Lesson 1.2: Re-framing Neurodiversity
Lesson Objective
By the end of this lesson, you will be able to define the core principles of the neurodiversity paradigm and contrast the social model of disability with the historical medical model.
The Lens We Look Through: Two Competing Models
The way we support a pupil is determined by the way we see them. For a long time, education has been dominated by the Medical or Deficit Model. This model views neurodivergence (like autism, ADHD, or dyslexia) as a disorder or deficit within the individual that needs to be treated, managed, or fixed.
Characteristics of the Deficit Model:
- Focuses on what the person cannot do.
- Sees the individual as the ‘problem’.
- Language is often negative (e.g., ‘disorder’, ‘impairment’, ‘low-functioning’).
- The goal of support is often to make the person appear more ‘neurotypical’.
While often well-intentioned, this approach can lead to pupils feeling broken and misunderstood, and it places the burden of change entirely on them.
A More Powerful Frame: The Social Model & Neurodiversity
The Neurodiversity Paradigm offers a revolutionary alternative. It posits that these differences are natural variations in the human brain. They are not inherently deficits.
This idea is powerfully supported by the Social Model of Disability. This model argues that a person is ‘disabled’ not by their condition, but by the barriers created by an inflexible society and environment. A wheelchair user is disabled by a lack of ramps, not by their inability to walk. A dyslexic pupil is disabled by a wall of dense, black-and-white text, not by their different way of processing language.
Characteristics of the Social Model:
- Focuses on a person’s strengths and needs.
- Sees societal and environmental barriers as the ‘problem’.
- Language is affirming and person-first (e.g., ‘neurodivergent pupil’, ‘different thinking style’).
- The goal of support is to remove barriers and create an inclusive environment.
Seeing the Difference
[Short Explainer Video: Deficit vs. Social Model]
“Adopting the social model means we stop trying to change the pupil and start changing the world around them. This is where our true power as practitioners lies.”
Time to Reflect: Spotting the Models
Think about a recent team meeting, a pupil report you have read, or a conversation you have had about a pupil’s needs.
In your personal notes (you don’t need to share this), jot down one example of deficit-based language you have heard (e.g., “He has poor social skills”) and try to re-frame it using a social model perspective (e.g., “He communicates differently and needs a more accommodating environment to build connections”).
This simple exercise is the first step in rewiring our professional language and, ultimately, our approach to support.