Common Misconceptions about Neurodivergent Individuals

Neurodivergent conditions encompass conditions including ASD, ADHD, dyslexia, intellectual disabilities, etc., and often obscured by misconceptions that maintains stigma and misunderstanding. These myths create significant barriers to inclusion of them in the society and provision of adequate support.

By debunking the myths, we can foster a more informed and accepting society where the

unique strengths and needs of neurodivergent individuals are appreciated and recognised.

Neurodiversity = ASD

Neurodiversity itself is an umbrella term that describes the differences in how the brain

works between people. Autism Spectrum Disorder is also included within this, but there are

other neurological conditions that fall into this category, including dyslexia, ADHD, dyspraxia,

intellectual disabilities, and so on.

If a child shows lack of attention, they have ADHD

ADHD (Attention-deficit/hyperactivity disorder), as it is named, is not only about the lack of

attention. Broadly, there are three main types of ADHD:

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Predominantly inattentive: Easily getting distracted, having trouble focusing, trouble

getting and staying organised, etc.

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Predominantly hyperactive and impulsive: Being too active (excessive motor

activities), Engaging in actions that have potential for a negative outcome, Seeming

restless, etc.

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Combined: Showing both inattentive, and hyperactive and impulsive symptoms.

Even if they are within the same type of ADHD, each child shows a great variance in

severity, symptoms, and how the symptoms interfere with their daily lives. Therefore,

understanding ADHD as a lack of attention would hinder other key symptoms that individuals

with ADHD may show, limiting the support they can get.

Additionally, showing a lack of attention does not always result in the ADHD diagnosis.

Indeed, many of the symptoms of ADHD (not confined to the lack of attention) can actually

look like ordinary preschool age behaviours (e.g., restlessness, not following directions,

having short attention spans). Additionally, according to the American Academy of

Pediatrics, the recommendations for the treatment of ADHD in young children starts from the

age of 4.Therefore, it is important to evaluate the developmental trajectory a child is at,

severity of symptoms, duration of such symptoms, and whether the symptoms significantly

show up in more than one area of life before the evaluation.

Neurodivergence is something that people grow out of

While symptom profiles may change over time, neurodivergent conditions are a lifelong

condition, which does not disappear with age. However, this does not mean that

neurodivergent individuals show the same symptoms with the same severity throughout their

life. As mentioned before, individuals’ symptoms profiles may change as they get older, and

with adequate support and interventions, they may develop adaptive coping strategies todeal with challenges they’re facing. Therefore, it is important to provide appropriate

accommodation for neurodivergent individuals and to promote inclusive society to prevent

them from facing difficulties in their lives.

Neurodivergent individuals are similar

Considering that the term neurodiversity is the idea that there is no single ‘right’ way of how

the brain works, neurodivergent individuals all fall on to different places on the spectrum.

Therefore, there are differences between the condition, and also between individuals that

are diagnosed with the same condition. This is not only to appreciate that every

neurodivergent individual is unique, but also to emphasise the need of support that

acknowledges the differences in challenges and strengths that each individual experiences

and possesses.