ABSTRACT
Neurodivergence has existed for as long as people have. Yet understanding of neurodiversity is a relatively new concept within the discourse. Neurodivergent conditions are consistently categorised as psychiatric in nature and presented via a deficit lens, based upon the traditional medical model of health. Such perspectives communicate a deviance from the normal or typical, and shape how both practitioners and society in general understand and view ADHD, autism and dyspraxia. A deficit-based outlook further manifests in negative stigma, stereotyping and poor self-perception for neurodivergent children and adults as they interact with society. This chapter explores the emergence of the discourse surrounding neurodiversity and examines the significance of such, for practice supporting neurodivergent children and their families. The social construction of childhood is further considered within this chapter and, subsequently, the extent to which such social constructions contribute to our understanding of neurodiversity. Language and meanings of neurodivergence are of particular relevance to professional practice, for both educators and practitioners providing support to neurodivergent children and their families. This chapter discusses the development of the language within the neurodiversity paradigm and its significance regarding the societal response to the needs of neurodivergent children.
