What do neurodiversity, neurodivergent, and neurotypical mean? Learn the differences and discover how to support neurodivergent children.
By Rebeca Schvartzman, Speech-Language Pathologist, reg. CASLPO | Talk & Bloom®

Neurodiversity, neurodivergent, and neurotypical are terms we hear frequently. They sometimes generate confusion and are used interchangeably, but they do not mean the same thing. Understanding the difference can help parents better recognize their children’s needs and provide them with appropriate supports.

Recently, I listened to a well-known podcast in which one of the guests stated that being neurodivergent is something “simple” and that we all have some degree of divergence. This comment was probably made with the intention of generating empathy and highlighting people’s strengths.

 

But What Does It Mean to Be Neurodivergent?

Neurodivergent (ND)

Describes an individual whose brain develops, processes information, and functions in a way that differs from what is more common in the population.

Neurodivergence includes, among others, conditions such as autism, ADHD (Attention-Deficit/Hyperactivity Disorder), and learning difficulties, such as those related to reading (dyslexia), writing (dysgraphia), or mathematics (dyscalculia).

We all process information, emotions, and sensory input differently. We may also experience challenges. However, experiencing an occasional difficulty does not necessarily mean that a person is neurodivergent. The term neurodivergent is used to describe people whose neurological development and functioning differ from the predominant patterns in the population.

For example, we may all have moments when we have difficulty concentrating or remembering something, but we do not all experience these difficulties as part of ADHD (Attention-Deficit/Hyperactivity Disorder).

When neurodivergence is presented as something that “we all have a little bit of,” there is a risk of making invisible the real barriers that some people face and the need for accommodations at school, at work, and in therapeutic settings.

 

What Is Neurodiversity?

Neurodiversity is a concept used to describe differences in how people’s brains function. According to the neurodiversity model, there is no single “correct” way to think, learn, or interact with the world. Instead, there is a wide range of ways in which people perceive and respond to the world.

The concept of neurodiversity was developed and popularized in the late 1990s by Australian sociologist Judy Singer. Singer proposed understanding differences as part of neurological diversity and promoting a more inclusive society.

Judy Singer believed that these differences should not be viewed as deficits, but rather as natural and potentially valuable variations in how the brain functions. From this perspective, the neurodiversity model seeks to recognize people’s strengths and talents, as well as promote the removal of barriers that make participation and inclusion more difficult. In this way, the goal is for all people, regardless of how their brains function, to be able to participate, develop, and live fully.

 

Neurotypical and Neurodivergent: What’s the Difference?

Within the neurodiversity model, there are two key concepts: neurotypical people and neurodivergent people.

Neurotypical (NT) people are those whose neurological development and functioning fall within the predominant patterns in the population.

Neurodivergent (ND) people are those whose neurological development and functioning differ from the predominant patterns in the population. This term includes conditions such as autism, ADHD, learning difficulties such as dyslexia, among others.

 

Why Differentiate Between Neurotypical and Neurodivergent?

Distinguishing between neurotypical and neurodivergent people means recognizing that neurological diversity is a natural variation, just as height or eye colour are. It is also important to move away from the idea of “abnormality” and create environments that are accessible to different ways of functioning.

The main reasons for making this distinction are:

1. Recognizing specific needs: It helps us understand that neurodivergent people may need adapted environments in education, work, or social interaction without this being viewed as a defect. To achieve this, inclusive spaces should be created by reducing factors that create challenges, allowing people to participate more fully.

When the environment is not inclusive, some neurodivergent people may feel the need to suppress or compensate for certain characteristics of their natural way of communicating, interacting, or behaving to adapt to social expectations. This strategy is known as “masking.” Frequent masking has been associated with anxiety, depression, exhaustion, and social isolation and can affect emotional well-being.

2. Valuing cognitive diversity: It helps highlight that differences in information processing contribute unique skills and perspectives to society rather than being viewed as “defects” that need to be corrected. In an appropriate environment, neurodivergent people can make use of their strengths, which can positively affect their well-being, motivation, and performance.
3. Recognizing natural differences: Recognizing neurological diversity as a natural difference or variation in the human brain makes it possible to consider the unique functioning of each brain. This perspective challenges the traditional medical view, which has often understood neurological differences primarily through the lens of disorder, pathology, or deficit

Some Research Findings About Neurodivergent and Neurotypical Brains

Research has identified differences in neurological development and functioning among neurodivergent and neurotypical people. These differences may influence how a person processes information, learns, communicates, regulates emotions, and responds to their environment.

Neuroimaging techniques have allowed scientists to observe differences in brain structure and activity among neurodivergent and neurotypical people. Research has also identified differences in sensory information processing, attention, and other aspects of how the brain responds to information and the environment.

The brain produces natural chemical substances called neurotransmitters that help nerve cells communicate with one another. Research has found differences in neurotransmitter systems and their functioning in some neurodivergent populations. These systems are involved in areas such as:

– Motivation and the reward system.
This is a network of brain processes involved in motivation, learning, and strengthening behaviours. For some people, the anticipation of a reward can increase motivation to engage in a particular activity.

– Regulation of sleep, appetite, and mood.
Neurotransmitter systems are involved in maintaining alertness, concentration, and energy levels, and are associated with feelings of calm and happiness.

– The alert response in situations involving danger or frustration.
The brain has systems that help us respond to situations perceived as threatening, stressful, or frustrating. These responses prepare the body to respond to what is happening in the environment.

– Regulation of emotional and social responses.

How we feel can influence how we think and act. Emotions can support attention, learning, and behaviour, or they can make these processes more difficult. Emotional regulation involves recognizing emotions, understanding what we need, expressing those needs, and using strategies and support to respond to emotions.

The brain systems involved in these processes are complex and interconnected. They work together to support movement, thinking, learning, communication, emotions, and responses to the environment.

During the early years of life, children are still developing their ability to regulate emotions and social responses. For this reason, adult support and co-regulation are important as children learn to recognize their emotions, communicate their needs, and gradually develop more independent regulation skills.

Some Differences in Neurotypical and Neurodivergent Brain Functioning

The differences you will find in the following table are general patterns that show how some aspects of sensory processing, attention, social interaction, and emotional regulation may vary between neurotypical and neurodivergent people

AREA	NEUROTYPICAL	NEURODIVERGENT
Sensory Processing	May process and filter sensory information in ways that allow them to focus on what is most relevant to the situation.	May process sensory input with greater or lesser intensity. Sounds, lights, textures, or other sensations may be particularly intense, difficult to ignore, or, in some cases, may go unnoticed.
Attention Patterns	May direct attention toward a task, maintain it, and shift from one activity to another according to the demands of the situation.	May concentrate intensely on activities of high interest and may need more time or support to shift attention from one activity to another, especially when the activity is not motivating or when the change is unexpected.
Information Processing	May process information in ways that support following a sequence of steps, particularly when a task requires several instructions.	May process information in different ways; for example, by connecting ideas, patterns, or details. Processing speed may be faster or slower, depending on the person and the situation.
Social Interaction	May adapt more easily to some new social situations and understand many of the implicit social rules of their environment.	May benefit from greater structure, predictability, and clear, direct communication, especially in new or unfamiliar social situations.
Emotional Regulation	May adjust emotional responses according to the demands of different situations.	May experience some emotions more intensely and may benefit from different strategies and supports to recognize, express, and regulate emotions, depending on the person and the situation.
Cognitive Flexibility	May adapt more easily to some changes in routines, expectations, or situations.	May benefit from greater preparation and support when adapting to unexpected changes. May also show a strong preference for routines or intense attention toward specific areas of interest.

 

How Can I Help My Neurodivergent Child?

Parents play a fundamental role in the development and well-being of all children. Their support is essential for facilitating communication, promoting social participation and positive relationships, and fostering their children’s independence.

Some general strategies for supporting your child include:

1. UNDERSTANDING NEURODIVERGENCE

Neurodivergence includes conditions such as ASD (Autism Spectrum Disorder), ADHD (Attention-Deficit/Hyperactivity Disorder), learning difficulties such as dyslexia, among others.

Each person has a unique profile, with different strengths, needs, and challenges. Understanding these differences is a first step toward supporting your child.

2. CREATING A SAFE AND STRUCTURED ENVIRONMENT

Many neurodivergent children may benefit from predictable and structured environments because knowing what is going to happen and when it is going to happen can increase understanding, reduce anxiety, conserve energy, and promote independence.

Reducing stimuli that may feel overwhelming: An organized environment can reduce unexpected or difficult-to-process stimuli and help some children remain regulated.

Facilitating transitions: Moving from one activity to another can be easier when the change is anticipated and planned (e.g., first we do homework and then we go to the park).

Saving cognitive energy: When daily routines are followed consistently, they can become more automatic. This can reduce the number of decisions a child needs to make and leave more resources available for learning and other activities.

Reducing anxiety: For some children, not knowing what is going to happen or when it will happen can increase stress. Anticipating changes and explaining what will happen can help them feel more prepared and secure.

Increasing independence: Visual schedules and organized spaces can make it easier for children to complete tasks independently, without constantly depending on others.

3. PROMOTING EFFECTIVE COMMUNICATION

Communication is key to the development of all children and, in particular, for those who may need additional support to understand or express messages.

Using clear and direct language: Giving short instructions and using specific language can make the message easier to understand and help the child know what is expected of them. For example, instead of saying, “You can start getting ready because we’re almost leaving,” try saying, “First put on your shoes and then we’ll leave.”

Visual supports: Using visual supports, such as gestures, actions, real objects, or photographs, can help the child better understand information and facilitate the expression of needs, wants, and feelings.

4. SUPPORTING EMOTIONAL DEVELOPMENT

Children may experience intense emotions. It is important to help them recognize their emotions, express their needs, and develop strategies to regulate their emotions.

Relaxation techniques: Teaching children strategies such as breathing, movement, or taking a break can help them regulate during moments of stress.

Role-playing: Role-playing can be useful for practicing different social situations and exploring different ways of expressing and responding to emotions.

5. INVOLVING THE COMMUNITY

Inclusion in the community is essential for children’s social development and well-being. Some ways to encourage participation include:

Extracurricular activities: Look for activities that align with your child’s interests and strengths. These can help them develop new skills and provide opportunities to interact with other children who share their interests.

Support groups: Consider joining groups for parents or caregivers of neurodivergent children. Sharing experiences and receiving support from other parents or caregivers can be very valuable.

In Conclusion, neurodivergence does not determine a child’s potential.  Neurodivergent children, like all children, have different strengths, talents, needs, and ways of learning and participating. When children have the support and accommodations they need, they can develop their abilities and participate in ways that are meaningful to them at home, at school, and in their community.

Do You Have Questions About Your Child’s Development?

If you have concerns about your child’s speech, language, or social communication development, you are not alone on this journey. At Talk & Bloom®, we are here to support you, guide you, and help you better understand your child’s individual strengths and needs with empathy and professional expertise.

Contact Talk & Bloom® today to schedule a free consultation.