Many of us are able to sense that someone is “different”, but do we understand that difference, or know how to respond to the person? Dr Mark Toh explains what neurodiversity is and presents a profile of autism to help us in the quest to be an inclusive church.
The word neurodiversity was first coined by Australian sociologist Judy Singer in 19981 to highlight her view that everyone’s brain develops in a unique way. The diversity pertains to differences in sensory processing, social cognition and motor abilities. This diversity also falls on a spectrum of differences in neurocognitive functioning.
Neurodiversity is an umbrella term to highlight certain conditions that were otherwise considered as disabilities. These conditions include autism spectrum disorder (ASD), attention deficit hyperactivity disorder (ADHD), dyslexia (difficulty with reading) and other learning disabilities such as dysgraphia (difficulty with writing), dyscalculia (difficulty with maths), dyspraxia (difficulty with coordination), Down syndrome and Tourette syndrome. People who are not neurodivergent are termed “neurotypical”.
The word arose from a social justice movement to promote equality and inclusion of people who process differently from the neurotypical. This is a paradigm shift away from the previous view that people with such conditions are disabled, as its usage downplays the stigma of disability or pathology.
However, it is controversial: some people still view the conditions as separate from the norm (“normal vs abnormal” which is employed in the medical model) rather than merely processing differently. These disability advocates are concerned that accepting neurodiversity without acknowledging the specific limitations could lead to the possibility of downplaying the need for treatment or support as, for example, ADHD can be managed through behavioural reinforcements and medication.
In contrast, neurodiversity supporters believe that by highlighting that the neurodivergent brain works differently from the neurotypical’s, differences in their ways of learning, in the perception of their environment, in communication and in social preferencing can be expected of them. This brings to the forefront their unique strengths and struggles. Similar to the neurotypical, they can benefit from educational and specific programmes to nurture their strengths and work on their limitations. This way, they are offered the best chances to pursue their own happiness.
There are famous people who are neurodivergent and have found enormous success. They include Elon Musk (CEO of Tesla and SpaceX, ASD), Mark Zuckerberg (co-founder of Facebook, ASD), Michael Phelps (Olympic swimming champion, ADHD), Simone Biles (Olympic gymnastics champion, ADHD), Anthony Hopkins (Oscar-winning actor, ASD), Greta Thunberg (climate activist, ASD), Steve Jobs (founder of Apple, dyslexia), Richard Branson (founder of the Virgin Group, dyslexia) and Keanu Reeves (actor, dyslexia).
The social movement to be inclusive of the neurodivergent is commendable. In the mystery and complexity of life, our neurocognitive status is not self-determined and the neurotypical and neurodivergent co-exist. We are each other’s neighbour, despite our neurocognitive differences. No distinction is made when Christians are called to “love [our] neighbour” (Matt 22:39), and to “look not only to [our] own interests, but also to the interests of others” (Phil 2:4).
Responding to the neurodivergent
The social movement to be inclusive of the neurodivergent is commendable. In the mystery and complexity of life, our neurocognitive status is not self-determined and the neurotypical and neurodivergent co-exist. We are each other’s neighbour, despite our neurocognitive differences. No distinction is made when Christians are called to “love [our] neighbour” (Matt 22:39), and to “look not only to [our] own interests, but also to the interests of others” (Phil 2:4).
Our own child or relative may be neurodivergent, though born to neurotypical parents. But, being different from the norm and in the minority, the neurodivergent stand a greater chance to be socially marginalised.
The prevalence of ADHD in Singapore is estimated to be between 5 and 8 percent of children and adolescents, and between 2 and 7 percent of adults.2 The prevalence of autism is estimated to be about 1.1%.3 The prevalence of dyslexia is about 10% with 4% of that to be severe enough to warrant intervention.4 These conditions can be collectively viewed as expressions of different ways of neurocognitive functioning, yet they are distinct enough to warrant separate attention and consideration of specific interventions to address their respective limitations. The view of them as “invisible” disabilities is apt because they express limitations that are less obvious, but amenable to specific therapeutic interventions that support their adaptation into mainstream society. For example, the Autism Resource Centre in Singapore provides a range of services to support and empower those on the autism spectrum including job placement and training for adults. Pathlight School offers Singapore mainstream academic curriculum to autistic children along with life skills education.
For the Christian, “loving our (neurodivergent) neighbour” starts with having empathy. Empathy is an attribute of Jesus (e.g. when he wept, John 11:35). We need to extend ourselves beyond our own comforts and perspectives to enter another’s world of struggle, be they neurodivergent or neurotypical.
Engaging with those on the autism spectrum
Perhaps, among the neurodivergent, those on the autism spectrum encounter the biggest challenge in social and behavioural interactions. The symptoms and severity of each person’s condition depends on where they are on the spectrum and hence each person’s presentation is unique.
Some common characteristics include how they perceive the environment and those around them differently, and how they process and verbalise information. This in turn can pose barriers to communication.
A diagnosis of autism can be made from toddlerhood, but some people can go undiagnosed until adulthood. Different levels of support are required as the spectrum ranges from mild to severe.
Challenges
- Social and communication challenges
- Initiating and maintaining conversations
- Reading social cues
- Understanding someone else’s perspectives
- Establishing and maintaining eye contact
- Expression through speech which may not reveal emotions
- Understanding figures of speech
- Fixation over certain topics of interest to them
- Building and maintaining close relationships with others
- Need for noise when silence is expected
- Emotional challenges
- Regulating their own emotions
- Adapting to changes in routines and expectations
- Need for rigidity in routines and schedules; need for repetition of rituals
- Adapting to sudden outbursts
- Physical challenges
- Balance, coordination and motor skills
Strengths5
- Sensory strengths
- Attention to detail and pattern recognition
- Tunnel vision where the focus of attention is sharper
- Colour intensity
- Synaesthesia (multiple senses are perceived simultaneously)
- Acute hearing and superior auditory discrimination
- Heightened pitch detection
- Enhanced olfactory detection
- Cognitive strengths
- Correlation with intellectual giftedness
- Savant syndrome
- Powerful memory
- Encyclopaedic knowledge
- Superior problem-solving skills
- Rational decision-making
- Hyperfocus (ability to exert more intense focus and visualisation)
- Hyper-systemising (a high drive to analyse and construct systems)
- Pattern recognition
- Lateral thinking (ability to generate unusual and novel ideas)
- Behavioural strengths
- Strong work ethic
Not all these strengths and challenges are found among those diagnosed with ASD. But they are common enough to be noticed.
What we share is the struggle to get along with those around us, to overcome adversity and those limitations, to succeed, to survive and to thrive. The Church is a gathering of people in community to support each other to grow towards sanctification. The neurodivergent Christian is no less deserving of this community and support.
The Christian’s response
Believers who are autistic may grapple with issues similar to the neurotypicals’, but often face additional obstacles in learning, gaining social acceptance or finding jobs of their choice. They may appear to be a riddle to the non-autistic. But we can better understand their plight when we recognise that we all struggle with limitations, albeit different ones. Our pride, arrogance and propensity to displease God are instances that reveal our spiritual deficits or limitations. What we share is the struggle to get along with those around us, to overcome adversity and those limitations, to succeed, to survive and to thrive. The Church is a gathering of people in community to support each other to grow towards sanctification. The neurodivergent Christian is no less deserving of this community and support.
1 Singer J (July 3, 2016). NeuroDiversity: The Birth of an Idea (2nd ed.).
2 https://moh.gov.sg/newsroom/attention-deficit
3 https://autism.org.sg/living-with-autism/prevalence-of-autism-in-singapore
4 Teo, Jee Ti et al. “Early Intervention for Dyslexia in Singapore”, Embrace Dyslexia, DAS Handbook 2019, https://das.org.sg/handbook/das-handbook-2019
5 https://embrace-autism.com/autism-strengths-and-challenges