Neurodiverse Glossary
Learn about some of the terminology that surrounds the neurodivergent universe.
Neurodiversity
The natural variation in how human brains think, learn, communicate, and process the world. Neurodiversity includes everyone, because all humans have different cognitive profiles.
Neurodivergent (ND)
A person whose cognitive functioning differs from what is considered typical. This includes profiles such as autism, ADHD, dyslexia, dyspraxia, Tourette’s and others. These differences are lifelong and meaningful—not temporary moods or habits.
Neurotypical (NT)
A person whose cognitive functioning aligns with the majority pattern. The term exists to contrast neurotypical and neurodivergent experiences; it carries no judgement or value.
Neurodiverse
Describes a group that includes multiple neurotypes (ND + NT). Individuals are not “neurodiverse”—groups are.
Neurodevelopmental Conditions
A group of conditions that affect how someone thinks, learns, or processes information. Examples include autism, ADHD, dyslexia, dyspraxia, dyscalculia, and Tourette’s. They are rooted in lifelong neurological differences, not temporary states.
Autism / Autistic
A neurodivergent profile involving differences in communication, social interaction, sensory processing, and patterns of interest. Autistic people often have deep focus, rich inner worlds, and strong pattern‑recognition abilities. Identity‑first or person‑first language preferences vary by individual.
ADHD
A neurodevelopmental profile involving differences in attention regulation, executive function, impulsivity, and activity levels. ADHD can also include creativity, spontaneous thinking, hyperfocus, and flexible problem‑solving.
Dyslexia
A difference in how the brain processes written language, affecting reading, spelling, and writing. Many dyslexic people excel in spatial reasoning, creativity, and problem‑solving.
Dyspraxia
A profile involving differences in coordination, motor planning, and movement. It may affect physical tasks, organisation, or sequencing, but individuals often have strong reasoning or creative strengths.
Dyscalculia
A difference in how a person processes numbers or mathematical concepts. It can co‑occur with conditions such as dyslexia or ADHD.
Tourette’s / Tic Disorders
Conditions involving involuntary sounds or movements (tics). Tics can vary widely, and stress or sensory overload may increase them. Tourette’s often co‑occurs with ADHD.
Hyperfocus
An intense form of concentration on a specific task or interest for extended periods, commonly associated with ADHD. It can be a powerful strength in high‑interest or detail‑oriented tasks.
Sensory Processing Differences
Differences in how the brain interprets sensory information (sound, light, textures, smells, etc.). A person may be hypersensitive (easily overwhelmed) or hyposensitive (under‑responsive).
Masking
The conscious or unconscious effort to hide or compensate for neurodivergent traits in order to blend into neurotypical environments. Masking can be exhausting and may impact wellbeing. (Concept implied across autistic lived‑experience summaries.)
Executive Function
A set of skills the brain uses to plan, prioritise, organise, start tasks, and regulate attention. Executive function differences are common in ADHD and some other neurodivergent profiles.
Stimming
Self‑regulating behaviours (repetitive movements or sounds) that help manage sensory input or emotional states. Examples include hand‑flapping, tapping, or vocalisations. (Frequently referenced within autistic communities.)
Preferred Language
Different people prefer different ways of describing themselves.
Examples:
- identity-first: autistic person
- person-first: person with autism
Best practice: ask each individual what they prefer.
Adjustments
Changes to the environment or workflow that make participation easier—for example:
- Clear written instructions
- Quieter spaces
- Flexible communication formats
- Predictable routines
- Sensory‑friendly settings
These benefit neurodivergent and neurotypical colleagues alike.