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Thank you for taking the time to visit; please do stay to explore! Scroll down to find out more...

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I'm Carley Brazier, and I've been an Autism Ambassador since January 2020, which means that I feel passionately about raising awareness of autism to help autistic people get their needs met. I live in Basingstoke, with my husband, two wonderful quirky teenage girls, and a crazy spaniel.

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I'd love to hear your comments and feedback, or have a chat with anyone who'd like to share ideas. You're welcome to contact me - just complete this form - https://forms.office.com/r/BPjehPhJzM

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Me and my fellow Autism Ambassadors are spreading the understanding of autism to work and community colleagues, family and friends. If you're interested in becoming an Ambassador, or would like to find out more, click the logo above.

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Autism Ambassador Scheme for Hampshire, Portsmouth, Southampton and Isle of Wight

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Information about the Autism Ambassador Scheme

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Where can I find information, advice and support?

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Where can I find information, advice and support?

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The support needed by each individual will be very specific to their own needs, and it can be daunting trying to find what you need...here are some suggestions for you to explore.

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Here are some more ideas that you may find helpful to support an autistic person you know. Remember, that each person is unique, so not everything will work for everyone, but remember that even the smallest change can bring the biggest difference!

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Sensory is a fascinating topic and the information here is relevant to all human beings. Find out more below...

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Scroll down for more information about the differences autistic people may experience in the way they think, and ideas about how you can help.

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Read on and reflect on how social interaction might feel for autistic individuals, with some top tips to help avoid those awkward moments.

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The way autistic people communicate can vary widely - to find out more, keep on scrolling.

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In this column you will find some basic information, facts and figures about autism...

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Having knowledge about autism is great, but it's understanding that really makes a difference. Below are some resources to encourage deeper reflection...

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Autism has been a taboo subject for far too long. It's time to bust some of the myths and recognise the value that being autistic can bring to our world.

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Communication is how humans (and animals) share information and ideas. We communicate all the time, often without realising we're doing it. Communication helps us to get our needs met.

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Successful communication needs to be a two-way process, with a 'transmitter' and a 'receiver'.

I may think I've communicated with my children, when I shout 'dinner's ready!' up the stairs, but if they are in their rooms wearing headphones they won't receive my message!

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We describe autism as a 'spectrum', because each autistic individual is unique, even though they may share some of the same traits and experiences.

The spectrum isn’t linear; using terms like ‘mild/severe’, or ‘high/low functioning’ can be unhelpful, as a person’s support needs will change over time.

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Language can develop differently for autistic children, with some acquiring language later than their peers, and others picking up words and phrases quickly. Autistic people may rely less on social stimuli, and more on non-social media, such as games, books, TV etc, to develop their vocabulary. Some people may speak in unusual tones of voice or different accents.

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Jason Arday became Cambridge University's youngest black professor at the age of 37. He is autistic, and didn't speak until age 11, or read/write until he was 18.

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Diagnosed with autism and global development delay in his early years, Jason Arday was unable to speak until he was 11 years old and could not read or write until he was 18. Now aged 37, he is about to become the youngest black person ever appointed to a professorship at the University of Cambridge.

Although he could not speak, the young Jason fervently questioned the world around him.

"Why are some people homeless?" he remembers wondering. "Why is there war?"

Born and raised in Clapham, south-west London, Prof Arday, a sociologist, says formative moments included watching Nelson Mandela's release from prison on television and South Africa's symbolic triumph in the 1995 Rugby World Cup.

He remembers being deeply moved by the suffering of others and a strong compulsion to act.

"I remember thinking if I don't make it as a football player or a professional snooker player, then I want to save the world," he says.

His mother played a critical role in developing his self-confidence and skills.

She introduced him to a wide range of music in the hope this would aid his conceptualisation of language.

But it also kick-started a lifelong interest in popular culture that has characterised some of his research.

Supported by his mentor, college tutor and friend Sandro Sandri, Prof Arday finally began to read and write in his late teens.

He went on to get a degree in Physical Education and Education Studies from the University of Surrey before training as a PE teacher.

Growing up in a relatively disadvantaged area and then working as a school teacher, he says, gave him first-hand insight into the systemic inequalities that youngsters belonging to ethnic minorities faced in education.

At the age of 22, Prof Arday became interested in the idea of carrying out postgraduate study and spoke about it with his mentor.

"Sandro told me, 'I think you can do this - I think we can take on the world and win'," he says.

"Looking back, that was when I first really believed in myself. A lot of academics say they stumbled into this line of work, but from that moment I was determined and focused - I knew that this would be my goal."

Learning to become an academic, however, was very difficult, particularly because he had little practical training or guidance about how to do it.

During the day, Prof Arday worked as a PE lecturer in higher education.

In the evening and night, his hours were filled drafting academic papers and studying sociology.

"When I started writing academic papers, I had no idea what I was doing," he says.

"I did not have a mentor and no-one ever showed me how to write.

"Everything I submitted got violently rejected.

"The peer review process was so cruel, it was almost funny, but I treated it as a learning experience and, perversely, began to enjoy it."

Prof Arday went on to acquire two masters qualifications and a PhD in educational studies.

Asked when he realised he was a sociologist, he says it was probably in about 2015.

"On reflection this is what I meant to do."

Eight years on, he is poised to become professor of sociology of education at Cambridge.

There are currently five black people who are professors at the university.

Official figures from the Higher Education Statistics Agency show how, in 2021, just 155 of more than 23,000 university professors in the UK were black.

Due to take up his new role on 6 March, Prof Arday has a particular interest in improving the representation of ethnic minorities in higher education.

"My work focuses primarily on how we can open doors to more people from disadvantaged backgrounds and truly democratise higher education," he says.

In 2018, Prof Arday had his first paper published and secured a senior lectureship at Roehampton University before moving on to Durham University, where he was an associate professor of sociology.

In 2021, he became a professor of sociology of education at the University of Glasgow's School of Education, making him, at the time, one of the youngest professors in the UK.

"Hopefully being in a place like Cambridge will provide me with the leverage to lead that agenda nationally and globally," he says.

"Talking about it is one thing; doing it is what matters."

In his current work on neurodivergence and black students, he is collaborating with Dr Chantelle Lewis from the University of Oxford.

"Cambridge is already making significant changes and has achieved some notable gains in attempting to diversify the landscape," says Prof Arday. "But there is so much more to be done - here and across the sector.

"The university has some amazing people and resources; the challenge is how we use that capital to improve things for everyone and not just a few.

"Doing this right is an art - it requires real diplomacy and everyone has to feel inspired to work together.

"If we want to make education more inclusive, the best tools we have are solidarity, understanding and love."

Find BBC News: East of England on Facebook, Instagram and Twitter. If you have a story suggestion email eastofenglandnews@bbc.co.uk

The BBC is not responsible for the content of external sites.

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Cambridge University's Jason Arday becomes youngest black professor

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Sociologist Prof Jason Arday trained as a PE teacher before turning to academia.

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People are unpredictable, inconsistent and confusing, but social interaction is an essential part of life. Autistic individuals may have different interaction styles than most people around them, and uncomfortable experiences may lead to avoidance, withdrawal or social isolation. But this doesn't mean they don't want to socialise or don't need relationships!

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Only 10% of human communication comes from the words we say, which means that up to 90% of the information we receive comes from non-verbal cues, such as body language, facial expressions, gestures and tone of voice. This can be a lot of information to process at the same time!

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Sometimes, autistic people describe feeling like everyone else has been given an instruction manual about social interaction, and they find themselves breaking unwritten social rules that nobody has ever told them about.

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What do we mean when we talk about the 'autistic spectrum'?

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What do we mean when we talk about the 'autistic spectrum'?

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Here's a simple resource which helps us understand why the 'autism spectrum' is not linear, and why every autistic person will need different kinds of support.

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From approaching strangers, asking personal questions, to being brutally honest, there are many ways in which autistic people can feel they get it wrong in social situations. So they put a lot of energy into masking their natural way of interacting and feel unable to be their true self.

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This phrase is often used as a way of expressing empathy and understanding, but to an autistic person this may feel like their difficulties are being trivialised. It's better to take time to listen to and validate the experiences of those around us.

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Eye contact can feel uncomfortable and even painful for some people. It can be easier to process what someone is saying without the distractions of looking at them. If someone doesn't look at you when you're talking, it doesn't mean they aren't listening!

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Being autistic is part of a person's identity, running through them, like the letters run through a stick of rock. We can't remove a person's autism, and if we did, we would be taking away an intrinsic part of their identity and the qualities that make them who they are.

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“My father once said to me, ‘make friends Wendy’.
I knew how to make a rice pudding, I even knew how to make my dog sit, but I had no idea how to make friends!”

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Dr. Wenn Lawson (PhD), AFBPsS. MAPs - Autistic Consultant and Independent Researcher.

About Dr. Wenn

With a career spanning three decades, Dr. Wenn Lawson (PhD) is considered to be one of the world's foremost experts on Autism.

Researcher, lecturer and author, Dr. Wenn has run his own business as an autism consultant for more than 25 yrs. At 2 yrs, he was misdiagnosed as intellectually disabled, at school of being incapable of doing as he was told, at 17 yrs misdiagnosed with schizophrenia; in and out of Mental Health Institutions; eventually age 42yrs, diagnosed with an autism spectrum condition (ASC), ADHD, dyspraxia and learning difficulties. He has qualifications in psychology and social work.

Dr. Wenn is currently a Tutor Practitioner with Birmingham University's online Masters in Autism course. He is member of the Australian Autism Research Council and resides on the Autism Open Access board as well as being an ambassador for the I CAN Network. He is a participant and advisor for Autism CRC, Australia, a mentor for Future Leaders progam, and he has written numerous books (and papers) on ASC.

Please note: Wenn is registered as a certified psychologist in the United Kingdom but does not practice as a psychologist in Australia.

For more information about Wenn please see his CV.

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Dr. Wenn Lawson (PhD), AFBPsS. MAPs - Autistic Consultant and Independent Researcher. About Dr. Wenn With a career spanning three decades, Dr. Wenn Lawson (PhD) is considered to be one of the world's foremost experts on Autism. Researcher, lecturer and author, Dr. Wenn has run his own business as an autism consultant for more than 25 yrs.

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Language is a personal choice - it's best to ask a person what their preferred language is, and try to use the words they feel most comfortable with. The autistic community nowadays generally prefer identity-first language, (e.g. ‘autistic person’), which recognises that autism is a core part of a person’s identity.

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Before 2013, autistic individuals who did not present with a speech and language delay in childhood may have been given a diagnosis of Asperger's Syndrome. This term is no longer used diagnostically - people who would previously have been diagnosed with Asperger’s are now diagnosed as autistic.

Recent historical research has also highlighted that Hans Asperger, after whom Asperger's Syndrome was named, worked within the Nazi system, so many people now feel uncomfortable using this label. That said, many people still identify as having Asperger's, and we should respect people's preferences.

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What's on in Hampshire and the IOW for Neurodiverse Families?

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What's on in Hampshire and the IOW for Neurodiverse Families?

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Click the image above for a wonderful resource containing a wealth of suggestions and support ideas in our area.

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You don't need a professional qualification to help support an autistic person. Here are some things you can do...

•Try to understand how being autistic affects the person's experience of the world

•Reduce or eliminate sources of anxiety

•Gently support motivation, confidence and self esteem

•Enable concentration / remove distractions - one damn thing at a time!

•Play to the strengths of each individual

•Find what works for them

•Allow time to build trust and connection

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• Auditory – Hearing

• Gustatory – Taste / Texture

• Tactile – Touch

• Visual – Sight

• Olfactory – Smell

• Proprioception – Awareness of the position/movement of the body

• Vestibular – Balance and movement

• Interoception – Understanding/responding to what goes on inside your body

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Some differences in the way autistic brains may think...

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Some differences in the way autistic brains may think...

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Some people describe autistic brains as ‘being wired differently’.  Remember, autistic people have a ‘monotropic’  thinking style - they focus on fewer things at once.

A ‘monotropic’ mind is a very special kind, it’s one that likes to do one damn thing at a time!

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Some autistic people are non-speaking, or have periods when they are unable to use mouth words. Some people may use less conventional methods of communication. All communication styles are valid.

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…a lifelong neurological difference in the way a person communicates with and interacts with the world around them. Autism is not an illness or disease to be cured, but it is legally classed as a disability, requiring individual adjustments and support.

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Everyone is different - in the same way we have different coloured eyes, we also have different types of brains. The term 'neurodivergence' can cover all sorts of brain differences, including autism, ADHD and dyslexia, amongst many other things.

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There are many great things about being autistic. Here are a just a few.

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If the language around neurodiversity feels confusing, have a read of Nick Walker's excellent essay.

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NEUROQUEER * THE WRITINGS OF DR. NICK WALKER

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Nick Walker, PhD
I wrote "Neurodiversity: Some Basic Terms & Definitions" back in 2014. So far, of all the pieces I've written, this is the one that's been most frequently cited in other people's work (academic and otherwise). The definitive, citable version of this essay, along with supplementary comments, can be found in my book When referencing my work, please remember that my pronouns are she/her. Neuroqueer Heresies
New paradigms often require a bit of new language, and this is certainly the case with the neurodiversity paradigm. I see many people - scholars, journalists, bloggers, internet commenters, and even people who identify as neurodiversity activists - get confused about the terminology around neurodiversity. Their misunderstanding and incorrect usage of certain terms often results in poor and clumsy communication of their message, and propagation of further confusion (including other confused people imitating their errors). At the very least, incorrect use of terminology can make a writer or speaker appear ignorant, or an unreliable source of information, in the eyes of those who do understand the meanings of the terms.

For those of us who seek to propagate and build upon the neurodiversity paradigm - especially those of us who are producing writing on neurodiversity - it's vital that we maintain some basic clarity and consistency of language, for the sake of effective communication among ourselves and with our broader audiences. Clarity of language supports clarity of understanding.

And, as I increasingly find myself in the position of reviewing other people's writing on neurodiversity - grading student papers, reviewing book submissions or submissions to journals, consulting on various projects, or even just deciding which pieces of writing I'm willing to recommend to people - I'm getting tired of running into the same basic errors over and over.

So, as a public service, I'm posting this list of a few key neurodiversity-related terms, their meanings and proper usage, and the ways in which I most commonly see them mis used.

NEURODIVERSITY

What It Means:

Neurodiversity is the diversity of human minds, the infinite variation in neurocognitive functioning within our species.

What It Doesn't Mean:

Neurodiversity is a biological fact. It's not a perspective, an approach, a belief, a political position, or a paradigm. That's the neurodiversity paradigm (see below), not neurodiversity itself.

Neurodiversity is not a political or social activist movement. That's the Neurodiversity Movement (see below), not neurodiversity itself.

Neurodiversity is not a trait that any individual possesses or can possess. When an individual or group of individuals diverges from the dominant societal standards of "normal" neurocognitive functioning, they don't "have neurodiversity," they're neurodivergent (see below).
"Our school offers multiple learning strategies to accommodate the neurodiversity of our student body."
Example of Correct Usage:

Examples of Incorrect Usage:

"Neurodiversity claims that..."
This writer is actually trying to talk about either the neurodiversity paradigm or the Neurodiversity Movement. Neurodiversity, as a biological characteristic of the species, can't "claim" anything, any more than variations in human skin pigmentation can "claim" something.

"Neurodiversity is a load of nonsense."
Really? So human brains and minds don't differ from one another? There's an awful lot of scientific evidence that shows quite plainly that there's considerable variation among human brains. And if we all thought alike, the world would be a very different place indeed. The person who wrote this sentence was probably trying to object to the neurodiversity paradigm and/or the positions of the Neurodiversity Movement, and has ended up sounding rather silly as a result of failing to distinguish between these things and the phenomenon of neurodiversity itself.

"My neurodiversity makes it hard for me to cope with school."
The correct word here would be neurodivergence, rather than neurodiversity. An individual, by definition, cannot be "diverse" or "have diversity."

"Autism and dyslexia are forms of neurodiversity."
Nope. Nope nope nope. There's no such thing as a "form of neurodiversity." Autism and dyslexia are forms of neurodivergence.

NEURODIVERSITY PARADIGM

What It Means:

The neurodiversity paradigm is a specific perspective on neurodiversity - a perspective or approach that boils down to these fundamental principles:

1.) Neurodiversity is a natural and valuable form of human diversity.

2.) The idea that there is one "normal" or "healthy" type of brain or mind, or one "right" style of neurocognitive functioning, is a culturally constructed fiction, no more valid (and no more conducive to a healthy society or to the overall well-being of humanity) than the idea that there is one "normal" or "right" ethnicity, gender, or culture.

3.) The social dynamics that manifest in regard to neurodiversity are similar to the social dynamics that manifest in regard to other forms of human diversity (e.g., diversity of ethnicity, gender, or culture). These dynamics include the dynamics of social power inequalities, and also the dynamics by which diversity, when embraced, acts as a source of creative potential.

What It Doesn't Mean:

The neurodiversity paradigm provides a philosophical foundation for the activism of the Neurodiversity Movement, but the two aren't the same. For instance, there are people working on developing inclusive education strategies based on the neurodiversity paradigm, who don't identify as social justice activists or as part of the Neurodiversity Movement.
"Those who have embraced the neurodiversity paradigm, and who truly understand it, do not use pathologizing terms like 'disorder' to describe neurocognitive variants like autism."
Example of Correct Usage:

NEURODIVERSITY MOVEMENT

What It Means:

The Neurodiversity Movement is a social justice movement that seeks civil rights, equality, respect, and full societal inclusion for the neurodivergent.

What It Doesn't Mean:

The Neurodiversity Movement is not a single group or organization, is not run by any single group or organization, and has no leader. Like most civil rights movements, the Neurodiversity Movement is made up of a great many individuals, some of them organized into groups of one sort or another. These individuals and groups are quite diverse in their viewpoints, goals, concerns, political positions, affiliations, methods of activism, and interpretations of the neurodiversity paradigm.

The Neurodiversity Movement began within the Autism Rights Movement, and there is still a great deal of overlap between the two movements. But the Neurodiversity Movement and the Autism Rights Movement are not one and the same. The most significant distinction between the two is that the Neurodiversity Movement seeks to be inclusive of all neurominorities, not just Autistics. Also, there some who advocate for the rights of Autistics but who cannot rightly be considered part of the Neurodiversity Movement because they still consider autism to be a medical pathology or "disorder," a view at odds with the neurodiversity paradigm.

NEURODIVERGENT and NEURODIVERGENCE

What It Means:

Neurodivergent, sometimes abbreviated as ND, means having a mind that functions in ways which diverge significantly from the dominant societal standards of "normal."

Neurodivergent is quite a broad term. Neurodivergence (the state of being neurodivergent) can be largely or entirely genetic and innate, or it can be largely or entirely produced by brain-altering experience, or some combination of the two. Autism and dyslexia are examples of innate forms of neurodivergence, while alterations in brain functioning caused by such things as trauma, long-term meditation practice, or heavy usage of psychedelic drugs are examples of forms of neurodivergence produced through experience.

A person whose neurocognitive functioning diverges from dominant societal norms in multiple ways - for instance, a person who is Autistic, dyslexic, and epileptic - can be described as multiply neurodivergent.

Some forms of innate or largely innate neurodivergence, like autism, are intrinsic and pervasive factors in an individual's psyche, personality, and fundamental way of relating to the world. The neurodiversity paradigm rejects the pathologizing of such forms of neurodivergence, and the Neurodiversity Movement opposes attempts to get rid of them.

Other forms of neurodivergence, like epilepsy or the effects of traumatic brain injuries, could be removed from an individual without erasing fundamental aspects of the individual's selfhood, and in many cases the individual would be happy to be rid of such forms of neurodivergence. The neurodiversity paradigm does not reject the pathologizing of these forms of neurodivergence, and the Neurodiversity Movement does not object to consensual attempts to cure them (but still most definitely objects to discrimination against people who have them).

Thus, neurodivergence is not intrinsically positive or negative, desirable or undesirable - it all depends on what sort of neurodivergence one is talking about.

The terms neurodivergent and neurodivergence were coined in the year 2000 by Kassiane Asasumasu, a multiply neurodivergent neurodiversity activist.

What It Doesn't Mean:

Neurodivergent is not a synonym for autistic. There are countless possible ways to be neurodivergent, and being autistic is only one of those ways. There are myriad ways of being neurodivergent that have no resemblance or connection to autism whatsoever. Never, ever use neurodivergent as a euphemism for autistic. If you mean that someone is autistic, say they're autistic. It's not a dirty word.
"Our school aims to be inclusive of students who are Autistic, dyslexic, or otherwise neurodivergent, though there are some types of neurodivergence that we're still seeking ways to accommodate." "This group is for people who identify as both queer and ND (neurodivergent)."
Examples of Correct Usage:

NEUROTYPICAL, or NT

What It Means:

Neurotypical, often abbreviated as NT, means having a style of neurocognitive functioning that falls within the dominant societal standards of "normal."

Neurotypical can be used as either an adjective ("He's neurotypical") or a noun ("He's a neurotypical").

Neurotypical is the opposite of neurodivergent. Neurotypicality is the way-of-being from which neurodivergent people diverge. Neurotypical bears the same sort of relationship to neurodivergent that straight bears to queer.

What It Doesn't Mean:

Neurotypical is not synonymous with non-autistic.

Neurotypical is the opposite of neurodivergent, not the opposite of autistic. Autism is only one of many forms of neurodivergence, so there are many, many people who are neither neurotypical nor autistic. Using neurotypical to mean non-autistic is like using "white" to mean "not black."

Also, neurotypical is not a derogatory word, and has no intrinsic negative connotation. Of course, sometimes people use the word in the context of criticizing the behavior of neurotypicals, but that doesn't make it an intrinsically negative word. A lot of people criticize the behavior of men, too, but that doesn't make "man" an intrinsically derogatory word.
"If the primary language of the society in which you were born is well-suited to the purpose of describing your sensory experiences, your needs, and your thought processes, you may have neurotypical privilege." "My sister is NT, but after growing up with an Autistic father and brother, she's quite at ease with other people's neurodivergence."
Examples of Correct Usage:

Example of Incorrect Usage:

"Is your daughter Autistic or neurotypical?"
This isn't a well-worded question because there are other possibilities. The daughter in question might be non-autistic, but might also not qualify as neurotypical - she might, for instance, be dyslexic or have Down Syndrome.

NEUROMINORITY

What It Means:

A neurominority is a population of neurodivergent people about whom all of the following are true:

1.) They all share a similar form of neurodivergence.

2.) The form of neurodivergence they share is one of those forms that is largely innate and that is inseparable from who they are, constituting an intrinsic and pervasive factor in their psyches, personalities, and fundamental ways of relating to the world.

3.) The form of neurodivergence they share is one to which the neurotypical majority tends to respond with some degree of prejudice, misunderstanding, discrimination, and/or oppression (generally facilitated by classifying that form of neurodivergence as a medical pathology).

Examples of neurominority groups include Autistic people, dyslexic people, and people with Down Syndrome.

It's also possible to be neurodivergent without being a member of a neurominority group. Examples include people with acquired traumatic brain injuries, and people who have altered their own neurocognitive functioning through extensive use of psychedelic drugs.

The word neurominority can function as either a noun (as in, "Autistics are a neurominority") or an adjective (as in, "Autistics are a neurominority group").

NEURODIVERSE

What It Means:

A group of people is neurodiverse if one or more members of the group differ substantially from other members, in terms of their neurocognitive functioning.

Or, to phrase it another way, a neurodiverse group is a group in which multiple neurocognitive styles are represented.

Thus, a family, the faculty or student body of a school, the population of a town, or the cast of characters of a TV show would be neurodiverse if some members had different neurocognitive styles from other members - for instance, if some members were neurotypical while others were Autistic.

What It Doesn't Mean:

Many people mistakenly use neurodiverse where the correct word would be neurodivergent.

Of all the errors that people make in writing and speaking about neurodiversity, the misuse of neurodiverse to mean neurodivergent is by far the most common.

There is no such thing as a "neurodiverse individual." The correct term is " neurodivergent individual." An individual can diverge, but an individual cannot be diverse.

Neurodiverse does not mean "non-neurotypical." The opposite of neurotypical is neurodivergent, not neurodiverse. Neurodiverse cannot be used to mean "non-neurotypical," because neurotypical people, like all other human beings, are part of the spectrum of human neurodiversity. The opposite of neurodiverse would be neurohomogenous (meaning "composed of people who are all neurocognitively similar to one another").

To refer to neurominority groups or neurodivergent individuals as "neurodiverse" is incorrect grammatically, because diverse doesn't mean different from the majority, it means made up of multiple different types. So an individual can never be diverse, by definition. And a group where everyone is neurodivergent in more or less the same way (e.g., a group composed entirely of Autistic people) wouldn't be "neurodiverse," either.

The only appropriate and grammatically correct use of the term neurodiverse is when it's used to describe a group of people whose members differ neurocognitively from each other. In other words, a classroom where everyone is Autistic is not neurodiverse, but a classroom where some students are neurotypical and some aren't is neurodiverse.

Humanity is neurodiverse, just as humanity is racially, ethnically, and culturally diverse. By definition, no human being falls outside of the spectrum of human neurodiversity, just as no human being falls outside of the spectrum of human racial, ethnic, and cultural diversity.

In addition to being incorrect, it's also oppressive to misuse the word "diverse" to mean "minority," because this misuse of "diverse" is based in the intrinsically oppressive assumption that there's a default "normal" way of being and that "diversity" is about adding non-normative individuals into the "normal" default environment. This is the assumption that allows tokenization to pass for "diversity" in corporations, schools, and other social institutions.

We can see this same oppressive misuse of the word "diverse" in the discourse of racists who use the term "diverse" as a euphemism for "non-white." This usage seeks to twist the definition of the word "diverse" to mean "not part of the privileged in-group." Again, that's not what the word means, and misusing it in that particular way serves to reinforce a racist mindset in which white people are seen as intrinsically separate from the rest of humanity, rather than as just another part of the spectrum of human ethnic diversity.

It is the same with the misuse of the term neurodiverse to mean "non-neurotypical." To describe an Autistic, dyslexic, or otherwise neurodivergent person as a "neurodiverse individual" is not merely an incorrect usage of the word "diverse"--it also serves to reinforce an ableist mindset in which neurotypical people are seen as intrinsically separate from the rest of humanity, rather than as just another part of the spectrum of human neurodiversity.

In summary, then: misusing the term neurodiverse to mean neurodivergent (i.e., non-neurotypical) is not only plain old bad grammar, it also subtly reinforces ableism and undercuts the fundamental tenets of the neurodiversity paradigm. I hope this explanation will help people to avoid this particular error in the future--and, when possible, to correct such misuse where they encounter it.
"We humans are a neurodiverse species." "We employ a wide variety of creative teaching strategies to accommodate the many different learning styles represented in our highly neurodiverse student body." "My neurodiverse family includes three neurotypicals, two Autistics, and one person who's both ADHD and dyslexic." "I think every single member of their board of directors is neurotypical. An organization that supposedly serves the needs of neurominority children should have a more neurodiverse board."
Examples of Correct Usage:

Examples of Incorrect Usage:

"This group welcomes Autistics and other neurodiverse people."
It's nice to be welcomed, but there's no such thing as a "neurodiverse person." the correct phrase here would be "Autistics and other neurodivergent people."

"This group is open to both neurotypicals and the neurodiverse."
No, no, no. "The neurodiverse?" Seriously? What does that even mean? The spectrum of neurodiversity encompasses the entire human species, so one can't label any subset of the human species as "the neurodiverse." And neurotypicals are part of the spectrum of human neurodiversity, so it makes no sense to say "neurotypicals and the neurodiverse," as if those were two separate things. The correct way to say this would be, "This group is open to both neurotypicals and the neurodivergent."

I hope this list of definitions will help to foster greater clarity and understanding, and more accurate writing, when it comes to the terminology around neurodiversity. I encourage readers to share, cite, or quote from this piece, anywhere it might be useful. If you're writing up submission guidelines for neurodiversity-related writings, for a journal, anthology, conference, or other project, feel free to include a link to this post in your guidelines. If you encounter a journalist who's doing a piece on a neurodiversity-related topic, or a group of college students who are writing about neurodiversity, please share this piece with them. And please feel free to use this piece as a resource in any situation in which there's confusion about what any of these terms mean.

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NEURODIVERSITY: SOME BASIC TERMS & DEFINITIONS * NEUROQUEER

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Nick Walker, PhD I wrote "Neurodiversity: Some Basic Terms & Definitions" back in 2014. So far, of all the pieces I've written, this is the one that's been most frequently cited in other people's work (academic and otherwise).

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Autism diagnosis currently exists within the medical model, which focuses on deficits and impairments. It's important to consider the whole context, and with a little understanding of autistic experiences those 'behaviours' look very different. Maybe one day, we won't need to medicalise being autistic at all!

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Language is incredibly important. By re-framing the way we view things, we can respond differently. There are many more great resources and information on Autistic Realms

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If someone is nonspeaking, it doesn't mean they don't have anything to say. Assistive technology is giving people a voice who have previously been unable to express themselves using speech, and challenging our assumptions.

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The theory of Monotropism, originally developed by Dinah Murray and Wenn Lawson, can help us make sense of many autistic experiences. Most people have a 'polytropic' way of thinking, which means they focus their attention resources on several things at one time. Autistic (and ADHD) people tend to be 'monotropic', functioning best when focusing on fewer things at once.

To use a metaphor, a polytropic focus is like having a lantern in a dark room, which illuminates everything a bit, while a monotropic focus is like having an intense torch, lighting one area in great detail (Thanks to Salt for my Squid for the image above!).

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Pictures from my big autie to congratulate little autie on her diagnosis With appreciation to Dinah Murray for the monotropism theory of autism and Fergus Murray @MxOolong for popularising.

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Here is another great resource which clarifies some of the terminology...and who doesn't love a Neurodivergent Narwhal?!

For more resources featuring the Neurodivergent Narwhal, visit Neurodivergent Narwhals – Ed Wiley Autism Acceptance Lending Library

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'A monotropic mind is a very special kind, it's one that likes to do one damn thing at a time!'

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'A monotropic mind is a very special kind, it's one that likes to do one damn thing at a time!'

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Being monotropic influences the way a person communicates, thinks and experience the world in all aspects of life, and it can bring so many strengths. But living in a world designed largely by and for neurotypical (polytropic) people can bring challenges too.

By understanding the way being monotropic shapes a person's experiences, and building in adjustments to our environment, policies, social norms and expectations, neurodivergent people will be more likely to flourish.

Find out more about Monotropism at monotropism.org

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This video from Mel Baggs gives a powerful insight into how a non-speaking autistic person might experience the world in unique ways.

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Autistic people may have different preferences when it comes to conversation, and 'small talk' can be incredibly draining for someone with a monotropic brain. Rather than switching from one trivial topic to another, when autistic people communicate together they tend to take longer to explore topics of interest in greater depth.

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Change the environment, not the autistic individual...

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Change the environment, not the autistic individual...

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We all process sensory information differently. Take the above picture as an example. there are two animals in this picture - can you see them both?

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Autistic people may find it hard to motivate themselves towards some tasks, but may be highly focussed on things they are interested in. This is because of their 'monotropic' focus and interest based nervous system.

It can be helpful if the point of doing something is clearly explained, or if the task is connected in some way to a person's interests.

Click the image above to access a treasure trove of information about monotropism.

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Watch this video for a simple explanation of autism, suitable for all audiences.

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Watch Ambitious about Autism’s Youth Patrons explain what its really like being autistic and how you can support autistic people. www.ambitiousaboutautism.org.uk

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Young people explain autism | Ambitious about Autism

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Many autistic people find phone calls incredibly difficult, and the sound of a phone ringing can evoke anxiety. Phone calls are unpredictable, requiring a quick transition from whatever you are doing. During a phone conversation, it might take longer to process what is being said, with no body language or social cues to rely on. Other modes of communication may feel more comfortable, or an autistic person may prefer having time to prepare for a call in advance.

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Our ability to communicate can be significantly affected by stress and anxiety. Have you ever got tongue tied in a stressful situation, such as a job interview? Removing stressors can help people to communicate more effectively.

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If you are interested to find out whether you have a monotropic or polytropic brain, you can find out here...

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Things to consider when communicating...

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Things to consider when communicating...

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Some people may need more time to process information. Typically, during conversation, we expect a response within less than one second! Be patient - you may need to wait up to 10 seconds to give someone chance to respond.

If you need to repeat yourself, try to use the same words, so the person doesn't have to begin the decoding process all over again!

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Verbal information can evaporate quickly, so it's best to make important information physical in some way. Backing up verbal communication with notes, email or text can help. Schedules, lists and planners can be useful, and for some people, symbols or pictures may be easier to understand than words.

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Local Autism Directory | Autism Hampshire

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If we can look out for signs of stress we may be able to intervene early to avoid overload. Reactions to stress will present differently in each individual, but common signs are:

• Agitation

• Increased anxiety – maybe asking the same question repeatedly

• Greater obsession with ‘special interests’

• Shutdown – no communication

• Pacing around, hand flapping (stimming)
(can also occur when excited)

• Anger or fear

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Autistic people may be over or under-responsive in each of the eight senses. This may lead to either avoiding or seeking out sensory input.

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Having a predictable routine can provide structure, order and predictability, and help autistic people cope with the uncertainties of daily life. It can be helpful to engage in repetitive activities or behaviours, and change may feel overwhelming for some people.

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Think about a time when you had to put on a performance or attend a job interview. It's likely you would have spent a lot of time preparing, rehearsing what to say, feeling under pressure to present yourself in the right way. Afterwards, you would be left feeling extremely drained.

Now imagine feeling like that every day of your life! For some autistic people, that is their reality.

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Government surveys suggest that around one in 100 people are autistic, which means more than 700,000 people in the UK. However, these figures are estimates and recent research is suggesting autism prevalence is more likely to be between 2-4%, and that only includes people who have been diagnosed.

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An autistic person may appear to be coping on the outside, but underneath they may be in constant turmoil, like a duck paddling its feet furiously underwater while appearing calm and serene on the surface. Masking differences, or trying to fit in with what society expects can come at great personal cost. Understanding and acceptance can help each person be their true self. The Autistic Advocate, Keiran Rose, explains this in more detail.

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A huge range of resources designed to explain and support Autistic Masking and Autistic Burnout from Kieran Rose, The Autistic Advocate

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To find out more about my professional experience, take a look at my LinkedIn profile.

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750 million+ members | Manage your professional identity. Build and engage with your professional network. Access knowledge, insights and opportunities.

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Diagnosis can be made by a team of specialists, most often during childhood.  Diagnostically, the term ‘Autism Spectrum Disorder’ has been used since 2013, replacing all other labels, including Asperger’s Syndrome.

Many autistic people do not have a formal diagnosis, or do not realise that they are autistic until later in life. Self-diagnosis is generally accepted within the autistic community.

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In-depth advice and guidance about autism and the challenges autistic people and their families face. Topics include what is autism, diagnosis, communication, mental health, education, and more.

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An autistic meltdown is not 'just a tantrum'. It is a genuine distress response and we need to focus on helping the person to regulate their emotions. It can be difficult to know what to do in these situations, but if you can...

• Take the person out of the situation immediately or move others from them

• Do not try and resolve when anger levels are high (it will not work!)

• Deal with the situation when they have calmed down

• Get to know the person so you can spot them starting to wind up before it is too late

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• Uncertainty can feel uncomfortable, and as a result, autistic people may rely on order and predictability to feel safe.

• Switching from one task to another can take more mental effort for those with a monotropic brain and nervous system, so unexpected change may feel catastrophic.

• Respect a person's need for structure, build in transition time and be patient, offering support through times of change.

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This diagram shows the four core areas of difference - each autistic individual will experience differences in these areas, but every person's autism presentation is unique.

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Emotions can be tricky to navigate, especially for neurodivergent people. It can help to have a structure to help make sense of you emotions. Here's a great example from Dr Stephanie Petty.

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I'm a huge fan of playing games with my family, but am all too familiar with the tantrums, arguments and tension this can bring. Over the years I've had so many wonderful suggestions of games that work well for neurodiverse families, and I've brought them all together here. Enjoy!

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4 times as many boys are diagnosed autistic as girls. This is not an accurate picture.

Frequently, for many reasons, girls are diagnosed later (on average up to 6 years later), missed or misdiagnosed, causing long term mental health problems with too many girls feeling too anxious to attend school as a result.

Currently the assessment tools used to screen for autism are male-centric. We want to see tools in place that reflect multiple presentations and needs so that no child's need goes unrecognised or unsupported. We are currently pilot-validating the Internal Presentation of Autism Checklist that sits within our white paper Autism, Girls and Keeping it All Inside , so expect that to change soon. Our survey had 1123 responses in a week, so there are many people who feel strongly about having screening tools which feel representative. Our vision is for a system that enables autistic girls to thrive, to feel understood and to achieve the best educational outcomes.

Our aim is to raise awareness of autism in girls and others who present in an internal way with health, social care and educational professionals and to bring change. Not only to the way that autistic girls are assessed and subsequently supported but to the narrative, with updated and positive terminology used to describe autistic traits.

Our private Facebook group supports both autistic girls and women and their extended families, but there are many more who need our help. We are now a registered charity, fundraising to enable us to both fund projects which offer face to face support and campaign for real change.

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We are a small registered charity working to support, educate, and bring change. Here you will find lots of resources.

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This is a great resource with ideas of reasonable adjustments that schools can make to support autistic pupils (not just applicable to girls!)

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Sensory sensitivity is not fixed - it can fluctuate across all the different senses, at different times of day, different environments and can change over the life span.

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Many autistic people have highly-focused interests, which can change over time or be long-lasting. Deep interests can be a huge source of comfort and enjoyment, and spending time engaging with interests can help reduce stress. Finding others who share interests can create deep social connections.

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• Autistic children are four times more likely to be bullied than their peers. They may not realise that they are being bullied.

• Be aware of cyber bullying

• Sometimes the person with autism can become the bully as they may not understand or appreciate the situation

• Bullying can lower already low self-esteem

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The images below represent three autistic individuals. Although each has the same diagnosis, their autism will present very differently.

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This famous quote, attributed to Albert Einstein (who was likely autistic himself) reminds us that we are all different. We can appreciate and accommodate these differences, rather than trying to force someone into a mould that isn't designed for them.

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There are some truly amazing books out there - here are some suggestions which have been recommended to me that may be relevant to neurodivergent people.

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Autism Central for Parents and Carers | Autism Central

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Autism Central offers a wealth of resources for parents, carers and personal assistants of autistic people in England – from articles and learning materials to signposting you to services and support in your local area.

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OUR MISSION:

To create a world where autistic young people can reach their true potential!

OUR VISION:

Spectrum Gaming is an autistic-led UK based charity that supports autistic young people. We aim to create a world where every autistic young person knows that who they are is ok and they can be themselves, whilst still developing meaningful relationships and achieving their personal goals.

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We do this by providing spaces where they feel safe and accepted, amongst others with similar shared lived experiences, and opportunities to explore who they are.

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We want all autistic young people to have the strength and confidence to find their place in the world that works for them. In many cases this means influencing wider strategic changes to create an environment that is more understanding and equitable.

OUR VALUES:

OUR CURRENT SERVICES:

Online Services - We provide a safe space online supervised by trusted adults where young people can explore, connect and grow with others.

Advocacy - We work with our young people, parents and partners to identify the priorities of young people and create proactive projects/ resources that address these priorities. You can find out more about our advocacy projects here.

Training - We offer training and guidance to those who need it most, and build a community who share our passion and vision to create change. You can find more info about this service and see our current courses and webinars here.

Face-to-Face Services - We offer opportunities for young people to meet with others and undertake positive activities together.

Spectrum Gaming is ran by our amazing staff members, a group of dedicated volunteers and a strong team of trustees who help to ensure we get things right for our community members.

We believe that young people's voices are the most important in deciding how services should be delivered and how they should be supported. Therefore, what we do, how we run and our transformation is driven by members of our community. We have a utistic young people that are also part of our voluntary staff team, and they fulfil a variety of roles including Server Managers, Moderators, Minecraft Builders, Event Leads and more.

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They will all be here to help and support you throughout your time in our community!

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In this video from 2021, Andy and some of our members share their thoughts about Spectrum Gaming and being autistic:

Check your internet and refresh this page.

If that doesn't work, contact us.

THE STORY BEHIND SPECTRUM GAMING

Spectrum Gaming was started by Andy, a 26 year old autistic adult who lives in Bury, Greater Manchester. Here is his story:

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Just over 6 years ago I attempted suicide, as I had learnt that I was never going to live a happy life as an autistic person. This wasn't an emotional decision, but a logical one, as I saw no other way out of the miserable life I was living (I share more about what led to that moment in this video).

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After I survived, I came into contact with some autistic people online who completely changed my life. I met people who had learned to accept their differences and were living life with meaning and purpose. They explained that as an autistic person, you have to live a different life to the norm, but that doesn't mean it has to be an unhappy one.

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This glimmer of hope that I could actually be happy after years of hurt, mistreatment and misunderstanding is what enabled me to change how I lived my life. I fought to overcome severe anxiety and depression (which were a result of living in a world that wasn't made for me), and eventually became the happy person I am now, where I am able to be myself and find a place in the world where I can be my authentic self, rather than trying (and failing) to 'fit in'.

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After struggling so much growing up, I made it my life goal to make sure as many autistic young people as possible avoid the struggles my generation and previous generations have faced. This work has been ongoing, and we have achieved more over time:

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In 2017 I set up Autistic Life, a Facebook page that shared educational content about autism which has over 30,000 followers.

In 2018, I created an emotional video about what life is like for autistic young people, and worked with Pathways Associates CIC to do the UK's biggest consulation on the priorities of autistic young people.

In 2019 I started working full time at a local authority as the Inclusion Ambassador/ SEND Advocate, ensuring the views of SEND young people are heard strategically, in addition to becoming co-chair of the North West SEND Young People's Coproduction Network.

In 2020, I created Spectrum Gaming, an online community for autistic young people as a response to lockdown. We now have over 1,000 members and became a registered charity in March 2021.

Spectrum Gaming doesn't just focus on enabling friendships and connection, but on advocacy, and ensuring autistic young people heard.

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OUR MISSION: To create a world where autistic young people can reach their true potential! OUR VISION: Spectrum Gaming is an autistic-led UK based charity that supports autistic young people. We aim to create a world where every autistic young person knows that who they are is ok and they can be themselves, whilst still developing meaningful relationships and achieving their personal goals.

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Sometimes autistic people can feel overwhelmed by the sensory information they are receiving. This can lead to sensory overload, which may result in a shut down or a meltdown response.

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The way our brains manage the world around us can vary massively from person to person, and may operate differently for autistic people. This might mean that some people need support with tasks that rely on certain skills, known as 'executive functioning', whereas others may excel at such tasks.

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Social stories are a great tool to remove the uncertainty from social situations, and give clear guidance about what to do / not do do. Click the image above for more information.

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Social stories and comic strip conversations

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Find out more about social stories and comic strip conversations, and how they can help autistic people communicate.

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Person A's main differences are in the area of communication - perhaps they are non-speaking, or rely on alternative methods of communication.

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Our executive functioning skills operate a little like air traffic control, enabling us to navigate the demands of daily life. Increased clarity, control and predictability can help to reduce the cognitive load and support people with tasks requiring executive functioning.

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A website about autism, for autistic young people - so that everyone can gain a better understanding of what autism actually is.

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Watch this video for an understanding of what sensory overload might look like...

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Watch this video for an understanding of what sensory overload might look like...

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• Monotropism means that autistic people can be highly knowledgeable in areas of interest.

• Some people may have good visual or factual memory.

• Being autistic can bring a unique perspective, seeing connections and patterns others might miss.

• Precision, accuracy and analytical thinking may be strong attributes.

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Person B finds social interaction tricky, and has differences in the way they think, perhaps relying on predictable structure and strong interests.

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Help us seek positive change for autistic pupils.

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Because each person's sensory profile is so unique, the strategies to support will be different for everyone. Reducing input in just one sense can make a situation bearable for someone who is over-responsive, so wearing ear plugs or sunglasses might be helpful for some.

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“What would happen if the autism gene was eliminated from the gene pool?

You would have a bunch of people standing around in a cave, chatting and socializing and not getting anything done.”

Temple Grandin
The way I see it, 2008

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Person C, like person A, also has communication needs, and they also have prominent differences in the way they perceive sensory information, which may lead to overwhelm in certain environments.

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Information & Advice - Hampshire SENDIASS - Special Educational Needs Support

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Click here to access a bank of resources for parents and carers with young people who have special educational needs or disabilities.

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Stimming is a repetitive behaviour that can provide sensory comfort. Lots of people stim in some way - for example, hair twiddling, foot tapping, hand flapping, chewing, nail biting, humming. Some stims are more obvious than others, but if we can enable the person to stim it can help them to stay regulated.

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This is a great model to help understand how autism presents in an individual - make a note of the differences in each area, adding colour to build up a unique profile.

You might notice how autism can present differently over time, or in different environments. For example, a child's profile at school could look very different to how it does in the home.