Stigmas and Stereotypes:
The stigma surrounding labeled, and unlabeled, neurological differences casts a shadow over our society. Neurodiversity is seen as a threat rather than a strength by many. It is seen as something to fear. Something to hide. Why should such a normal variation be a cause of harsh judgement and treatment?
While a mother on the West Bank expressed that some of her family members encouraged her to get rid of her autistic son, another parent described walking with their kid as being “‘the star of a puppet show.’” In fact, a study done in 2011 found that “two-thirds of the children with [Autism Spectrum Disorder] were undiagnosed and untreated” most likely due to the stigma, which often prevents parents from seeking diagnoses and treatments for their children. According to the Interactive Autism Network, a study done in Great Britain observed the discrepancies between families who accepted a diagnosis compared to those who didn’t. IAN stated, “The British study noted that many parents face trade-offs when having their child diagnosed. The diagnosis may invite stigma, prejudice and the loss of a parent's feeling of ‘normalcy.’ On the other hand, a diagnosis can open doors to therapies and educational services that may improve the child's symptoms and quality of life.” This should not be the choice parents have to make when making such an essential decision.
Although in recent years, many professional settings have been more accommodating and accepting of neurodiversity, there is still much more work to be done. In the United Kingdom, a mere 16% of autistic adults comprise a part of full time employment, however 77% want to work, according to the National Autistic Society. Similarly, based on statistics from Willis Towers Watson’s Health and Benefits Barometer, 15% of workers state that “they, or someone they work with, lives with a neurodevelopment disorder such as autism, Asperger’s, dyslexia, dyspraxia, ADHD, Tourette's, or dyscalculia.” Nevertheless, 32% of these workers reveal that their employer does not offer sufficient resources and support to accommodate such individuals. In fact, only 50% have received education from their employers regarding any co workers' conditions.
In terms of the stigma against neurodiversity that is prevalent on school campuses, a paper from 2018 for the American Educational Research Association Annual Meeting reports that psychological conditions such as psychopathy or schizophrenia are much more stigmatized when posing a threat to other individuals than those that threaten the self, such as anxiety, ADHD, learning disabilities, and eating disorders in colleges. Similarly, when considering autism, autistic individuals who display “disruptive behaviors” face harsher judgement than individuals who are “withdrawn”. These stigmas create a hostile environment that does not value the contributions that each individual can make while prohibiting true learning and open mindedness. Additionally, having education that is inclusive and geared to everyone, regardless of whether they identify as neurotypical or neurodivergent, can foster an environment where neurodivergent individuals “develop social skills that can encourage social integration and friendships with their peers.”
How We Can Progress:
As education begins to merge its focus towards building a foundation for nurturing students into contributing citizens, the need to fulfill societal roles is now more prevalent than ever. Neurodiversity proves to be an asset in the workplace, offering skills such as creativity, analysis, and thought from a variety of perspectives. These abilities are only enhanced with adequate support. Employers and leaders in professional settings should be focused on providing that support. Some executable actions that employers can implement immediately include giving interview questions prior to the interview, considering alternative methods of hiring, making assistive technology available, or allocating a support group. The rise in social activism has set the stage for individuals to not only dream up change, but to take part in it. So rather than accepting the stigmas and current conditions that the neurodivergent face, our role, as citizens, should be to educate. To educate ourselves, our friends, our families, and the world around us. For example, online training can be implemented in professional settings such as schools and offices in order to help understand reasons for these atypical behaviors. The aforementioned paper highlights that exposure to diversity is the primary way to rid society of stigma. Through education and awareness, we can provide this exposure. Understanding the struggles of the neurodivergent would be the first step towards advocating for them and empathizing with their differences. Moreover, we must be willing to listen. Listen and give voice to neurodivergent individuals, specifically those holding intersectional perspectives, in order to explicitly demonstrate that their value is recognized and appreciated. Each individual holds a talent capable of contributing to the creation of a forever growing society and the only way to acknowledge our individual gifts is to see the differences of the neurodivergent as gateways towards seeing the world through a different lense.
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