Neurodiversity Glossary: Essential Terms Explained

ADHD (Attention-Deficit/Hyperactivity Disorder)
A neurodevelopmental condition characterized by differences in attention, impulse control, and activity level. Not a deficit, but a different way of processing
information and engaging with the world.

Alexithymia
Difficulty identifying and describing one's own emotions. Common in autistic
individuals but also occurs in non-autistic people.

Anxiety Disorder
Excessive worry, fear, or nervousness that interferes with daily life. Common
co-occurring condition with autism and ADHD.

Apraxia
Difficulty with motor planning and executing intentional movements, even when muscles work normally. Can affect speech (verbal apraxia) or body movements.

Auditory Processing Disorder (APD)
Difficulty processing auditory information despite normal hearing. May struggle to
understand speech in noisy environments or follow verbal directions.

Autism / Autistic
A neurological difference present from birth that affects how a person communicates,
processes sensory information, and experiences the world. Autism is a spectrum with wide variation in traits and support needs.

Co-occurring Conditions
When someone has multiple diagnoses at the same time. Example: autism + ADHD, or
ADHD + anxiety.

Comorbidity
The presence of two or more diagnoses in the same person. See also: co-occurring
conditions.

Developmental Disability (DD)
A group of conditions that appear during childhood and cause lifelong challenges
with physical, learning, language, or behavior functioning. Includes autism,
cerebral palsy, Down syndrome, and intellectual disabilities.

Dyscalculia
A specific learning disability affecting math skills, including number sense,
calculation, and mathematical reasoning. Not related to intelligence.

Dysgraphia
A specific learning disability affecting writing skills, including handwriting,
spelling, and organizing thoughts on paper. Not related to intelligence.

Dyslexia
A specific learning disability affecting reading skills, including decoding,
fluency, and comprehension. Not related to intelligence or effort.

Dyspraxia
Also called Developmental Coordination Disorder (DCD). Affects motor coordination
and planning, making physical tasks like writing, tying shoes, or catching a ball
challenging.

Executive Function
A set of mental skills that help you manage time, pay attention, switch focus, plan
and organize, remember details, and manage emotions. Includes working memory, flexible thinking, and self-control.

Hyperlexia
Advanced reading ability that develops at a very young age, often before formal
reading instruction. Common in autistic children.

Intellectual Disability (ID)
Significant limitations in both intellectual functioning (reasoning, learning,
problem-solving) and adaptive behavior (everyday social and practical skills).
Begins before age 18.

Interoception
The sense of internal body signals like hunger, thirst, need to use bathroom, heart
rate, temperature, pain, and emotions. Many neurodivergent people have differences in interoception.

OCD (Obsessive-Compulsive Disorder)
A condition characterized by intrusive thoughts (obsessions) and repetitive
behaviors (compulsions) performed to reduce anxiety. Different from autism.

PDA (Pathological Demand Avoidance)
A profile within autism characterized by extreme anxiety-based avoidance of everyday demands. Uses social strategies to avoid demands.

PTSD (Post-Traumatic Stress Disorder)
A mental health condition triggered by experiencing or witnessing a traumatic event. Can result from childhood trauma, bullying, or medical trauma.

Proprioception
The body's sense of where it is in space. Tells you where your arms and legs are
without looking. Differences in proprioception can affect coordination and body awareness.

Rejection Sensitive Dysphoria (RSD)
Extreme emotional sensitivity to perceived rejection or criticism. Common in ADHD.
Causes intense emotional pain.

Sensory Processing Disorder (SPD)
Difficulty processing and responding to sensory information (sights, sounds, smells,
tastes, touch, movement, body position). Can be over-responsive, under-responsive,
or seeking certain sensations.

Specific Learning Disability (SLD)
A neurological condition that affects how the brain processes information. Includes
dyslexia, dysgraphia, and dyscalculia. Not related to intelligence.

Vestibular System
The sensory system that provides information about balance, spatial orientation, and movement. Located in the inner ear. Differences can affect balance and motion tolerance.

Ableism
Discrimination, prejudice, or social bias against disabled people. Includes the
belief that non-disabled people are superior, or that disability needs to be "fixed" or "cured."

Accessibility
The design of products, devices, services, or environments for people with
disabilities. Goes beyond compliance to true usability.

Accommodations
Changes to the environment, tasks, or expectations that allow disabled people equal access. Not "special treatment" - accommodations level the playing field.

Examples:
extended time, noise-canceling headphones, flexible schedules.

Advocacy
Speaking up for yourself or others to ensure rights are respected and needs are met.
Can be self-advocacy or systemic advocacy.

Allistic
Not autistic. Used by the autistic community to describe non-autistic people,
similar to how "hearing" describes non-deaf people.

Autistic Burnout
A state of chronic exhaustion, skill loss, and reduced capacity caused by prolonged
masking, sensory overload, or unmet needs. Different from depression or job burnout.
Can last months or years.

Autistic-Led
Programs, organizations, or resources created and led by autistic people (not just
"for" them). Centers autistic voices and lived experience.

Disability Community
Disabled people who share experiences, culture, and collective identity around
disability. Rich cultural and historical identity.

Disability Justice
A framework that understands disability as a natural part of human diversity and
seeks to dismantle systems of oppression. Goes beyond accessibility to demand
fundamental social change.

Echolalia
Repeating words or phrases heard from others or media. Can be immediate (right away) or delayed (hours/days later). A form of communication and self-regulation, not
meaningless repetition.

High Support Needs
Requiring significant support for daily living. Person-first language alternative to
"severe" or "low-functioning." Recognizes humanity and potential.

Hyperfixation / Special Interest
Intense, focused interest in a specific topic, activity, or subject. Common in ADHD
and autism. Not an "obsession" to be eliminated - often a source of joy, expertise,
and identity.

Identity-First Language
Using disability as an adjective (autistic person, disabled person). Preferred by
many in the autistic and broader disability community.

Low Support Needs
Requiring minimal support for daily living. Alternative to "high-functioning" which
can minimize challenges and deny support needs.

Masking / Camouflaging
Hiding or suppressing autistic traits to appear more neurotypical. Examples: forcing eye contact, suppressing stims, scripting conversations. Exhausting and linked to burnout and mental health struggles.

Meltdown
An intense response to overwhelming sensory, emotional, or cognitive input. Not a
tantrum or choice. Involves loss of control over reactions. Needs compassionate
response and recovery time.

Neurodivergent (ND)
Having a brain that functions differently from what is considered typical. Includes
autism, ADHD, dyslexia, dyspraxia, and other neurological differences..

Neurodiversity
The idea that differences in brain function and behavior are natural variations, not
deficits or disorders. Coined by autistic sociologist Judy Singer in 1998.

Neurodiversity Paradigm
A perspective that views neurological differences as natural human variation rather than medical disorders to be cured.

Neurospicy
Playful, informal term for neurodivergent. Used within the community but not in
formal/professional contexts.

Neurotypical (NT)
Having a brain that functions in ways considered typical by society. Not autistic,
ADHD, or otherwise neurodivergent.

Person-First Language
Putting the person before the disability (person with autism). Preferred by some,
rejected by others. Always ask individual preference.

Self-Advocacy
Speaking up for your own needs, rights, and preferences. Essential skill for
neurodivergent people to communicate accommodations and boundaries.

Sensory-Friendly
Environments or events modified to be more accessible for people with sensory
sensitivities. Examples: dimmed lights, reduced noise, flexible seating.

Shutdown
A response to overwhelming input where a person withdraws, becomes nonverbal, or
experiences extreme fatigue. Different from meltdown (which is outward). Both are
involuntary.

Spoon Theory
Metaphor for explaining limited energy in chronic illness or disability. Each task
"costs" spoons. When you run out, you can't do more.

Stimming (Self-Stimulatory Behavior)
Repetitive movements or sounds that provide sensory input and help with regulation.

Examples: hand-flapping, rocking, humming, fidgeting. Not harmful and shouldn't be suppressed.

Twice Exceptional (2e)
Being both gifted and having a learning disability or other neurodivergence.
Example: gifted in math but has dyslexia. Often overlooked because strengths mask
challenges.

Universal Design
Designing products and environments to be usable by all people without needing
adaptation. Benefits everyone, not just disabled people.

504 Plan
A plan under Section 504 of the Rehabilitation Act that provides accommodations for students with disabilities. Does not require specialized instruction, just removes barriers to access.

AAC (Augmentative and Alternative Communication)
Methods of communication for people who cannot speak or have difficulty speaking.
Includes communication devices, picture boards, sign language.

ADA (Americans with Disabilities Act)
Federal civil rights law prohibiting discrimination based on disability. Covers
employment, public accommodations, transportation, and government services.

BIP (Behavior Intervention Plan)
Part of an IEP that addresses challenging behaviors. Based on a Functional Behavior
Assessment (FBA) and includes positive strategies.

Due Process
Legal procedure for resolving disputes between parents and schools about special
education. Can result in mediation or hearing before administrative law judge.

ESY (Extended School Year)
Special education services provided beyond the regular school year (summer) to
prevent significant skill regression. Must be offered if appropriate for the student.

FAPE (Free Appropriate Public Education)
Under IDEA, schools must provide special education and related services at no cost
to parents, designed to meet the child's unique needs and provide educational
benefit.

FBA (Functional Behavior Assessment)
Process of determining why a behavior occurs (its function). Used to develop
effective behavior intervention plans.

IDEA (Individuals with Disabilities Education Act)
Federal law ensuring students with disabilities receive free appropriate public
education in the least restrictive environment. Guarantees special education
services.

IEE (Independent Educational Evaluation)
An evaluation conducted by a qualified professional who is not employed by the
school district. Parents can request at public expense if they disagree with
school's evaluation.

IEP (Individualized Education Program)
A legally binding document for students receiving special education services.
Includes present levels, measurable goals, accommodations, modifications, and
services.

Inclusion
Practice of educating students with disabilities in general education classrooms
with appropriate supports. More than physical presence - true belonging.

LRE (Least Restrictive Environment)
IDEA requirement that students with disabilities be educated with non-disabled peers to the maximum extent appropriate. Removal to separate settings only when necessary.

Mainstreaming
Older term for placing students with disabilities in general education classes.
Different from inclusion (which emphasizes belonging and support).

Manifestation Determination
A meeting held when a student with an IEP faces suspension/expulsion for 10+ days to
determine if the behavior was caused by or related to their disability.

Mediation
Voluntary process where a neutral third party helps parents and schools resolve
special education disputes. Alternative to due process hearing.

OT (Occupational Therapy)
Therapy focused on helping with daily living skills, fine motor skills, sensory
processing, and handwriting. Often a related service in IEPs.

PBIS (Positive Behavioral Interventions and Supports)
A framework for improving behavior through teaching expected behaviors, providing positive reinforcement, and using data to guide interventions.

PT (Physical Therapy)
Therapy focused on gross motor skills, strength, balance, and mobility. May be a
related service for students with physical or motor challenges.

Paraprofessional
Also called instructional aide or 1:1 aide. School staff who supports students with
disabilities under teacher direction.

Present Levels (PLOP/PLAAFP)
Section of IEP describing student's current academic and functional performance.
Basis for goals and services.

Prior Written Notice (PWN)
Written notice schools must provide to parents before (or after refusing) any change to a child's identification, evaluation, placement, or FAPE.

RTI (Response to Intervention)
Tiered approach to identifying and supporting students with learning needs. Used before (or instead of) special education evaluation.

Related Services
Support services needed for a child to benefit from special education. Examples:
speech therapy, occupational therapy, physical therapy, transportation, counseling.

SLP (Speech-Language Pathologist)
Professional who assesses and treats communication and swallowing disorders.
Provides speech-language therapy as related service.

Section 504
Part of the Rehabilitation Act of 1973 prohibiting discrimination based on
disability in programs receiving federal funding. Provides accommodations in
schools.

Transition Services
Coordinated activities designed to help students with disabilities move from school
to post-school activities (college, employment, independent living). Must be in IEP by age 14-16.