These words can help a conversation; they cannot replace listening to someone’s experience. The terms below offer an introduction to neurodiversity.
Autism / ASD
How information, communication and surroundings are experienced
Autism is a difference in how the brain develops and processes information, present from early life. Autistic people may understand tone of voice, facial expressions and implied meanings, and communicate with others, differently from most people. They may rely on familiar routines, repeat movements or have very focused interests. Sensitivity to sounds, light or touch can also differ.
“Spectrum” means each person has a different combination of characteristics, strengths and support needs.
Source ↗ADHD
Attention, activity and impulse control
ADHD is a neurodevelopmental difference that begins in childhood. It involves persistent difficulties with attention, high activity levels or impulsivity. Some people mainly need support with attention; others find sitting still or waiting harder, and some experience both.
These patterns persist across different settings and affect learning, work or relationships. Occasional distraction or restlessness alone does not mean someone has ADHD.
Source ↗Dyslexia
Differences affecting literacy
Dyslexia involves differences in reading, writing and spelling. It does not define a person’s intelligence or potential. The pace of reading, ways of expressing ideas and support that helps will differ between people.
Source ↗DCD / dyspraxia
Movement and coordination
DCD involves movement and coordination differences; writing, sport or everyday activities may call for extra time or suitable tools. Dyspraxia is often used for these difficulties, but has a broader meaning and is not always interchangeable with DCD.
Source ↗Sensory processing differences
How an environment feels
Sounds, light, smells or textures may feel different in intensity from one person to another. Understanding this can help us discuss a more comfortable environment together. Her preferences about activity levels and breaks matter.
Source ↗Overlapping profiles and needs
Understanding the whole person
A person may have ADHD alongside autism or other forms of neurodivergence. Understanding her means exploring how experiences, strengths and needs intersect, and listening to her own account.
Source ↗Executive function
Mental skills for working towards a goal
A set of mental skills used to guide thinking and actions towards a goal. These include holding and using information (working memory), shifting perspective as circumstances change (cognitive flexibility), and pausing an immediate response (inhibitory control). Planning a sequence and completing a task with several steps draw on these skills.
Source ↗Emotional regulation
How emotional responses are adjusted
The process of adjusting how strong an emotion feels, how long it lasts and how it is expressed. This can happen consciously or automatically. It applies to a range of emotions, rather than only becoming calm.
Source ↗Self-advocacy
Expressing one’s needs, wishes and rights
Speaking or acting for oneself to express needs, wishes and rights, and taking part in decisions about one’s own life. This can involve speech, writing or other ways of communicating.
Source ↗Belonging and peer connection
Feeling part of a group and connected to others
Belonging is the feeling of being accepted, valued and part of a group. Peer connection refers to relationships with people of a similar age or with shared interests or experiences; these relationships can include mutual understanding and friendship.
