fringes of our society It's not some faraway concept; it's right here, among us, in our communities, families, and workplaces. The prevalence of neurodiversity is a testament to the beautiful tapestry of human existence.
So let us look at some statistics to back up these statements!
Statistics
1 in 36 children are diagnosed with autism in the United States (CDC, 2020), and 1 in 160 globally (World Health Organization, 2013). 1 in 5 children are diagnosed with a specific learning disability (Learning Disabilities Association of America, 2017).
This means in any one public school classroom you will likely find one child with a diagnosis of autism and between 4 and 6 will have a diagnosed learning disability.
Did you know that students who have one diagnosis are more likely to have a second?
Landerl, K. & Moll, K. (2010) study revealed that if a child is diagnosed with a specific learning disability they are 4 to 5 times more likely to have an accompanying diagnosis
Last year the CDC (2022) released data estimating that 2.2% of all adults in the US are living with autism. That is a little more than 5.4 million adults.
Neurodiversity is not a rare occurrence; it's a spectrum that encompasses a wide range of neurological differences, from autism to ADHD, dyslexia, and more. These variations touch the lives of countless individuals in a myriad of ways.
What does Comorbidity Look Like?
Have you seen the image of an iceberg with the word autism at the top, with all of the comorbidities (unseen) challenges that a person experiences under the water? I think this is very reflective of how we talk about neurodiversity. We focus on the larger label and everything else (unseen) is below and we never really talk about it.
So… let’s talk about it!
Thinking about the iceberg image and neurodiversity, reminded me of when I was teaching my son how to read and spell. We came across a fun little mnemonic that says when two vowels come walking, the first one does the talking. For example, when teaching him to spell or read the word “bread” we annunciate the “e” but the “a” is silent, so it sounds like “bred”. There are so many combinations of vowels that walk together at different times and in different ways. Things would get really tricky when exceptions to the rules are introduced, “i” before “e”, except in Einstein, species, science, heist, their, vein, etc.
When we talk about Neurodiversity, we often say to ourselves or hear individuals say, I have autism, my child has ADD, I work with dyslexic students, etc. This singular label makes me think of that iceberg image, it’s really not the whole picture.
But like our vowels, neurodiversity does not walk alone, it almost always brings along a friend or several friends. When I think of neurodiversity and comorbidity, I think of a web with many pieces moving back and forth, up and down, and all around. Neurodiversity isn’t just any one thing, it is many things, all the time, every day.
What does Neurodiversity Look Like?
Many types of neurodiversity are found co-occurring!
Comorbidity takes many forms, not everyone experiences the same ones. It comes in the form of too much or nowhere near enough up-all-night sleep, eating disorders, a variety of mental health/mood or behavioral challenges (bipolar, psychosis, depression, anxiety, obsessive-compulsive or oppositional defiance), sensory processing, (the ability to tolerate certain light, sounds, smells, textures, touch, etc.), ADD/ADHD, specific learning disabilities affecting a person’s ability to learn how to read (dyslexia), write (dysgraphia), express oneself verbally or in writing, understanding non-verbal language (language disorders), understanding math, maps, money or calendars, (dyscalculia) or executive functioning disorder, the ability to organize, keep track of, start and complete a task, or manage time. Comorbidities also bring with them a host of medical challenges, chronic gastrointestinal challenges, autoimmune deficiencies that affect some or all of the body, motor function, physical or verbal tics, Tourette’s syndrome, brain fog, and chronic fatigue.
These comorbidities are often complex on their own, but what I think is most notable, they are often situationally complex. The strength of impact or effect of these comorbidities at any given moment is dependent on an individual's internal and external environment.
Why is this Important?
In the realm of neurodiversity, empathy and inclusivity are the bedrock upon which understanding is built. When we embrace neurodiversity, we embark on a path of empathy that allows us to glimpse the world through the eyes of those with unique neurological experiences. It is a path that calls us to recognize that neurodivergent individuals possess different ways of thinking, processing information, and interacting with the world. This realization inspires us to craft a society that is compassionate, understanding, empathetic, and accepting, one that celebrates the rich diversity of human thought and expression.
Awareness of neurodiversity also paves the way for improved support systems. It inspires positive change, both on a personal level and within our society. As we become more aware of the prevalence and comorbidities associated with neurodiversity, we demand better accommodations, access to resources, and an end to stigmatization.
References
Centers for Disease Control and Prevention (2020). Key findings from the autism and developmental disabilities monitoring network. https://www.cdc.gov/ncbddd/autism/addm-community-report/key-findings.html
Landerl, K & Moll, K. (2010). Comorbidity of learning disorders: prevalence and familial transmission. The Journal of Child Psychology and Psychiatry(51), 3. https://acamh.onlinelibrary.wiley.com/doi/10.1111/j.1469-7610.2009.02164.x
Learning Disabilities Association of America (2023). The State of Learning Disabilities Today. https://ldaamerica.org/lda_today/the-state-of-learning-disabilities-today/
Word Health Organization (2013). Autism spectrum disorders & other development disorders: From raising awareness to building capacity. https://iris.who.int/bitstream/handle/10665/103312/9789241506618_eng.pdf?sequence=
