“What is neurodiversity and neurodivergence,” asked disability services manager and forum moderator Alexandra Haase.
Neurodiversity is the concept that all brains work in a variety of ways and that all neurotypes should be included and have the tools to be successful in society. Neurodivergence is the concept that those with different disabilities and disorders have a different neurotype than the majority and how their brain operates strays from how society operates. While the two terms may seem similar, they are not synonymous.
A panel of advocates, educators and professionals gathered at the Old Main Ballroom in the University Center on Wednesday, March 12, to speak on living with neurodivergence and how to support classmates, friends, co-workers, etc. The panelists include Rebecca Harris, disability services advisor at UW-W, Martin Amundsen, a Whitewater alum, Matthew Huston, UW-Madison graduate and DEIB professional and Dr. Cinthia Satornino, associate professor at the University of New Hampshire, who served as co-chair on UNH’s Neurodiversity Center taskforce. The afternoon session, focused on students, addressed topics such as disclosing disabilities in the classroom and workplace, how students can support their neurodivergent classmates and why learning about neurodivergence is important, even for those who do not identify as such.
“Know that it is a choice to disclose what your specific disability is, but you do not have to,” Harris said.
At Whitewater, students do not have to disclose to their instructor what disability they have in order to receive accommodations. This is different to IEPs, which students may have experience with from prior schooling.
Amundsen brought up the Māori word Takiwātanga, which translates to my own time and space, as a guide for when and where students should disclose.
“When disclosing in the workplace, I think it should be done on your own time,” Amundsen said.
The best way to support fellow students with neurodivergence and learn more about living with neurodivergence is to have conversations. These conversations weren’t had 30 years ago. There is a misconception that neurodivergent people did not exist then, according to Harris. In fact, they did exist but were merely undiagnosed or labeled ‘weird.’
“Another way to learn about neurodivergence is through books, podcasts, and other resources if you’re not immediately comfortable talking with peers, ” Huston said.
These conversations are important to have, whether you are neurodivergent or not, because just speaking to people that are neurodivergent or people with disabilities, society would be more accepting and understanding of their struggles, but also their strengths.
“It facilitates transparency where students can ensure their needs are met,” Satornino said, “and gives a space where students, who may not already be receiving services, can share their experience.”