Ability and Neurodiversity
Ability and Neurodiversity terms to broaden your understanding of Diversity, Equity, and Inclusion
Note: This “Living Language Guide” is a curated glossary of DEI related terms, which sometimes offers multiple and differing definitions for some concepts. This should NOT be interpreted as Boston University’s recommended or mandated terminology nor used as such.
Ability
Definition: The quality of having the means or skill to do something. Ability is not permanent, can fluctuate throughout one’s life, and is another aspect of diversity in our communities. Disabilities do not necessarily limit people unless society imposes assumptions that do not account for the variation in people’s abilities.
Source: LGBTQIA Resource Center
Definition: Existing competence or skill to perform a specific physical or mental act. Although ability may be either innate or developed through experience, it is distinct from capacity to acquire competence.
Ableism
Definition: Prejudice and/or discrimination against people with mental and/or physical disabilities.
Source: ADL.org – Fighting hate for good
Definition: Discrimination against individuals with disabilities or the tendency to be prejudiced against and to stereotype them negatively as, for example, less intelligent, nonproductive, or dependent on others.
Accessibility
Definition: The quality of being easily used, entered, or reached by people with disabilities; refers to the design of products, devices, services, curricula, or environments.
Source: Understood.org
Definition: The “ability to access” the functionality of a system or entity and gain the related benefits. The degree to which a product, service, or environment is accessible by as many people as possible. Accessible design ensures both direct (unassisted) access and indirect access through assistive technology (e.g., computer screen readers). Universal design ensures that an environment can be accessed, understood, and used to the greatest extent possible by all people.
Source: Harvard Diversity, Equity, Access, Inclusion & Belonging
Accommodation
Definition: Under Title I of the Americans with Disabilities Act (ADA), accommodation is a modification or adjustment to a job, the work environment, or the way things are usually done during the hiring process. These modifications enable an individual with a disability to have an equal opportunity not only to get a job, but successfully perform their job tasks to the same extent as people without disabilities.
Source: Adapted from US Department of Labor
Definition: Accommodations are necessary when something is not intrinsically accessible. In terms of a user’s experience, there is a plethora of possible definitions for what makes technology accessible, from the basic ability to use it, to the general enjoyability of completing a task, and everything in between.
Source: University of Colorado – Accessible Technology, Office of integrity, safety and compliance
Allistic
Definition: Allistic is any person who is not autistic. It is based on the Greek word “allos”, meaning “other”, just as “autos” (in “autism”) means “self”.
Source: DivergentMinds.org
Definition: An adjective used to describe a person who is not autistic and is often used to emphasize the privilege of people who are not on the autism spectrum.
Source: LGBTQIA Resource Center
Americans with Disabilities Act (ADA)
Definition: The Americans with Disabilities Act (ADA) was signed into law on July 26, 1990, by President George H.W. Bush. The ADA is one of America’s most comprehensive pieces of civil rights legislation that prohibits discrimination and guarantees that people with disabilities have the same opportunities as everyone else to participate in the mainstream of American life — to enjoy employment opportunities, to purchase goods and services, and to participate in State and local government programs and services. Modeled after the Civil Rights Act of 1964, which prohibits discrimination on the basis of race, color, religion, sex, or national origin – and Section 504 of the Rehabilitation Act of 1973 — the ADA is an “equal opportunity” law for people with disabilities.
Source: ADA.gov
Definition: The ADA prohibits discrimination on the basis of disability in employment, State and local government, public accommodations, commercial facilities, transportation, and telecommunications. It also applies to the United States Congress.
To be protected by the ADA, one must have a disability or have a relationship or association with an individual with a disability. An individual with a disability is defined by the ADA as a person who has a physical or mental impairment that substantially limits one or more major life activities, a person who has a history or record of such an impairment, or a person who is perceived by others as having such an impairment. The ADA does not specifically name all of the impairments that are covered.
ADHD
Definition: Acronym for Attention-deficit/hyperactivity disorder. Is one of the most common mental disorders affecting children. ADHD also affects many adults. Symptoms of ADHD include inattention (not being able to keep focus), hyperactivity (excess movement that is not fitting to the setting) and impulsivity (hasty acts that occur in the moment without thought).
An estimated 8.4% of children and 2.5% of adults have ADHD. ADHD is often first identified in school-aged children when it leads to disruption in the classroom or problems with schoolwork. It can also affect adults. It is more common among boys than girls.
Source: American Psychiatric Association
Definition: Approximately 10 million adults have attention-deficit/hyperactivity disorder (ADHD). In early adulthood, ADHD may be associated with depression, mood or conduct disorders and substance abuse. Adults with ADHD often cope with difficulties at work and in their personal and family lives related to ADHD symptoms. Many have inconsistent performance at work or in their careers; have difficulties with day-to-day responsibilities; experience relationship problems; and may have chronic feelings of frustration, guilt or blame.
Individuals with ADHD may also have difficulties with maintaining attention, executive function and working memory. Recently, deficits in executive function have emerged as key factors affecting academic and career success.
Source: National Resource Center on ADHD
Definition: ADHD is one of the most common neurodevelopmental disorders of childhood. It is usually first diagnosed in childhood and often lasts into adulthood. Children with ADHD may have trouble paying attention, controlling impulsive behaviors (may act without thinking about what the result will be), or be overly active.
ADHD can last into adulthood. Some adults have ADHD but have never been diagnosed. The symptoms can cause difficulty at work, at home, or with relationships. Symptoms may look different at older ages, for example, hyperactivity may appear as extreme restlessness. Symptoms can become more severe when the demands of adulthood increase.
Source: CDC.gov
Assistive Technology (AT)
Definition: The Assistive Technology Act of 2004, defines an assistive device as “any item, piece of equipment, or product system, whether acquired commercially, modified, or customized, that is used to improve functional capabilities of individuals with disabilities (Assistive Technology Act, Public Law 108-364, Sec. 3(4))
Source: Adata.org – Assistive Technology Developments and Advancements
Definition: Any item, piece of equipment, or product system used to increase, maintain, or improve functional capacities of individuals with disabilities.
Source: Understood.org
Autism Spectrum Disorder (ASD)
Definition: Autism spectrum disorder (ASD) is a complex developmental condition that involves persistent challenges in social interaction, speech and nonverbal communication, and restricted/repetitive behaviors. The effects of ASD and the severity of symptoms are different in each person.
Source: American Psychiatric Association
Definition: autism can be diagnosed at any age, it is said to be a “developmental disorder” because symptoms generally appear in the first two years of life. Autism is known as a “spectrum” disorder because there is wide variation in the type and severity of symptoms people experience. ASD occurs in all ethnic, racial, and economic groups. Although ASD can be a lifelong disorder, treatments and services can improve a person’s symptoms and ability to function.
Source: Adapted from National Institute of Mental Health
Definition: Autism, or autism spectrum disorder (ASD), refers to a broad range of conditions characterized by challenges with social skills, repetitive behaviors, speech, and nonverbal communication. According to the Centers for Disease Control, autism affects an estimated 1 in 54 children in the United States today.
We know that there is not one autism but many subtypes, most influenced by a combination of genetic and environmental factors. Because autism is a spectrum disorder, each person with autism has a distinct set of strengths and challenges. The ways in which people with autism learn, think and problem-solve can range from highly skilled to severely challenged. Some people with ASD may require significant support in their daily lives, while others may need less support and, in some cases, live entirely independently.
Source: Autism Speaks
deaf and Deaf
Definition: Use the lowercase deaf when referring to the audiological condition of not hearing, and the uppercase Deaf when referring to a particular group of deaf people who share a language – American Sign Language (ASL) – and a culture. The members of this group have inherited their sign language, use it as a primary means of communication among themselves, and hold a set of beliefs about themselves and their connection to the larger society. We distinguish them from, for example, those who find themselves losing their hearing because of illness, trauma or age; although these people share the condition of not hearing, they do not have access to the knowledge, beliefs, and practices that make up the culture of Deaf people.
Source: National Association of the Deaf
Definition: The term deaf could be used in an all-inclusive manner, to include people who may identify as deaf, deafblind, deaf disabled, hard of hearing, late-deafened, and hearing impaired. For many individuals, identity is fluid and can change over time or with setting. NDC has chosen to use one term, deaf, with the goal of recognizing experiences that are shared by all members of this diverse community while also honoring all of their differences.
Source: Adapted from National Deaf Center
Disability
Definition: Physical or mental impairment that substantially limits one or more major life activities, a person who has a history or record of such an impairment, or a person who is perceived by others as having such an impairment. The ADA does not specifically name all of the impairments that are covered.
Source: ADA.gov
Definition: The term persons with disabilities is used to apply to all persons with disabilities including those who have long-term physical, mental, intellectual or sensory impairments which, in interaction with various attitudinal and environmental barriers, hinders their full and effective participation in society on an equal basis with others. However, this minimum list of persons who may claim protection under the Convention does not exhaust the categories of the disabilities which fall within the it nor intend to undermine or stand in the way of wider definition of disabilities under national law (such as persons with short-term disabilities). It is also important to note that a person with disabilities may be regarded as a person with a disability in one society or setting, but not in another, depending on the role that the person is assumed to take in his or her community. The perception and reality of disability also depend on the technologies, assistance, and services available, as well as on cultural considerations.
In most parts of the world, there are deep and persistent negative stereotypes and prejudices against persons with certain conditions and differences. These attitudes themselves also shape who is considered to be a person with a disability in each society as well as have contributed to a negative image of persons with disabilities. The language used to refer to persons with disabilities has played a significant role in the persistence of negative stereotypes. Clearly, terms such as “crippled” or “mentally retarded” are derogative. Other terms such as “wheelchair-bound” or “disabled persons” emphasize the disability before the person.
Source: United Nations – UN.org
Dyscalculia
Definition: Dyscalculia is an impaired ability to perform simple arithmetic operations that results from a congenital deficit. It is a developmental condition, whereas acalculia is acquired.
Source: American Psychiatric Association
Definition: Dyscalculia is defined as a failure to achieve in mathematics commensurate with chronological age, normal intelligence, and adequate instruction. It is marked by difficulties with visualization; visual-spatial perception, processing and discrimination; counting; pattern recognition; sequential memory; working-memory for numbers; retrieval of learned facts and procedures; directional confusion; quantitative processing speed; kinesthetic sequences; and perception of time.
Source: Dyscalculia.org
Dysgraphia
Definition: This is a term used to describe difficulties with putting one’s thoughts on to paper. Problems with writing can include difficulties with spelling, grammar, punctuation, and handwriting.
Source: American Psychiatric Association
Definition: Dysgraphia is a Greek word. The base word graph refers both to the hand’s function in writing and to the letters formed by the hand. The prefix dys indicates that there is impairment. Graph refers to producing letter forms by hand. The suffix ia refers to having a condition. Thus, dysgraphia is the condition of impaired letter writing by hand, that is, disabled handwriting. Impaired handwriting can interfere with learning to spell words in writing and speed of writing text. Children with dysgraphia may have only impaired handwriting, only impaired spelling (without reading problems), or both impaired handwriting and impaired spelling.
Dyslexia
Definition: This is a term that refers to the difficulty with reading. People with dyslexia have difficulty connecting letters they see on a page with the sounds they make. As a result, reading becomes a slow, effortful and not a fluent process for them.
Problems in reading begin even before learning to read, for example when children have trouble breaking down spoken words into syllables and recognizing words that rhyme. Kindergarten-age children may not be able to recognize and write letters as well as their peers. People with dyslexia may have difficulty with accuracy and spelling as well. It’s a common misconception that all children with dyslexia write letters backwards or those who write letters backwards all have dyslexia.
People with dyslexia, including adolescents and adults, often try to avoid activities involving reading when they can (reading for pleasure, reading instructions). They often gravitate to other mediums such as pictures, video, or audio.
Source: American Psychiatric Association
Definition: A neurologically based learning disability manifested as severe difficulties in reading, spelling, and writing words and sometimes in arithmetic. Dyslexia is characterized by impairment in the ability to process sounds, that is, to make connections between written letters and their sounds; written work is often characterized by reversal errors. It can be either acquired (in which case it is often referred to as alexia) or developmental (see developmental dyslexia), is independent of intellectual ability, and is unrelated to disorders of speech and vision that may also be present. It is not the result of lack of motivation, sensory impairment, inadequate instructional or environmental opportunities, emotional disturbances, or other such factors.
Source: American Psychological Association
Definition: Dyslexia is a learning disability in reading. People with dyslexia have trouble reading at a good pace and without mistakes. They may also have a hard time with reading comprehension, spelling, and writing. Some experts believe that between 5 and 10 percent of people have it. Others say as many as 17 percent of people show signs of reading challenges.
Source: Adapted from Understood.org
Dyspraxia
Definition: Developmental Coordination Disorder (DCD), also known as dyspraxia, is a common disorder affecting fine and/or gross motor coordination in children and adults. DCD is formally recognized by international organizations including the World Health Organisation. DCD is distinct from other motor disorders such as cerebral palsy and stroke, and occurs across the range of intellectual abilities. Individuals may vary in how their difficulties present: these may change over time depending on environmental demands and life experiences, and will persist into adulthood.
Source: Dyspraxia Foundation
Definition: An impaired ability to perform skilled, coordinated movements that is neurologically based and not due to any muscular or sensory defect.
Learning Disability
Definition: Learning disabilities are due to genetic and/or neurobiological factors that alter brain functioning in a manner which affects one or more cognitive processes related to learning. These processing problems can interfere with learning basic skills such as reading, writing and/or math. They can also interfere with higher level skills such as organization, time planning, abstract reasoning, long or short term memory and attention. It is important to realize that learning disabilities can affect an individual’s life beyond academics and can impact relationships with family, friends and in the workplace.
Source: LDA – Learning Disabilities Association of America
Definition: This is a term used by both the educational and legal systems. Though learning disability is not exactly synonymous with specific learning disorder, someone with a diagnosis of specific learning disorder can expect to meet criteria for a learning disability and have the legal status of a federally recognized disability to qualify for accommodations and services in school. The term “learning difference” is a term that has gained popularity, especially when speaking with children about their difficulties, as it does not label them as “disordered.”
Source: American Psychiatric Association
Mental Health Disability
Definition: Mental health includes our emotional, psychological, and social well-being. It affects how we think, feel, and act. It also helps determine how we handle stress, relate to others, and make choices. Mental health is important at every stage of life, from childhood and adolescence through adulthood.
Source: Mentalhealth.gov
Definition: A state of mind characterized by emotional well-being, good behavioral adjustment, relative freedom from anxiety and disabling symptoms, and a capacity to establish constructive relationships and cope with the ordinary demands and stresses of life.
Neurodivergent
Definition: Neurodivergent, sometimes abbreviated as ND, means having a brain that functions in ways that diverge significantly from the dominant societal standards of “normal.” A person whose neurocognitive functioning diverges from dominant societal norms in multiple ways – for instance, a person who is Autistic, has dyslexia, and has epilepsy – can be described as multiply neurodivergent. The terms neurodivergent and neurodivergence were coined by Kassiane Asasumasu, a multiply neurodivergent neurodiversity activist.
Source: LGBTQIA Resource Center
Definition: Meaning that the person’s brain functions, learns and processes information differenttly.
Source: Addressing Dyslexia.org
Definition: Neurodivergent means having a brain that functions in ways that diverge significantly from the dominant societal standards of “normal.”
Source: Divergent Minds.org
Neurodiversity
Definition: The Neurodiversity Movement has its origins in the Autistic Rights Movement that sprung up in the 1990’sThe term neurodiversity was coined in 1998 by an autistic Australian sociologist named Judy Singer, and was quickly picked up and expanded upon within the autistic activist community.
Neurodiversity is an essential form of human diversity. The idea that there is one “normal” or “healthy” type of brain or mind or one “right” style of neurocognitive functioning, is no more valid than the idea that there is one “normal” or “right” gender, race or culture.
Source: Adpated from UK Autistic
Definition: Neurodiversity refers specifically to the limitless variability of human cognition and the uniqueness of each human mind. Neurodiversity is a political term and not a scientific one. It is an umbrella term as a possible name for a civil rights movement for the neurological minorities beginning to coalesce around the pioneering work of the Autistic Self-Advocacy Movement.
Source: Adpated from Neurodiversity 2.0 – by Judy Singer
Definition: The concept that there is great diversity in how people’s brains are wired and work, and that neurological differences should be valued in the same way we value any other human variation.
Source: Catalyst.org – Workplaces that work for women
Definition: Neurodiversity is the idea that neurological differences like autism and ADHD are the result of normal, natural variation in the human genome.
Source: Neurodiversity as a Competitive Advantage – Why you should embrace it in your workforce | by Robert D. Austin and Gary P. Pisano – Harvard Business Review
Neurotypical
Definition: 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”).
Source: LGBTQIA Resource Center
Definition: Given the biological fact that there is no such thing as a ‘normal’ brain, neurotypical is best thought of as within parameters of neurocognitive style that have not been either medically defined as ‘disorders’ or culturally defined as ‘neurodivergent’. It’s important not to draw simple lines in the sand between ‘neurotypicals’ and neurodivergent people – human neurodiversity is a highly complex spectrum, in which everyone sits.
Source: Neurodiversity Glossary
Non-visible Disabilities
Definition: An “invisible,” “non-visible,” “hidden,” “non-apparent,” or “unseen” disability is any physical, mental, or emotional impairment that goes largely unnoticed. An invisible disability can include, but is not limited to: cognitive impairment and brain injury; the autism spectrum; chronic illnesses like multiple sclerosis, chronic fatigue, chronic pain, and fibromyalgia; d/Deaf and/or hard of hearing; blindness and/or low vision; anxiety, depression, PTSD, and many more. We understand the body as always changing, so disability and chronic illness may be unstable or periodic throughout one’s life.
Source: Invisible Disability Project
Definition: Refers to symptoms such as debilitating pain, fatigue, dizziness, cognitive dysfunctions, brain injuries, learning differences and mental health disorders, as well as hearing and vision impairments. These are not always obvious to the onlooker, but can sometimes or always limit daily activities, range from mild challenges to severe limitations, and vary from person to person.
Person First vs Identity First Language
Definition: People First Language (PFL) puts the person before the disability, and describes what a person has, not who a person is. PFL uses phrases such as “person with a disability,” “individuals with disabilities,” and “children with disabilities,” as opposed to phrases that identify people based solely on their disability, such as “the disabled.”
Source: Office of Disability Rights – DC.gov
Definition: People-first language emphasizes the individuality, equality and dignity of people with disabilities. Rather than defining people primarily by their disability, people-first language conveys respect by emphasizing the fact that people with disabilities are first and foremost just that—people. Employers should use people-first language when communicating about disability issues, whether verbally or in writing. It is important to note that many people with disabilities, particularly younger people, are choosing to use “identity-first” language such as “autistic” or “disabled.” How a person chooses to self-identify is up to them, and they should not be corrected or admonished if they choose not to use identify-first language.
Source: EARN – Employer Assistance and Resource Network on Disability Inclusion
Universal Design (UD)
Definition: Universal Design is the design and composition of an environment so that it can be accessed, understood and used to the greatest extent possible by all people regardless of their age, size, ability or disability. An environment (or any building, product, or service in that environment) should be designed to meet the needs of all people who wish to use it. This is not a special requirement, for the benefit of only a minority of the population. It is a fundamental condition of good design. If an environment is accessible, usable, convenient and a pleasure to use, everyone benefits. By considering the diverse needs and abilities of all throughout the design process, universal design creates products, services and environments that meet peoples’ needs. Simply put, universal design is good design.
Source: Centre for Excellence in Universal Design
Definition: The design of products and environments to be usable by all people, to the greatest extent possible, without the need for adaptation or specialized design” (Connell et al., 1997). The goal is profound: we can and should make our human-made world as accessible and usable as possible for as diverse a user population as possible.
Source: Universal Design Handbook – by Dian Pratiwi
Definition: The term universal design (UD) originated in the mid-1980s from the architect Ronald Mace, who is internationally recognized for advancing the concept and design of barrier-free buildings for people with disabilities. Universal design is the design of products and environments to be usable by all people, to the greatest extent possible, without the need for adaptation or specialized design.
Universal design in education means accounting for variability in learners when designing and delivering instruction. Universal design is proactive, rather than reactive, and it starts at the beginning stages of course design. Universal design in education reduces, but does not always eliminate, the need for specific accommodations for students with disabilities.
Source: University of Waterloo – Center for Teaching Excellence – What is Universal Design?