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Introduction
The term neurodiversity is defined and discussed from the perspectives of neuroscience, psychology and campaigners with lived experience, illustrating the development of aetiological theories for included neurodevelopmental disorders. The emerging discourse is discussed with relevance to adults, social inclusion, occupational performan...
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... educators which positions neurodiversity 'within-individuals' as opposed to 'between-individuals'. 8 To elucidate: the psychological definition refers to the diversity within an individual's cognitive ability, wherein there are large, statistically-significant disparities between peaks and troughs of the profile (known as a 'spiky profile', see Fig. 1). 8,9 A 'neurotypical' is thus someone whose cognitive scores fall within one or two standard deviations of each other, forming a relatively 'flat' profile, 8 be those scores average, above or below. Neurotypical is numerically distinct from those whose abilities and skills cross two or more standard deviations within the normal ...
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... is numerically distinct from those whose abilities and skills cross two or more standard deviations within the normal distribution. Figure 1 is adapted from the British Psychological Society report on Psychology at Work, 10 page 44, and depicts scores from the Wechsler Adult Intelligence Scale, 11 which provides clear guidance on the level of difference between strengths and weaknesses that is typical or of clinical significance. Scores are used to support a diagnosis of dyslexia, Developmental Coordination Disorder (DCD, previously referred to as 'dyspraxia', see Table 2) and Attention Deficit Hyperactivity Disorder (ADHD) 8,12,13 and to understand the cognitive ability of an employee following injury or illness. ...
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Citations
... Neurodivergence is defined as "having a mind that functions in ways which diverge significantly from the dominant societal standards of "normal" (Walker, 2014). Although the movement has been connected to the autism rights movement, the definition of neurodivergence expands beyond autistic people (Doyle, 2020). For example, neurodivergence includes mental health conditions such as obsessive-compulsive disorder (OCD), neurodevelopmental conditions like attention deficit hyperactivity disorder (ADHD), learning differences including dyslexia, and psychiatric conditions like schizophrenia (CIPD, 2018). ...
... It is estimated that 15-20% of the global population is likely neurodivergent (Doyle, 2020), and increasingly, more attention is being given to understanding employment for neurodivergent workers (Bruyère & Colella, 2022). Statistics demonstrate that neurodivergent workers experience higher levels of absenteeism and stress compared to non-neurodivergent workers (Küpper et al., 2012;Tomczak & Kulikowski, 2024), and they receive poorer performance evaluations and productivity expectations from their managers and colleagues (Colella et al., 1998;Harper, 2014). ...
... Examples of such interactions include job fit, co-worker training, medication, and accommodations (Whelpley et al., 2023). Doyle (2020) applied the BPS model to all neurodivergence and argues that there are biological markers of neurodivergence that lead to psychological differences, and how these are interpreted by society depends on our culture and environment. Therefore, the BPS model has been applied to understand the impact of neurodivergence in the workplace by shifting the focus from treating disorders to a more holistic and personalized approach of adjusting the fit between the environment and the person (Doyle, 2020). ...
This study examines the workplace experiences of neurodivergent individuals in a conservation organization using the biopsychosocial model. Fifteen neurodivergent participants (13 staff and 2 postgraduates), including seven who additionally identified as disabled, shared insights in interviews designed with input from an advisory group. Facilitators of inclusion included empathy, acceptance, and use of strengths. Barriers involved sensory-overwhelming environments, limited mental health support, and cultures prioritizing overwork. Key recommendations for neuro-inclusion are fostering job fit, emphasizing well-being, and promoting flexibility and autonomy. Achieving inclusion necessitates adapting workplace practices to accommodate diverse needs, engaging neurodivergent workers in decision-making, and educating colleagues about neurodiversity.
... Schools are an integral part of society and historically in Finland, comprehensive schooling has had a role in maintaining 'Finnish culture' rather than trying to renew it. In addition, supporting diversity in schools is often focused on ethnic, gender, worldview and linguistic diversity, and neurodiversity, a significant minority, receives less attention (Doyle, 2020). Constructing the landscape for diversity leadership through Helsinki-based principals' reflections and experiences offers an interesting perspective on rapidly changing societies and the challenges, adjustments, and the need for new practices that school leaders face. ...
This study explores the landscape of diversity leadership in Finnish comprehensive schools through the experiences and reflections of principals in the Helsinki area. Employing qualitative thematic analysis of principal interviews, we identified five key categories capturing the challenges and complexities principals navigate in leading diverse school communities: supporting structures for diversity, practical arrangements in school management, social encounters in schools, managemental issues concerning teachers and staff, and principals’ self-reflection. Principals emphasized the importance of establishing clear structures and practices to support diversity and inclusion, while also recognizing the need for flexibility and adaptability to meet the varied needs of diverse learners. They had to deal with practical challenges in managing certain aspect of diversity, constraints of municipal policies and resources, and the complexities of building positive relationships among diverse communities. Principals also engaged in critical self-reflection on their own identities, assumptions, and leadership practices in relation to diversity. Findings underscore the multifaceted nature of diversity leadership, encompassing structural, practical, social, professional, and personal dimensions. The study highlights the need for more systemic support, contextualized approaches, and professional development to build capacity for effective diversity leadership in increasingly diverse Finnish schools.
... Recent estimates suggest that approximately 15-20% of people worldwide are neurodivergent (Doyle, 2020). Autism is a neurodivergence characterized by differences across various domains, including communication, routine needs, repetitive behaviors, sensory processing, interests, and sociality. ...
Difficulties regulating emotions have been coined as inherent to autism, possibly even presenting a core difficulty of autism. While several models of emotion regulation have been proposed in the past, in this targeted review article, we aim to map emotion regulation difficulties in autistic individuals within the framework of the extended process model of emotion regulation. This model can be considered the most comprehensive one currently incorporating not only different emotion regulation strategy groups but also different stages and processes involved in successful self-focused emotion regulation. Within this model, we will identify areas and domains as specifically impacted by autistic individuals. We will also outline gaps in the literature and provide suggestions for future research that can help deepen our understanding of the emotion regulation processes of autistic individuals. The ultimate goal is to develop specific support programs that address specific emotion regulation mechanisms, providing a much more individualized support approach.
Lay abstract
What do we already know about emotion regulation in autism? We know that many autistic children, youth, and adults experience difficulties regulating emotions. Existing research has focused mainly on the differences in emotion regulation capabilities between autistic and non-autistic individuals, the relationships between autistic traits and emotion regulation, and how emotion regulation relates to other outcomes, such as social skills and mental health. What does this paper add? We want to take a new approach to review the existing emotion regulation research through the lens of a specific theoretical model: the extended process model of emotion regulation. Professor James Gross developed this model. It consists of four emotion regulation phases: identification, selection, implementation, and monitoring. Our review revealed specific areas within these emotion regulation phases that could significantly impact the emotion regulation experiences of autistic individuals. We also outline the gaps in the research and propose avenues for future investigation. Implications for practice By deepening our understanding of emotion regulation in autistic individuals through the proposed future research, researchers and clinicians can pave the way for the development of tailored support programs. These programs will directly target specific emotion regulation mechanisms, offering a much-needed individualized support approach.
... Adjust the work environment to address sensory sensitivities, such as providing noise-canceling headphones and ensuring clear, direct communication with written instructions when possible. 12 Consider workspace adjustments and flexible work policies, including remote work options. • Training and awareness. ...
Neurodivergent nurses bring unique strengths that can enhance patient care.
... Aotearoa New Zealand has no national register on the adult incidence of ND conditions (Drysdale & van der Meer, 2020). Estimates from overseas suggest that neurominorities may account for around 20% of the general population; this is a significant minority group (Doyle, 2020;Hewlett et al., 2018;Moore, 2021). A report recently published by the Ministry for the Environment highlighted that ND people are an "untapped talent" within Aotearoa's workforce (Hammond, 2022). ...
... "Neurodivergent" is an umbrella term that describes individuals with a brain that diverges from what is typical; this may include autism, Attention Deficit Hyperactivity Disorder (ADHD), dyslexia and dyspraxia, among others (see glossary). Neurodivergent symptoms or features are understood to overlap between various conditions (Doyle, 2020). An individual whose neurotype conforms to normative cognitive, sensory and social functioning standards is described as neurotypical (NT). ...
... A system of discrimination experienced by the disabled community, fuelled by socially constructed beliefs on "normalcy, productivity, desirability, intelligence and fitness" (Lewis, 2022) Accommodation Strategies and tools utilised to create an equitable environment for a disabled person (Hewlett et al., 2018) ADHD/ADHDer Attention Deficit Hyperactivity Disorder, a neurodevelopmental condition with inattention, impulsivity and overactivity as the central features; these persist over time and result in significant impairment (American Psychiatric Association, 2013) / a person who has ADHD Autism A neurodevelopmental condition characterised by challenges with social interaction and communication, and by restricted or repetitive patterns of thought and behaviour (American Psychiatric Association, 2013) Dyslexia A specific learning disability of neurodevelopmental origin; it impacts a person's ability with reading, writing and numeracy; verbal and visual processing skills can also be impacted (Hewlett et al., 2018) Dyspraxia A neurodevelopmental condition that affects gross and fine motor skills, coordination and cognitive function (Walker et al., 2021) Executive functioning Daily behaviours such as time management, organisation, motivation, concentration, memory, regulating emotions and self discipline (Nussbaum, 2012) Neuro-affirming Active rejection of the medical model and its focus on "fixing" deficits in neurocognitive functioning; neuro-affirming practice embraces difference, recognises strengths and co-creates accommodations that serve to increase participation and inclusion (Walker et al., 2021) Neurodevelopmental disorder A range of lifelong conditions characterised by impairments in cognition, communication, behaviour and/or motor skills (American Psychiatric Association, 2013) Neurodivergent An umbrella term that describes individuals with a brain that diverges from what is typical; this may include having autism, ADHD, dyslexia and dyspraxia, among others (Doyle, 2020) Neurodiversity ...
Background: Societal awareness of neurodivergence is increasing and diagnostic pathways are becoming more accurate; more people are therefore pursuing assessments, often later in life. Health professionals, including midwives, may also be traversing this journey of self-discovery. Overseas estimates suggest that neurominorities may account for as much as 20% of the general population; this is a significant minority group. The healthcare professions require empathy and social skills, and neurodivergent (ND) people may be seen as unsuitable due to deficits in diagnostic, cognitive and communication skills. Research bias in favour of white males, alongside pervasive stereotypes, has contributed to the underdiagnosis of ND women and gender-diverse people. As a predominately female workforce, including ND colleagues will inevitably become more relevant to the midwifery workforce in the future. Aim: This integrative literature review asks: what is known about the workplace experiences of ND healthcare professionals? The intention is to reflect on the possible ramifications for midwives in Aotearoa New Zealand, and to establish a rationale for future research. Method: Google Scholar, PubMed, CINAHL and ProQuest databases were searched using combinations of key terms. Following the Critical Appraisals Skills Programme (CASP) evaluation, only ethics-approved, peer-reviewed papers in English were included. Findings: Nine studies investigating the workplace experiences of ND healthcare professionals were evaluated. The findings coalesced around two main concepts: (1) The internal experience, with sub-topics Diagnosis and disclosure, Strengths associated with neurodivergence, Sensory processing and Executive functioning; and (2) Navigating a neurotypical world, with sub-topics Social dynamics, Self-management strategies and Workplace accommodations. Conclusion: Ableist barriers to equitable employment experiences were pervasive throughout healthcare workplace settings. All nine studies highlighted workplace challenges for ND healthcare professionals, relating to social, sensory and executive function differences. The absence of literature specific to the unique contextual experiences of ND midwives in Aotearoa New Zealand signifies the scope for future research.
... Although it is difficult to provide a precise figure for the prevalence of neurodiversity in the general population, because of continuing concerns about where to set the cutting point, estimates of around 10%-20% have been suggested (Doyle 2020). With respect to specific categories, there is a similar problem in knowing where to set boundaries and under diagnosis is likely. ...
... Removing these barriers would enhance inclusivity and accessibility, by, for example, promoting universal design. Though it is not without its critics (Doyle 2020;P. Dwyer 2022), this perspective is more in line with the neurodiversity paradigm which is the position taken in this commentary. ...
... Instead, such assessments often assume, and measure, a white (Milner, 2020;Randall, 2021), English (Share, 2021), and neurotypical (Rubery, 2022) set of reading practices even when the learners being assessed do not fit these identities. This is especially problematic given that the population of learners in the United States and globally is increasingly culturally, linguistically, and neurologically diverse, with nonwhite K-12 learners in U.S. schools now exceeding white learners (NCES, 2022) and with 15-20% of the population being neurodiverse (Doyle, 2020). As Messick (1989) argued, assessments are instantiations of our social values and thus both reflect and perpetuate the ideologies of those creating them. ...
Scholarship on the science of reading (SoR) has, in some instances, taken up more narrow views of reading in discussions and instantiations of reading assessment that do not center equity and justice, especially in schools. This can lead to less valid and even harmful reading assessment, especially for students from historically marginalized communities with diverse language, cultural, and neurological differences. Here, we draw on critically-minded reading research, as well as on work in equity-oriented educational assessment, to inform a justice-based reading assessment framework that can guide research, theory, policy, and practice. Using an equity-oriented and justice-based lens, the framework outlines three interwoven components: (1) relational and humanizing assessment practices; (2) justice-based products and outcomes; and, (3) a critical construct of reading. The framework compels designers, developers, and users to center the needs of rights-holders, and especially those from historically marginalized communities, throughout the assessment process. To do so, the framework outlines five principles that include orienting to equity and justice; prioritizing humanizing and critical assessment practices; grounding assessment in a complex, dynamic, and critical construct of reading for diverse populations; designing for justice-based social consequences, and engaging in critical debrief throughout. These principles guide eight phases of assessment, which we outline in detail. Finally, we discuss conceptual contributions as well as practical implications.
... Many of the adaptations neurodivergent staff require are either understandable for neurotypical staff or beneficial for them, too, or meaningful for the efficiency or modernization of the workplace. Examples of potential adaptations or requirements may include a high degree of clarity, straightforward and simple communication, structured processes, visible and accessible management, defined tasks, limited distraction, individual office spaces, silence, suitable lighting, no strong smells, flexibility with working hours and deadlines and possibly of limiting social contacts or duties (Doyle 2020). ...
OPEN ACCESS: https://onlinelibrary.wiley.com/doi/full/10.1002/hrm.22259
Growing recognition of neurodivergence amongst individuals poses challenges for career counselors and human resource practitioners when advising, guiding, and supporting the careers of this diverse group. Despite the potential for neurodivergent individuals to contribute to organizations, career guidance for these individuals is a relatively new area. We conducted a multidisciplinary project comprising a scoping review and stakeholder consultation to generate evidence‐based recommendations for identifying and supporting career paths that lead to positive employment outcomes for neurodivergent individuals. The scoping review included 78 articles on career guidance and associated employment issues (e.g., facilitators and barriers to employment) for neurodivergent individuals, while stakeholders, including neurodivergent individuals, counselors, and others, provided insights into their employment experiences. Our scoping review yielded nine themes: career guidance practice, predictors of employment, employment interventions, different forms of employment, work barriers and facilitators, strengths and challenges, person‐job fit, occupation and industry fit, and employment outcomes. The stakeholder consultations complemented the scholarly themes. Results were interpreted using the Stone and Colella theoretical model of factors influencing the treatment of people with disabilities. The model was extended across educational and work contexts, and to include the nature of occupations and industries. Building on this project and our overarching theoretical model, we map a future research agenda for the study of careers amongst neurodivergent individuals. Specifically, we highlight persistent methodological limitations of the literature before turning to theoretical implications across career stages. We conclude with practical implications for career counselors and human resource practitioners. Ultimately, our review calls for researchers and practitioners to help promote sustainable, high‐quality, and fulfilling careers for neurodivergent individuals.
... Defining 'neurodiversity' can be challenging because the concept is still evolving (Dwyer, 2022;Ellis et al., 2022). Put simply, at this point in time, 'neurodiversity' describes the naturally occurring variations in the ways all of the human brains on the planet think and process information (Doyle, 2020;Ellis et al., 2022;Singer, 2023;Walker, 2014). Within the neurodiverse population, 'neurotypical' and 'neurodivergent' are two terms that are generally used when categorising people based on their neurological characteristics. ...
... Asasumasu aimed to provide a neutral term that was the opposite of 'neurotypical', because one did not exist (Foundations of Divergent Minds, 2023). According to Doyle (2020), 15-20% of the population is neurodivergent, a term that refers to individuals whose brain function differs from that of neurotypical people (Singer, 2019). Neurodivergence is strongly associated with neurologically based conditions, such as autism, ADHD and dyslexia (Cassanova & Widman, 2021;Doyle, 2020). ...
... According to Doyle (2020), 15-20% of the population is neurodivergent, a term that refers to individuals whose brain function differs from that of neurotypical people (Singer, 2019). Neurodivergence is strongly associated with neurologically based conditions, such as autism, ADHD and dyslexia (Cassanova & Widman, 2021;Doyle, 2020). However, Birdwell and Bayley (2022) also consider individuals with mental health conditions, such as post-traumatic stress disorder, and physical conditions, such as epilepsy, to be neurodivergent. ...
