Most of the terminology around neurodiversity is a social construct. This is not to say that Autism and ADHD aren't real, but we have defined them using diagnostic criteria that were created by people. The way people think, act, and process information exist on an infinite spectrum - some of us just happen to be far enough to one side that there is a word for it. This does not make some ways of processing right and others wrong. To exist in modern society, we all need to be able to make concessions for each other and we all need to meet at each others' unique levels. Sometimes that means neurodivergent individuals need to adapt, and sometimes that means neurotypical individuals need to be flexible.

Neurodiversity represents a natural and valuable form of human variation, not a deficit or something to be corrected.

It's essential to understand that there is no direct correlation between being neurodiverse and one's intelligence level. Intelligence itself is a broad and complex trait, encompassing various cognitive abilities and not just academic or IQ test scores. Neurodivergence does not inherently limit a person's potential for intellectual achievement. Recognizing this helps in promoting inclusivity and better support systems that appreciate and nurture the abilities of all individuals, regardless of neurological makeup.

Every college student embarks on a unique journey defined by personal aspirations, backgrounds, and challenges. This diversity of experiences shapes the educational landscape. For some, the path may be strewn with financial hurdles and the balancing act of jobs and studies, while others might grapple with academic or intellectual pressures. These individual paths, with their distinct obstacles, underscore the profound truth that there is no one-size-fits-all approach to higher education.

Given this variety, support is crucial. Educators who are responsive to the diverse needs of their students can make a significant difference in smoothing these varied paths. Similarly, being surrounded by supportive and informed peers and mentors can transform the educational experience. These supportive networks not only provide encouragement and understanding but also foster an environment where resources and guidance are readily available.

Mistakes are an inevitable and integral part of the learning process. Lev Vygotsky emphasized the importance of the "zone of proximal development," a concept that identifies tasks a learner can perform with guidance but not independently. This zone is where mistakes frequently occur, as learners are challenged just beyond their current capabilities. Mistakes made here are not signs of failure, but beacons of the potential for growth. They provide critical feedback that, when acknowledged and analyzed, lead to deeper understanding and skill development.

In a supportive environment, where mistakes are viewed as opportunities for growth rather than embarrassments, individuals are more likely to take the necessary risks that facilitate learning. Vygotsky argued that learning is inherently a social process, enhanced by interactions with peers and mentors who can offer support, challenge thinking, and model learning behaviors. 

I'm Ben, and I run the Tools for Transition & Work program at Foothill College in Los Altos Hills, CA. Our program provides a year of intensive academic and social training for students with intellectual disabilities, equipping them with the skills needed to thrive independently in college or their careers.

This resource originated from a Critical Theory class at Johns Hopkins University, where I was tasked with an open-ended assignment to examine my professional challenge— the disproportionately high dropout rate of neurodivergent community college students compared to their neurotypical peers—through the lens of a specific critical theory. I chose to apply Critical Disability Theory in concert with Orlando Fals Borda’s participatory methodologies to explore how societal norms consciously and unconsciously "other-ize" neurodivergent individuals. By dismantling these barriers and providing targeted support, I aim to demonstrate that concepts of neurodivergence and "normalcy" are, fundamentally, social constructs.

I encourage you to reach out to me via email at ben@ttwnest.org