Understanding and Using Inclusive Language in Neurodiversity

Introduction

This guide aims to educate and promote respectful communication about neurodiversity. The concept of Neurodiversity refers to the natural variation in human neurocognitive functioning (Walker, 2021). This guide will explore the core principles of the concept of neurodiversity, the importance of inclusive language, the historical context, and practical tips for fostering respectful communication. Language plays a crucial role in shaping perceptions and attitudes towards neurodiversity. Using inclusive language fosters respect and appreciation for neurodivergent individuals and helps create a more equitable society.

Key topics:

• The definition and origins of the concept of neurodiversity

• Identity-first versus person-first language

• Avoiding stigma and dehumanisation

• Intersectionality and cultural sensitivity

What is Neurodiversity?

Neurodiversity as a concept refers to the natural variation in human neurocognitive functioning. It acknowledges that there is no single "correct" way for brains to work; instead, it encompasses a wide range of neurological differences. Neurodiversity as a movement can be seen as a civil rights movement advocating for equality and acceptance of minority groups (Walker, 2021). The neurodiversity movement challenges discrimination and pushes for socio-political change; it acknowledges that systemic barriers and societal structures often create challenges (Dwyer, 2022).

Origins of the Term Neurodiversity

The origins of the term and concept of neurodiversity are complex and have been attributed to multiple sources. While Judy Singer is often credited with coining the term, recent findings suggest the concept was developed collectively by autistic activists and members of the Independent Living email list in the mid-1990s (Botha et al., 2024). Earlier references to neurological diversity have been linked to activists like Harvey Blume (Grummt, 2024).

Neurotypical, Neurodivergent, Neurodiverse

A group is described as "neurodiverse" when its members exhibit a range of different neurocognitive functions. This means that within the group, individuals will have varying neurological makeups and cognitive styles. That can include a mix of people who are neurotypical (neurological functioning aligns with what society considers typical) and those who are neurodivergent (Walker, 2021). The key point is that "neurodiverse" refers to the group and the variation within it, not to any single individual. A classroom, a workplace, or a community can be described as neurodiverse if it includes both neurotypical and neurodivergent individuals (Grummt, 2024).

Neurodivergent people are those whose experiences diverge from what is considered neurologically typical. Asasumasu (2015) is associated with coining this term with the intention of covering all forms of divergence, including autism, ADHD, epilepsy, cluster headaches, among others (the opposite of neurotypical). However, Botha et al., (2024) note:

“The body of theory that continued to grow through the 1990s and 2000s was also collectively developed in multiple places and dialogues rather than stemming from any single, coherent strand of literature. This includes Kassiane Asasumasu’s coining of ‘neurodivergent’ and ‘neurodivergence’”.

Identity-First Language (IFL) vs. Person-First Language (PFL)

Identity-first language (IFL) refers to framing autism as an integral aspect of a person's identity, akin to gender, ethnicity, or culture, that autism cannot be separated from the individual and should not be considered stigmatising (Taboas et al., 2023). An example of IFL is phrasing like "autistic person", where the identity ("autistic") comes before the word "person". This contrasts with person-first language (PFL), which would be "person with autism”. The shift toward viewing neurodivergence as inherent to identity corresponds with the preferences of many in the neurodivergent community for identity-first terminology. (“Thirty Years on from Sinclair: A Scoping Review of ... - Springer”) It's important to acknowledge that language preferences can vary, and some individuals may still prefer person-first language. Some autistic individuals may still prefer to use PFL and their preference should be respected; however, the default, especially for non-autistic individuals, should be IFL.

Asperger's Syndrome

The term "Asperger's syndrome" is no longer used as an official diagnosis. Using the term Asperger’s is considered controversial due to Hans Asperger's history. In 2013, the Diagnostic and Statistical Manual of Mental Disorders, 5th edition (DSM-5), eliminated Asperger's as a distinct diagnosis. What was previously diagnosed as Asperger's now falls under autism. Despite the change, some individuals who received an Asperger’s diagnosis still prefer to use the term. Again, it is essential to ask individuals for their preferred language and respect their choice.

The Importance of Language

Language is crucial in shaping the understanding and perception of neurodiversity and its related concepts because it influences societal views, individual self-perception, and the overall acceptance of neurodivergent individuals (Dwyer et al., 2022). Using respectful and accurate language helps to reduce stigma, promote inclusivity, and support the rights and well-being of neurodivergent people (Dwyer et al., 2022; Botha et al., 2023).

Avoiding Stigma and Dehumanisation

The term "autism spectrum disorder" (ASD) is rejected or viewed critically for several key reasons, primarily due to the shift towards the neurodiversity paradigm. Autistic individuals may view "disability" differently than non-autistic individuals, with some embracing it as part of their identity and others rejecting it (McLennan et al., 2025). Historically, medical-model terminology has been used in autism research and practice, often employing deficit-based language that focuses on impairments and disorders.

Deficit-based language to avoid would be "suffers from," "afflicted with," and "low-functioning." Functioning labels are often inaccurate and fail to capture the complexity of an individual's experience. For example, calling an individual low-functioning ignores their strengths, and calling an individual high-functioning ignores their challenges. Shifting towards more neutral or positive descriptors, such as "autistic traits" or "neurocognitive differences," can help counteract these negative effects.

The term "spectrum" as used in "autism spectrum" is often misunderstood. Many people picture a single line running from "mild" to "severe," but this is not an accurate way to describe the variability within the autistic community. Rather, a more fitting metaphor is a colour wheel: each person has a unique profile or mix of autistic traits; they may be "more blue" (stronger in certain traits) and "less yellow" (less pronounced in others), but they still meet enough of the defining characteristics to be recognised as autistic. When referring to "mild" and "severe" autism, it's crucial to move beyond static, medicalised notions of severity and consider how both the environment and co-occurring conditions shape an individual's lived experience and support needs.

Environmental Context

The “severity” of autism is not just a fixed, inherent trait but is profoundly influenced by the individual's social, physical, and institutional environment (Waizbard-Bartov et al., 2023). For instance, an autistic person who experiences difficulties in a sensory-overloading environment (e.g., a noisy classroom) may be regarded as having “severe” autism due to observable distress or behavioural challenges. However, in a supportive, low-sensory, and understanding setting, the same individual may be able to function with fewer difficulties, appearing “mild” by comparison. Thus, the degree to which an individual’s autistic traits present as disabling depends heavily on whether environments are accommodating or challenging.

Co-occurring Conditions

Autism rarely exists in isolation; many autistic people have co-occurring conditions such as ADHD, intellectual disability, anxiety, depression, or physical health conditions (Bougeard et al., 2021; Lai et al., 2019; Micai et al., 2023). These can profoundly influence the expression and impact of their autistic traits. For example, someone who is autistic and has an intellectual disability may require more intensive support and encounter more barriers than someone who is autistic without additional disabilities—their needs are greater, not simply because of autism, but because of the sum of challenges from multiple diagnoses.

Challenging Ableism: Language can reflect and perpetuate ableist ideologies.

Shaping Perceptions: Positive or neutral language fosters acceptance, while disparaging language can reinforce negative stereotypes and discrimination.

Promoting Self-Identity and Acceptance: Language influences an individual's self-concept and sense of identity.

Fostering Inclusion: Neurodiversity-informed language challenges traditional views and promotes inclusivity in various settings, including education and the workplace.

Empowering the Neurodiversity Movement: The neurodiversity movement seeks to advance the rights and welfare of neurodivergent people. Language plays a key role in this movement by framing neurocognitive differences as natural variations to be respected rather than disorders to be cured.

The National Institute for Health and Care Excellence (NICE, 2016) recommend IFL. If you are unsure, using the language preferred by the majority in a specific context (e.g., an autistic-led organisation using IFL) is often a safe approach.

Intersectionality and Cultural Sensitivity

Neurodiversity intersects with other aspects of identity, such as race, gender, sexual orientation, and class. These intersections can create unique experiences and needs. Cultural beliefs and social ideologies influence language use and perceptions of neurodiversity. What is considered respectful in one culture may not be in another. Be mindful of cultural differences and avoid making assumptions based on your own cultural background.

Conclusion

The language used to describe neurodivergence has evolved significantly over time. Historically, stigmatising terms and pathologising language were common. Today, there's a growing movement toward more respectful and affirming language. Understanding this historical context can help us appreciate the progress that has been made and the work that still needs to be done. By using inclusive language and respecting individual preferences, we can foster a more equitable and accepting society for all.

References

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Botha, M., Hanlon, J. and Williams, G.L. (2023). Does Language Matter? Identity-First Versus Person-First Language Use in Autism Research: A Response to Vivanti. Journal of Autism and Developmental Disorders, 53 (2), 870–878.

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