Embracing Neurodiversity: Navigating Differences and Challenges
Early recognition, intervention, lifelong adaptation, and the role of artificial intelligence
Personal reflections on neurodiversity
When I was growing up, I was three years younger than my brother Benton. As I recall, I was more successful, outgoing, social, and focused. In daily life, things seemed to go more smoothly for me, while Benton often faced harsher criticism from our father, especially in school when he struggled to keep up and pass to the next grade. He was always in some special education or tutoring program. Once, my father sent him to a military school where he might get more discipline and better support to meet his learning and organizational needs. It turned out that, aside from experiencing more bullying and having the cookies and gifts my mother sent stolen, the only benefit he gained from his year there was a gray military-style uniform and a more stoic demeanor, having survived the experience.
Fortunately, when he was older, he found some suitable jobs, including one where he worked with our older brother in construction, and later a position with the local government in construction-related work as a building inspector. He had to deal with some bullying and discrimination because he was different in his ways, but he was always friendly with others. He married and had two children, who I noticed struggled with some of the same learning and processing issues my brother experienced. Ironically, as I faced my challenges in achieving and entering my profession, I observed that many of the traits my brother had appeared in different degrees and forms throughout our family, including myself.
I became increasingly interested in how people learn and process information, which seems to pose challenges to varying degrees in both children and adults. When they received a professional evaluation or diagnosis, it often fell short in helping to establish or meet educational or treatment needs, or in finding the best resources for their optimal benefit or skill development. Although there are broad differences across the population, some individuals have neurological variations that make learning, communication, and interactions with others more difficult. Brain neurological variations are categorized into diagnostic labels such as autism spectrum disorder (ASD), attention-deficit hyperactivity disorder (ADHD), nonverbal learning disorder (NVLD), dyslexia, and others for purposes like research, classification, treatment protocols, and insurance billing.
Understanding neurodiversity: definitions and origins
The term “neurodiversity” was coined by sociologist Judy Singer, who said that “we are all neurodiverse because no two humans on the planet are exactly the same.” Singer defines neurodiversity as the variation in how the human nervous system learns and processes information, which exists in everyone. The nervous system includes the biological brain, spinal cord, and nerves, all of which are constantly changing and influenced by external perceptual, sensory, and learning inputs.
Importantly, the term “neurodiversity” is used as an advocacy term for the civil rights of individuals labeled with developmental, psychological, or medical conditions, as well as their allies. It recognizes all the interconnected factors that contribute to an advantage or disadvantage, but is not intended to define “Neurological Disability” or “Otherness” as diagnoses or genetic anomalies.1
Landmark College defines neurodiversity as a social ideal rooted in biological fact. “The human brain is the most complex thing on Earth, and every brain is different. Instead of separating people into normal and abnormal, neurodiversity asks us to accept variation. To us, it means that autism, ADHD, and learning disabilities are valuable forms of humanity that enrich culture. New ideas, insights, and unique ways of viewing the world come from diverse minds. This is a strength. Brain-based diversity is a natural phenomenon that exists within our population, and it is not only beneficial but also essential for human progress.” Neurodivergence is an identity or expression, not a medical or psychological disorder or diagnosis. Neurodivergence can present itself as an exceptional talent, but can also be disabling for a person when a high degree of social, communication, and thought-processing issues exist.2
Neurodivergence and its manifestations
A person can be born with or develop unique ways of learning and processing information, which determines how their brain and nervous system communicate and coordinate tasks essential for learning, memory, retrieving information, processing new sensory input, and creating functional patterns for specific uses. One example is the construction of a central narrative about the present, using memories of experiences—whether joyful or traumatic—to guide behavior with perceived meaning or purpose. The functioning brain can imagine a future story about what might be feared or avoided, as well as what could be anticipated for potential gratification or fulfilling an expected need. When the brain functions at a level that is both capable and adaptable within society, such a person may be well-suited for specialized roles and meet societal needs as highly qualified, information-based workers such as scientists, doctors, analysts, artists, or business entrepreneurs.
Some subdivide the concept of neurodiversity into two categories: individuals who are considered “neurotypical” and have brain processing, functioning, and behavior that are average, typical, or standard, and those who are “neurodivergent,” meaning they process and function differently from the typical or average population. Without typical neural development or integration of visual-spatial memory skills, for example, individuals may tend to be less social, more isolative, and work-focused; yet, they still succeed in their expected roles.
There are many labels and diagnoses used to describe variations in learning, information processing, memory, planning, or other observable characteristics. The extent to which traits, behaviors, or symptoms are present within a specific category of mental or brain functioning can indicate whether an individual has an advantage, a disadvantage, a disability, or the potential to excel in a particular career or social setting. I realized the reality of the neurodiversity concept when I noticed differences in myself and compared them with what I perceived as average or typical learning and information processing in others. Some excelled in their work, careers, and other vital aspects of life, while others struggled and faced disadvantages.
I find visual-spatial learning difficulties (nonverbal processing issues) to be a challenge for myself, my family, many friends, and professional colleagues. Nonverbal learning disorders (NVLD) share some traits with ASD and ADHD. Still, more notably, they may experience unique challenges with motor skills, social skills, visual-spatial abilities, and related memory functions, which can impact social interactions, relationships, and brain processes involved in memory and concept formation. NVLD is currently being further researched and developed by a working group at Columbia University for inclusion in the upcoming DSM-6, the widely used diagnostic manual for medical, psychological, and research professionals. Its new name will be Developmental Visual-Spatial Disorder (DVSD).3
Developmental visual-spatial disorder (DVSD): traits and challenges
Individuals who primarily learn and process information verbally, predominantly in left-brain regions, with less availability and support from visual-spatial processing and memory-related brain regions, generally recognize the drawbacks. Similar traits of DVSD are often seen in other family members. When there is a more substantial genetic influence, it can lead to significant dysfunction that requires support and intervention. In both children and adults, signs of Developmental Visual-Spatial Disorder (DVSD or formerly NVLD) may include:
Lack of fine motor skills, such as holding a pencil or tying shoelaces
Difficulties with physical coordination and gross motor skills, as awkwardness in sports activities
Challenges in inferencing, deduction, reasoning, and multitasking
Difficulties with math, using maps, and reading comprehension
Issues with understanding, reasoning, organizing, and remembering visual information related to physical objects and space
Lessened awareness of one’s position in space, which affects the body’s ability to move and perform, such as in navigating crowded areas, handwriting, and right-left perception
Struggles to visualize concepts, remember words, number series, or sequences, or solve problems that require visual-spatial skills, imagery, or memory
Challenges with organization, planning, attention, focus, working memory, and executive functioning
Executive functioning challenges that impact problem-solving, organizing thoughts, planning, and breaking down large projects into smaller tasks
Problems identifying the steps to start and complete a project
Difficulties with problem-solving, pattern recognition, and understanding information without sufficient verbal context
Trouble in organizing thoughts and concepts for planning, adapting, or transitioning to new situations
Issues with social skills, interaction, and communication because of difficulty interpreting body language or facial cues and emotions
Missing signals in social interactions can lead to out-of-context or inappropriate behavior or speech4
Advantages of early recognition and intervention
There are crucial benefits to recognizing neurodiversities in early childhood learning. In such cases, interventions such as special education programs and tutoring can help the child develop better skills in areas that may be challenging in adult life, particularly in social interactions, communication, learning, and memory, leading to more adaptive functioning. Individuals with these early differences, without intervention, often spend a lot of energy trying to mask or hide their differences to fit in and avoid ostracism, bullying, or rejection.
Many atypical development and connectivity patterns observed in brain areas during childhood often persist into adulthood, despite early interventions, and can pose challenges later on. The level of difficulty or adversity may depend on how well a person has adapted or found workarounds, as well as the extent of neuroatypicality, and the degree to which information learning and processing are affected. Research and advances in neuroscience, particularly concerning children’s development and education, are crucial. Breakthroughs and AI innovations will support both children and adults facing their unique needs and challenges associated with neurodiversity.
Learning difficulties are often neurological in origin, affecting how the brain processes information and making it challenging for individuals to acquire basic skills such as reading, writing, and math. These challenges can also impact skills such as organization, time management, and abstract reasoning. Although the exact causes are unknown, potential contributing factors include neurological impairments, genetic influences, or conditions present before birth or during early childhood. Some early signs of learning and information processing difficulties in schoolchildren have been identified within the field of special education. Recognizing these signs allows for early detection, which helps minimize the adverse effects on a learner’s development through prompt remediation and intervention.
Recognizing learning and information processing difficulties
The indicators of learning difficulties vary and may include trouble following directions, issues with reading, handwriting, spelling, staying organized, and understanding math; difficulty remembering information, participating in classroom discussions, expressing thoughts aloud, poor coordination, slow acquisition of new skills, and inconsistent academic performance often with a gap between expected and actual results; difficulty listening, behavioral problems, and staying on task; poor adaptation to change, mispronouncing words, delayed speech development, and immature speech; as well as challenges with social skills, emotional regulation, and coping strategies. Importantly, a learning difficulty does not reflect a child’s intelligence or potential but shows that they process information and learn differently. Recognizing these signs helps parents and educators provide appropriate support and timely interventions.
Lifelong adaptation and support strategies
Although learning challenges are often lifelong, numerous resources and effective teaching strategies can help children succeed, including special education services, personalized instruction, and targeted tutoring. An accurate diagnosis, which a licensed professional must make, involves meeting specific criteria and distinguishing learning difficulties and needs, such as issues with speech development, academic skills, coordination challenges, or behavioral problems. By staying informed and collaborating with skilled educators, parents can foster a supportive environment that enables their children to thrive and reach their full potential. Many of the difficulties or challenges mentioned above, whether early interventions are provided or not, may continue into adulthood. Early interventions are considered the best time to address and work on these issues, as the brain is in a state of heightened potential for learning and growth.5
Artificial intelligence (AI), the age of computing, and automation
Artificial intelligence programs, interventions, and similar tools are just as relevant and valuable to adults with persistent information processing and learning difficulties. AI programs have been beneficial when carefully selected and appropriately used to support individuals with special needs or those affected by any level of neurodiversity in learning and information processing. Neurotypical people who do not have issues also rely heavily on AI to complete tasks more efficiently and accurately. A grammar and spelling checker was used in writing this article to improve readability. Search engines helped find related articles and research studies. A timer on my computer was used to remind me to take strategic breaks.
People are increasingly relying on AI for its many benefits and applications, such as completing more complex tasks, retrieving information, processing data, and building models for actionable projects. Overuse and dependence on AI could potentially cause the verbal, intellectual processing parts of the brain to become more dominant and overdeveloped. In contrast, other brain areas may weaken or become less effective contributors. This lack of integration with other vital brain regions can lead to over-specialization, limiting a person’s ability to adapt, similar to a factory worker who, before automation, put caps on bottles on an assembly line. Ironically, scientific advances in AI have driven industrialization and automation, resulting in highly specialized roles for many workers. As automation and AI advance rapidly, the demand for these skilled, specialized workers is decreasing.
Artificial intelligence: friend or foe?
The overuse of information seeking beyond our basic survival needs, for gaining power, dominance, or personal advantage over others—especially in an interdependent society and world—has the potential to lead to conflict and destruction. A very articulate neuroscientist researcher, psychiatrist, and philosopher, Dr. Iain McGilchrist, book The Master and his Emissary: the Divided Brain and Making of the Western World, sees our world’s populations evolving toward a society where people’s brains become more skewed toward verbal and intellectual processing by overzealously accumulating verbal and scholarly knowledge, resulting in brains that focus more on information gathering while losing integration and balance with the sensory and perceptive parts of the brain.6 These areas access our moment-to-moment presence, awareness of perceptual awareness, and connect us to our environment and collective consciousness. There may have been a greater balance and integration of mental and brain function in earlier periods and societies, such as during the Renaissance or in the ages of more peaceful and productive communities. Of course, with the rapid advancement of AI, the trend toward more specialized brains, along with the conflicting societal pressures to conform, may be our current path, for better or worse.
A 2020 study of London cab drivers reveals a potential decline in hippocampus function, a crucial brain region responsible for memory and spatial navigation. It is also among the first areas to deteriorate in Alzheimer’s disease. The research shows that people who regularly engage in complex, real-time navigation—such as London taxi drivers—have stronger hippocampal structures and lower rates of Alzheimer’s-related illnesses compared to those who solely rely on GPS. The study suggests that challenging the brain through frequent spatial navigation may help build cognitive reserve and potentially reduce the risk of dementia. On the other hand, heavy reliance on GPS or other AI technologies seems to weaken spatial memory, even in individuals who were once skilled navigators. This under-use of the hippocampus may diminish its resilience to age-related decline.
The implication is that overdependence on specific AI programs could have disadvantages, as it may reduce the stimulation and activity of brain areas vital for maintaining optimal function, health, and balance. In preventive medicine, it has been shown that actively exercising both body and mind promotes health and longevity, as evidenced by the decline in health among individuals with sedentary lifestyles and limited physical activity. Therefore, practicing navigational skills may help preserve brain health and potentially ward off Alzheimer’s disease, just as other health-promoting activities are encouraged.7
Preventive strategies and lifestyle considerations
There is a potential that overuse or dependence on specific current AI programs over time could lead to increased social isolation among users. These individuals might be better served or could serve society and our survival as an interdependent collective through alternative types of training and lifestyle changes, such as meditation and mindfulness, nutrition, exercise, social group programs, or AI programs that support the interactive needs essential for individual well-being and societal health.
I appreciate your interest. Please share with others. Thanks to Shan Parks, editor and project manager, for his valuable contributions and editing. All content is created and published for educational purposes only. It should not be considered a substitute for professional medical services or guidance. Always consult a healthcare provider for care related to medical or mental health conditions. This communication does not provide medical diagnoses, recommendations, treatment, or endorsements.
From Landmark College - Center for Neurodiversity, https://www.landmark.edu/center-for-neurodiversity
Report of a Work Group on Nonverbal Learning Disability: Consensus Criteria for Developmental Visual-Spatial Disorder: Re-conceptualizing Nonverbal Learning Disability for DSM Consideration - Journal of the American Academy of Child & Adolescent Psychiatry, https://www.jaacap.org/article/S0890-8567(25)00014-0/fulltext
Recent article by Ron Parks, MD discussing the importance of developmental visual-spatial disorder: ADHD, DVSD, ASD, or any learning or cognitive performance or difficulties becomes: what are the significant influences that bring about better outcomes, including adaptability, health, happiness, survival, illness prevention, and treatment? https://www.inmindwise.com/p/adhd-a-misdiagnosis-label-or-a-lost
Important Signs Of Learning Disabilities You Need To Know As A Parent, Author Luke Dalien and his wife, Suzie, founded an online tutoring and resource company, SpecialEdResource.com
A very articulate neuroscience researcher, psychiatrist, and philosopher, Dr. Iain McGilchrist, book The Master and his Emissary: The Divided Brain and Making of the Western World (March 2019 Kindle Books
Turn off the GPS — Your Brain Will Thank You https://www.doximity.com/articles/803688b5-58f3-4620-be44-cbc91bae9970 By Pearl Kurian Jones, MD June 23, 2025, An original Op-Med essay contributed by Doximity members, Dr. Jones is a neurologist passionate about preserving brain health and exploring everyday strategies to prevent cognitive decline and dementia