Inclusion Starts with Understanding - Glossary of Neuro-Inclusive Terms

I’ve spent some time pulling together this glossary of terms in the hope that you might find them accessible and useful in your interactions around neurodiversity. It should be noted that this is far from an exhaustive list and is really designed to inspire you to go away and look further into neurodiversity, hopefully to champion it in the workplace and beyond, maybe even invest time into understanding your own neurotype.

For manager and leaders, HR professionals, marketing and social media officers, people services, training and development teams, talent managers, and beyond, it’s my hope that these terms will be straight forward to understand and use confidently from the descriptions below.

1. Neurodiversity

A term coined by sociologist Judy Singer in the late 1990s, neurodiversity refers to the concept that neurological differences, such as those seen in autism, ADHD, dyslexia and a host of other neurotypes, are part of normal human variation. It advocates that these differences should be recognized, accepted, and celebrated as part of the broad spectrum of human diversity, rather than being pathologized or stigmatized.

2. Neurotypical (NT)

Neurotypical refers to individuals whose neurological development and functioning fall within what is considered the societal "norm." Neurotypical people do not have cognitive or developmental conditions such as autism, ADHD, or dyslexia. The term is often used to describe individuals who think and process information in ways that align with traditional expectations.

There is sometimes a misconception that NT refers to a single neurotype - this is not true. Neurotypical is a community of neurotypes, ranging from the highly introverted and reflective, to the activist and extroverted. Every neurotype within this community offers unique natural strengths to their employers - if these strengths can be identified and utilized effectively.

3. Autism Spectrum Disorder (ASD) / Autism Spectrum Condition (ASC)?

A developmental condition that affects communication, behaviour, and social interaction. It is referred to as a "spectrum" because the symptoms and abilities of individuals vary widely. Some common traits may include difficulty with social interactions, repetitive behaviours, intense focus on specific interests, and sensitivity to sensory stimuli. The term Autism Spectrum Condition (ASC) is used by some people as an alternative to Autism Spectrum Disorder (ASD) to avoid the negative connotations of "disorder" and emphasise that autism is a difference rather than a deficit. Individuals with autism/ASC may also possess unique strengths, such as exceptional focus, attention to detail, and advanced problem-solving skills.

Here at Lit Synergies Ltd., we support the use of the term ASC in order to help combat the negative impact of stigmas and this is represented in our content. However, we also respect the different experiences that autistic individuals have, and the right for them to choose how they feel their neurotype should be referred.

4. ADHD (Attention-Deficit Hyperactivity Disorder)

A neurodevelopmental disorder that affects an individual’s ability to pay attention, control impulses, and regulate activity levels. Symptoms often include inattention, hyperactivity, and impulsivity, though the presentation can vary between individuals. People with ADHD may be highly creative, able to think outside the box, and excel in fast-paced environments.

5. Dyslexia

A learning difference that primarily affects reading, writing, and/or spelling abilities. Dyslexia is characterised by difficulties with accurate and/or fluent word recognition and by poor spelling and decoding abilities. Despite these challenges, individuals with dyslexia often exhibit very strong creative thinking, problem-solving abilities, and visual-spatial skills.

6. Dyspraxia (also referred to as Developmental Coordination Disorder)

A condition that affects physical coordination and motor skills. People with dyspraxia may have difficulty with tasks that involve movement, such as writing, tying shoelaces, or playing sports. While motor coordination can be a challenge, individuals with dyspraxia often excel in areas that require problem-solving, and can exhibit outstanding strategic thinking.

7. Sensory Processing Disorder (SPD)

A condition where the brain has difficulty receiving and responding to information from the senses. People with SPD may be overly sensitive to sensory input (e.g., sounds, lights, textures) or under-responsive to stimuli. This can affect how they experience the world and how they engage with their environment. Some individuals may develop heightened sensory awareness, making them excellent at tasks requiring detailed observation.

8. Hyperfocus

A state of intense concentration on a particular activity or task, often to the exclusion of everything else. This trait is commonly associated with neurodiverse conditions like ADHD and autism. Hyperfocus can be a strength in environments that require deep problem-solving or attention to detail, though it may also pose challenges in terms of time management and switching between tasks.

9. Executive Functioning

A set of cognitive processes that are necessary for controlling behaviour and achieving goals. This includes skills such as planning, organising, time management, working memory, and emotional regulation. Executive functioning is often impaired in individuals with conditions like ADHD and autism, making it harder to manage complex tasks or adapt to changing situations.

10. Stimming (Self-Stimulatory Behaviour)

Repetitive movements or sounds, such as hand-flapping, rocking, or tapping, that are common among individuals with autism and other neurodevelopmental conditions. Stimming helps individuals regulate sensory input, cope with stress, or express emotions. It can be a valuable tool for self-regulation but is often misunderstood in the workplace.

It should be noted, many neurotypical individuals find stimming to be a highly beneficial practice as well. This is not something that is only found within the neurodivergent community. Examples of this include chewing pen lids, squeezing stress-balls, utilising tools like “fidgets”. Stimming takes many forms and some of these are more common, and therefor socially accepted. By restricting stimming (see masking), individuals can cause themselves physical and mental harm over time. Promoting and raising awareness for stimming can be an easy and highly beneficial win for organisations and is a big part of creating psychologically safe workspaces.

11. Masking

A coping strategy used by some neurodivergent individuals, particularly those with autism, to hide or "mask" their natural behaviours, emotions, or communication styles in order to fit in with neurotypical norms. Masking can be mentally exhausting and may lead to burnout, as individuals suppress their true selves in order to navigate social or professional environments. Organisations that fail to create psychologically safe environments effectively force the necessity of masking, inhibiting the efficiency and health of their neurodivergent workers.

12. Special Interests

Highly focused and intense interests in particular subjects or activities is often associated with autism, but can be found across other neurotypes. Special interests can serve as a source of joy and motivation for individuals on the autism spectrum in particular. When nurtured, these interests can lead to deep expertise and innovation, making them valuable in professional settings.

13. Cognitive Flexibility

The ability to switch between thinking about two different concepts or to adapt to new information and changes. Cognitive flexibility is a critical executive function skill, but it may be more challenging for individuals with conditions like autism and ADHD. On the other hand, individuals with strong cognitive rigidity may excel in areas that require deep, consistent focus.

14. Neurodivergent

A term used to describe individuals whose neurological development and functioning differ from what is considered typical. It encompasses a range of conditions, including autism, ADHD, dyslexia, and dyspraxia. Neurodivergent individuals often have unique strengths and ways of thinking that can complement neurotypical perspectives. Neurodivergent individuals frequently respond to the world in a manner that is unexpected by society and working environments that lack inclusivity. This can lead to stigma and misunderstanding.

15. Inclusion

The practice of ensuring that people of all abilities, backgrounds, and neurological types feel valued, respected, and supported in the workplace. Neurodiversity inclusion involves flexibility, fostering a culture of acceptance, and removing barriers to participation for all neurotypes.

16. Psychological Safety

A shared belief within a team that it is safe to take interpersonal risks, such as asking questions, admitting mistakes, or sharing new ideas without fear of ridicule or punishment. Creating psychological safety is particularly important for neurodivergent employees, as it allows them to contribute their unique perspectives without feeling the need to mask their differences. Achieving psychological safety is not just an ethical feet, it is also a hack for creating innovation and diversity of thought.

17. Accommodations

Adjustments or modifications to the work environment or job responsibilities that help neurodivergent individuals perform at their best. These may include flexible work schedules, noise-cancelling headphones, assistive technology, or alternative communication methods. Accommodations allow neurodivergent employees to leverage their strengths and minimize any challenges related to their neurotype. There is often an assumption that these accommodations require large investment or are challenging to put in place. Most of the time though, accommodations revolve around shifts in mind-sets from leaders and senior managers. This in turn can result in increased efficiency and productivity.

18. Neuro-inclusion

A specific focus within diversity and inclusion efforts that aims to integrate and support neurodiversity in the workplace. Neuro-inclusion goes beyond compliance with legal requirements and aims to create a truly supportive environment where neurodivergent employees feel valued and have equal opportunities to succeed.

19. Reasonable Adjustments

Legal and practical modifications made to accommodate employees with disabilities or neurodivergent conditions. These adjustments are often required by law under disability discrimination acts and ensure that neurodivergent individuals have equal access to work opportunities and environments without unnecessary barriers.

20. Assistive Technology

Tools and technologies designed to support individuals with disabilities or neurodivergent conditions in their day-to-day tasks. This could include text-to-speech software for dyslexic individuals, noise-cancelling headphones for people sensitive to sound, or apps that help with time management for individuals with ADHD. Assistive technology plays a vital role in levelling the playing field for neurodivergent employees. Workforces often have access to numerous assistive technologies without further financial investment, but a lack of understanding of this technology, or a lack of psychological safety places barriers in the way of it being utilized.

#Neurodiversity #Inclusion #Diversity #Leadership