The next series of posts will explore a range of neurodivergent conditions. Information pertaining to each condition has been carefully selected from a range of credible sources however as previously explained definitions and language can differ amongst the population. This is a valuable learning exercise for me and I’m looking forward to your feedback as an opportunity to learn more.
Terms that will be used in these posts such as ‘autistic’ and ‘dyslexic’ are often helpful (and used by those with these types of thinking styles), we need to remain careful about inaccurate stereotypes. It’s important to remember that we all have unique thinking styles, there is no ‘normal’ way of thinking and that those considered ‘neurotypical’ will commonly have cross-overs in thinking styles as those who are neurodivergent.
In the case of the neurominorities covered in the next series of posts, I will outline the characteristics, behaviours, strengths and challenges that are common (and often universal) to each. These are experienced in different ways and varying extents from person to person, and gender can be a significant differentiator. A basic understanding and awareness of these more common neurominorities is a fundamental step towards embracing different thinking styles both inside and outside of work.
Autism, or Autism Spectrum Disorder (ASD), is a developmental neurominority that an individual is born with (1). It relates to behavioural skills such as communication and self-control, impacting up to 2% globally (12) with a 4:1 male to female diagnosis ratio (8).
Well known strengths for those with autism include:
Innovative, detailed oriented thinkers who thrive at problem solving
Reliable, dedicated and values driven
Strong observation skills
Common challenges for those with autism include:
Difficulty in adapting to changes in structure and routine
Social and communication difficulties
Sensitive to overstimulation in a busy, noisy work environment
As is common with neurodivergent thinking styles, autism has been long viewed in negative terms, focusing on the challenges individuals commonly face. The neurodiversity paradigm and worldwide advocacy for neurominorities is helping to shape autism not as a disorder (as suggested by the term autism spectrum disorder in the DSM-5) but as a neuroprocessing style that results in a different experience of the world (8).
In a later series of posts I will cover common adaptations to assist those with autism to thrive in the workspace in both conventional (office) and unconventional workplace settings (such as in underground or surface mining environments, and processing operations).
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