Neurodiversity: A Paradigm Shift in Understanding Neurological Differences in the context of the UN Sustainable Development Goals (SDGs)
DOI:
https://doi.org/10.31632/ijsblc.2025.v01i02and3.002Keywords:
Inclusion, Neurodiversity, Neurological Differences, Sustainable Development Goals (SDGs)Abstract
The World Autism Awareness Day, 2025 observance, on 2nd April, 2025, under the United Nations theme "Advancing Neurodiversity and the UN Sustainable Development Goals (SDGs)", highlights the intersection between neurodiversity and global sustainability efforts, showcasing how inclusive policies and practices can drive positive change for autistic individuals worldwide and contribute to the achievement of the SDGs. Neurodiversity is a concept that acknowledges and values neurological differences as natural variations of human cognition rather than deficits. The concept of neurodiversity emerged in the late 1990s as a sociopolitical movement advocating for the acceptance of neurological differences as part of natural human diversity rather than as disorders that require fixing. The neurodiversity concept challenges the traditional medical model of disability and promotes the social model, emphasizing inclusion and acceptance of individuals with conditions such as autism, ADHD, dyslexia, and other neurodevelopmental differences.
References
Allen, L. L., Mellon, L. S., Syed, N., Johnson, J. F., & Bernal, A. J. (2024). Neurodiversity-affirming applied behavior analysis. Behavior Analysis in Practice, 1-23. https://doi.org/10.1007/s40617-024-00918-0
Antezana, L., Scarpa, A., Valdespino, A., Albright, J., & Richey, J. A. (2017). Rural trends in diagnosis and services for autism spectrum disorder. Frontiers in Psychology, 8. https://doi.org/10.3389/fpsyg.2017.00590
Armstrong, T. (2011). The power of neurodiversity: Unleashing the advantages of your differently wired brain (published in hardcover as Neurodiversity). Balance. Available at: http://dickyricky.com/books/psych/The%20Power%20of%20Neurodiversity%20-%20Thomas%20Armstrong.pdf
Armstrong, T. (2015). The myth of the normal brain: Embracing neurodiversity. AMA Journal of Ethics, 17(4), 348-352. https://doi.org/10.1001/journalofethics.2015.17.4.msoc1-1504
Ashburner, J., Ziviani, J., & Rodger, S. (2008). Sensory processing and classroom emotional, behavioral, and educational outcomes in children with autism spectrum disorder. The American Journal of Occupational Therapy, 62(5), 564-573. https://doi.org/10.5014/ajot.62.5.564
Austin, R. D., & Pisano, G. P. (2017). Neurodiversity as a competitive advantage. Harvard Business Review, 95(3), 96-103. Available at: https://hbr.org/2017/05/neurodiversity-as-a-competitive-advantage
Bagatell, N. (2010). From cure to community: Transforming notions of autism. Ethos, 38(1), 33-55. https://doi.org/10.1111/j.1548-1352.2009.01080.x
Baker, D. L. (2006). Neurodiversity, neurological disability and the public sector: notes on the autism spectrum. Disability & Society, 21(1), 15-29. http://dx.doi.org/10.1080/09687590500373734
Baron‐Cohen, S. (2017). Editorial Perspective: Neurodiversity–a revolutionary concept for autism and psychiatry. Journal of Child Psychology and Psychiatry, 58(6), 744-747. https://doi.org/10.1111/jcpp.12703
Barua, M., Kaushik, J. S., & Gulati, S. (2017). Legal provisions, educational services and health care across the lifespan for autism spectrum disorders in India. The Indian Journal of Pediatrics, 84(1), 76–82. https://doi.org/10.1007/s12098-016-2261-5
Baumer, N., & Frueh, J. (2021). What is neurodiversity? Harvard Health. Harvard Health. Harvard Health, November, 23. Available at: https://www.health.harvard.edu/blog/what-is-neurodiversity-202111232645
Bottema-Beutel, K., Park, H., & Kim, S. Y. (2018). Interventions for autism spectrum disorder in the context of the neurodiversity movement: A systematic review. Journal of Autism and Developmental Disorders, 48(4), 1271–1283. https://doi.org/10.1007/s10803-017-3400-1
Cheng, Y., Tekola, B., Balasubramanian, A., Crane, L., & Leadbitter, K. (2023). Neurodiversity and community-led rights-based movements: Barriers and opportunities for global research partnerships. Autism, 27(3), 573-577. https://doi.org/10.1177/13623613231159165
Cherewick, M., & Matergia, M. (2024). Neurodiversity in practice: A conceptual model of autistic strengths and potential mechanisms of change to support positive mental health and wellbeing in autistic children and adolescents. Advances in Neurodevelopmental Disorders, 8(3), 408-422. https://doi.org/10.1007/s41252-023-00348-z
Chiu, C. (2024, November 2). Helping the neurodiverse to make the ‘messy’ transition from school to work. The Straits Times. Available at: https://www.straitstimes.com.
Cook, A. (2024). Conceptualisations of neurodiversity and barriers to inclusive pedagogy in schools: a perspective article. J. Res. Spec. Educ. Needs 24, 627–636. https://doi.org/10.1111/1471-3802.12656
Dallman, A. R., Williams, K. L., & Villa, L. (2022). Neurodiversity-affirming practices are a moral imperative for occupational therapy. The Open Journal of Occupational Therapy, 10(2), 1-9. https://doi.org/10.15453/2168-6408.1937
De, M., Basu, I., & Saraiwala, V. (2021). An Initiative to Make Shopping Hassle Free for Individuals with Asd Steps Towards Sustainable Development. Advancement in Management and Technology (AMT), 1(4), 22-26. https://doi.org/10.46977/apjmt.2021v01i04.04
Dwyer, P. (2022). The neurodiversity approach (es): What are they and what do they mean for researchers? Human Development, 66(2), 73-92. https://doi.org/10.1159/000523723
Fletcher‐Watson, S., McConnell, F., Manola, E., & McConachie, H. (2014). Interventions based on the Theory of Mind cognitive model for autism spectrum disorder (ASD). Cochrane Database of Systematic Reviews, (3). https://doi.org/10.1002/14651858.cd008785.pub2
Hedley, D., Uljarević, M., Wilmot, M., Richdale, A., & Dissanayake, C. (2018). The work engagement of employees on the autism spectrum. Autism Research, 11(4), 703–712. https://doi.org/10.1002/aur.1933
Johnston, L., Maciver, D., Rutherford, M., Gray, A., Curnow, E., & Utley, I. (2024, March). A brief neuro-affirming resource to support school absences for autistic learners: development and program description. In Frontiers in Education (Vol. 9, p. 1358354). Frontiers Media SA. http://dx.doi.org/10.3389/feduc.2024.1358354
Kapp, S. K. (2020). Autistic community and the neurodiversity movement: Stories from the frontline (p. 330). Springer Nature. https://doi.org/10.1007/978-981-13-8437-0
Kapp, S. K., Gillespie-Lynch, K., Sherman, L. E., & Hutman, T. (2013). Deficit, difference, or both? Autism and neurodiversity. Developmental Psychology, 49(1), 59-71. https://doi.org/10.1037/a0028353
Kasari, C., Rotheram‐Fuller, E., Locke, J., & Gulsrud, A. (2012). Making the connection: Randomized controlled trial of social skills at school for children with autism spectrum disorders. Journal of Child Psychology and Psychiatry, 53(4), 431-439. https://doi.org/10.1111/j.1469-7610.2011.02493.x
Katsnelson, A. (2018, August 23). Study quantifies prevalence of autism in India. Spectrum. Available at: https://www.spectrumnews.org/news/study-quantifies-prevalence-autism-india/
McKinney, A., O’Brien, S., Maybin, J. A., Chan, S. W., Richer, S., & Rhodes, S. (2024). Camouflaging in neurodivergent and neurotypical girls at the transition to adolescence and its relationship to mental health: A participatory methods research study. JCPP Advances, 4(4). https://doi.org/10.1002/jcv2.12294.
Mehrotra, N. (2011). Disability rights movements in India: Politics and practice. Economic and Political Weekly, 46(6), 65-72. Available at: https://www.epw.in/journal/2011/06/special-articles/disability-rights-movements-india-politics-and-practice.html
Meyer, A., Rose, D. H., & Gordon, D. (2014). Universal design for learning: Theory and practice. CAST Professional Publishing. https://www.cast.org/products-services/resources/2014/universal-design-learning-theory-practice-udl-meyer
Morrison, C., Cashin, A., & Foley, K. R. (2025). Daily living skill support for autistic people through a neurodiversity‐affirming practice lens. Australian Occupational Therapy Journal, 72(2). https://doi.org/10.1111/1440-1630.13002
Nicolaidis, C., Raymaker, D., Kapp, S. K., Baggs, A., Ashkenazy, E., McDonald, K., ... & Joyce, A. (2019). The AASPIRE practice-based guidelines for the inclusion of autistic adults in research as co-researchers and study participants. Autism, 23(8), 2007-2019. https://doi.org/10.1177/1362361319830523
Oliver, M. (1990). The politics of disablement: A sociological approach. Macmillan Education. https://doi.org/10.1007/978-1-349-20895-1
Pellicano, E., & den Houting, J. (2022). Neurodiversity: Past, present, and future. Autism, 26(3), 682–686. https://doi.org/10.1177/13623613221078794
Rajendran, G., & Mitchell, P. (2007). Cognitive theories of autism. Developmental Review, 27(2), 224-260. https://doi.org/10.1016/j.dr.2007.02.001
Rajotte, E., Grandisson, M., Couture, M. M., Desmarais, C., Chrétien-Vincent, M., Godin, J., & Thomas, N. (2024). A neuroinclusive school model: Focus on the school, not on the child. Journal of Occupational Therapy, Schools, & Early Intervention, 18(2), 281–299. https://doi.org/10.1080/19411243.2024.2341643
Raymaker, D. M., McDonald, K. E., Ashkenazy, E., Gerrity, M., Baggs, A. M., Kripke, C., ... & Nicolaidis, C. (2017). Barriers to healthcare: Instrument development and comparison between autistic adults and adults with and without other disabilities. Autism, 21(8), 972-984. https://doi.org/10.1177/1362361316661261
Raymaker, D. M., McDonald, K. E., Ashkenazy, E., Gerrity, M., Kripke, C., & Nicolaidis, C. (2020). Barriers to healthcare for autistic adults: Consequences of stigma and stress. Autism in Adulthood, 2(1), 33–41. https://doi.org/10.1089/aut.2019.0034
Robertson, S. M. (2010). Neurodiversity, quality of life, and autistic adults: Shifting research and professional focuses onto real-life challenges. Disability Studies Quarterly, 30(1). Available at: https://dsq-sds.org/index.php/dsq/article/view/1069/1234
Rudra, A., Belmonte, M. K., Soni, P. K., Banerjee, S., Mukerji, S., & Chakrabarti, B. (2017). Prevalence of autism spectrum disorder and autistic symptoms in a school‐based cohort of children in Kolkata, India. Autism Research, 10(10), 1597-1605. https://doi.org/10.1002/aur.1812
Sagar, E., Khera, S. N., & Garg, N. (2023). A study exploring the psychological perspective of Indian managers on employing neurodiverse talent. Journal for ReAttach Therapy and Developmental Diversities, 6(5s), 524–531. Available at: https://jrtdd.com/index.php/journal/article/view/604
Sari, Z. P., Sarofah, R., & Fadli, Y. (2022). The implementation of inclusive education in Indonesia: Challenges and achievements. Jurnal Public Policy, 8(4), 264-269. https://doi.org/10.35308/jpp.v8i4.5420
SG Enable. (2019). The Enabling Masterplan 2019–2025: Singapore’s roadmap for disability inclusion. Government of Singapore. Available at: https://www.sgenable.sg/enabling-masterplan
Shuttleworth, R., & Meekosha, H. (Eds.). (2017). Global perspectives on disability studies: A critical reader. Routledge. https://doi.org/10.4324/9781315773452
Silberman, S. (2015). NeuroTribes: The legacy of autism and the future of neurodiversity. Avery. Available at: https://www.penguinrandomhouse.com/books/227483/neurotribes-by-steve-silberman/
Silvester, S. J. E., & Rankine, R. (2024). Neurodiversity-affirming school counselling: supporting neurodivergent student wellbeing with person-centred therapy. Journal of Psychologists and Counsellors in Schools, 34(3), 266-284. https://doi.org/10.1177/20556365241267050
Singer, J. (1999). Why can't you be normal for once in your life? From a 'problem with no name' to the emergence of a new category of difference. In M. Corker & S. French (Eds.), Disability discourse (pp. 59–67). Open University Press.
Taneja, D., Viswanathan, P., & Rajan, S. V. (2024). Navigating neurodiversity in higher education in India. eLife, 13. https://doi.org/10.7554/eLife.93939
Thompson, E., & Miller, J. (2024). Neuroinclusion at work: Survey report. Chartered Institute of Personnel and Development (CIPD). Available at: https://www.cipd.org/en/knowledge/reports/neuroinclusion-at-work/
Vargas-Salas, O., Alcazar-Gonzales, J. C., Fernández-Fernández, F. A., Molina-Rodríguez, F. N., Paredes-Velazo, R., & Carcausto-Zea, M. L. (2024). Neurodivergence and the Workplace: A Systematic Review of the Literature. Journal of Vocational Rehabilitation, 0(0) https://doi.org10.1177/10522263251337564
Yatim, N. A. M., & Ali, M. M. (2022). Parental Advocacy for Students with Special Needs: A Systematic Review Study. International Journal of Academic Research in Progressive Education and Development, 11(2), 62–73. http://dx.doi.org/10.6007/IJARPED/v11-i2/13065
Downloads
Published
Issue
Section
License
Copyright (c) 2025 International Journal of Sustainable Biome and Life Care
This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License.
