The science of difference: How neurodiversity expands what we know about intelligence?If you've read the post "The science of difference: How neurodiversity expands what we know about intelligence?", you already know that neurodiversity is about more than autism. It's about the full range of ways human minds can vary and the recognition that many of those variations have been unfairly pathologised.

But that raises a real question: who exactly counts as neurodivergent? Is there a line? And does drawing that line even help?

The Scope of neurodiversity

As Armstrong (2015) notes, psychiatry remains uncertain about where “normal” neurological variation ends and “pathology” begins. This uncertainty reflects how traits considered disabling in one context can be advantageous in another.

Let’s look at some key neurodivergent conditions within this spectrum.

Who Is neurodivergent?

“Neurodivergent” includes, but isn’t limited to, people with ADHD, autism, dyslexia, dyspraxia, or Tourette’s syndrome (Wiklund et al., 2018).

Research increasingly supports a strength-based view of neurodivergence. For example:

• Autism Spectrum Disorder (ASD)
  Individuals experience differences/difficulties in social communication, sensory perception, and patterns of behaviour. Many demonstrate strengths in attention to detail, pattern recognition, and systematic thinking (Armstrong, 2015). 

• Attention-Deficit/ Hyperactivity Disorder (ADHD)
  ADHD is characterized by traits of inattention, impulsivity, and hyperactivity. These traits, while challenging in structured settings, are also associated with creativity, novelty-seeking, adaptability, and entrepreneurial thinking (Wiklund et al., 2018).

• Dyslexia
  Dyslexia involves difficulties with accurate or fluent word recognition, spelling, and decoding abilities (Armstrong, 2010). However, individuals with dyslexia often demonstrate strong global visual–spatial reasoning, problem-solving, and creative thinking. 

• Dyspraxia (Developmental Coordination Disorder)
  Dyspraxia affects coordination and motor planning. People with dyspraxia may struggle with fine motor tasks such as writing or sports but frequently display strong verbal reasoning, empathy, and strategic problem-solving skills.

• Tourette’s SyndromeTourette’s involves involuntary motor or vocal tics. Despite the challenges, individuals with Tourette’s often exhibit high focus, persistence, and resilience developed through managing these symptoms.

Other neurodivergent profiles

• Williams Syndrome: Often associated with strong musical and linguistic abilities.

• Down Syndrome: Known for warmth, social engagement, and empathy.

• Bipolar Disorder: Linked with high creativity and divergent thinking during elevated mood states (Armstrong, 2015)...

• Epilepsy

These examples show that each neurological condition carries both challenges and strengths. From this perspective, neurodivergence is not simply a deviation from a norm but a variation within the spectrum of human cognition.

The cumulative evidence supports a shift from a “disability” paradigm toward a “diversity” perspective - one that values difference while still addressing support needs.

Neurotypical - the “normal” brain

Here's a word you've probably heard but might not have fully unpacked: neurotypical.

It came from autistic and neurodivergent communities, not from a textbook. And it doesn't mean "smart" or "successful" or "better." It just means: your brain developed in the way that society decided was standard.

Neurotypical people tend to move through school, work, and social situations more easily: not because they're more capable, but because those systems were quietly built around them. The open-plan office, the group interview, the "just pop by for a chat" culture — all of it was designed with one kind of mind in the room.

Neurotypical isn't a compliment. It's not a goal. It's just a word that helps us see something we rarely question: that "normal" was always a choice someone made — not a fact of nature.

Keep reading

Neurodiversity is not a trend. It’s a paradigm shift - one that challenges how we define intelligence, ability, and normality.

Continue with the next post: Neurodiversity or disability: how can we differentiate?

Explore more at The Business Psycho for insights into how cognitive diversity drives creativity, inclusion, and growth.

References

1. Armstrong, T. (2010). Neurodiversity: Discovering the extraordinary gifts of autism, ADHD, dyslexia, and other brain differences. Da Capo Press.

2. Armstrong, T. (2015). The myth of the normal brain: Embracing neurodiversity. AMA Journal of Ethics, 17(4), 348–352.

3. Ballou, N. (2018). What the neurodiversity movement does – and doesn’t – offer. Thinking Person’s Guide to Autism. http://www.thinkingautismguide.com/2018/02/what-neurodiversity-movement-doesand.html

4. Den Houting, J. (2019). Neurodiversity: An insider’s perspective. Autism, 23(2), 271–273.

5. Fenton, A., & Krahn, T. (2007). Autism, neurodiversity, and equality beyond the “normal.” Journal of Ethics in Mental Health, 2(2), 1–6.

6. Jaarsma, P., & Welin, S. (2012). Autism as a natural human variation: Reflections on the claims of the neurodiversity movement. Health Care Analysis, 20(1), 20–30.

7. Oliver, M. (1996). Understanding disability: From theory to practice. Macmillan Education.

8. Reindal, S. M. (2008). A social relational model of disability: A theoretical framework for special needs education? European Journal of Special Needs Education, 23(2), 135–146.

9. Shakespeare, T., & Watson, N. (2001). The social model of disability: An outdated ideology? Research in Social Science and Disability, 2, 9–28.

10. UPIAS. (1975). Fundamental principles of disability. Union of the Physically Impaired Against Segregation.

11. Walker, N. (2014). Neurodiversity: Some basic terms & definitions. Neurocosmopolitanism.

12. Wiklund, J., Yu, W., Tucker, R., & Marino, L. (2018). ADHD, impulsivity and entrepreneurship. Journal of Business Venturing Insights, 9, 153–169.