Tag Archives: cognitive diversity

We Still Don’t Understand Neurodivergent Minds Even Beyond the Question of Usefulness

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Part 5 of a seven-part series exploring how neurodivergent minds are understood through the lens of usefulness. This article brings together the perspectives developed across the series to examine how that framing persists beneath more positive language in modern thinking, and argues that moving beyond it requires changing the environments we build rather than continuing to sort, adapt, or reshape different kinds of minds.

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The Spectrum Problem after The Question of Usefulness

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Part 4 of a seven-part series asking whether the modern autism spectrum accurately describes the diversity of neurodivergent cognition. Has diagnostic simplification obscured meaningful neurological differences? Autism is now defined as a single spectrum in modern psychiatric manuals, replacing earlier distinctions such as Asperger’s syndrome. While this simplified diagnosis, it also collapsed multiple neurological profiles into one category. This article examines whether the spectrum model accurately reflects autistic diversity or obscures meaningful differences in cognition, support needs, and lived experience.

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The Spectrum Didn’t Collapse. It Was Flattened. A Response to the Uta Frith Autism Debate.

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A response to Dame Uta Frith on autism, diagnosis, and the limits of the spectrum. Dame Uta Frith’s claim that the autism spectrum is “close to collapse” reflects a real tension in modern diagnosis. This article argues that the issue is not over-inclusion, but diagnostic flattening following the DSM-5 consolidation of distinct profiles into a single category. Drawing on a broader series of work, it reframes the problem as structural, shaped by simplification, usefulness, and misalignment between cognitive diversity and fixed systems.

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Understanding the Social Model of Disability in the Context of Neurodiversity

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The social model of disability is a progressive and empowering framework that shifts the focus from an individual’s impairments to the systemic, societal, and environmental barriers that hinder their full participation. This model contrasts with the traditional medical model, which tends to define individuals by their conditions and frames their differences as problems to be fixed. For neurodiverse individuals, including those with autism, Asperger’s syndrome, ADHD, and conditions from the Dys family (dyslexia, dyspraxia, dyscalculia, etc.), the social model offers a perspective that celebrates diversity and prioritizes inclusivity.

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