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Introduction to Disability Studies and Neurodiversity

Those who are disabled are our friends, our teachers, and our classmates. Disability has been stereotyped by dominant culture as unusual and something to be pitied. But disabled people often experience disability as simply atypical, an example of diversity. Even if you are non-disabled or neurotypical, you have many disabled and neurodiverse peers here at UW. The Disability Resources for Students office serves over 2800 students every academic year.


Two widely studied models in disability studies are the medical and social models. The medical model defines disability as a property of an individual body that can and should be treated, and if untreatable, can be "overcome" through valiant efforts. The social model focuses on the socially-imposed barriers that create a subordinate status in society. On the social model, disability is created by an unwelcoming society (structure, attitudes, norms of practices) for a body that does not fit. These two models leave a gray area for a universal model of disability. Dr. Bryan Turner, a Professor of Sociology at the University of Birmingham, describes a phenomenological perspective. This perspective places the starting point for understanding disability to be understanding the lived experience of those who are disabled. Dr. Christina Papadimitriou, a researcher in the sociology of disabilities, makes the important point that, rather than having a body, we are our bodies. Our experiences and understanding are created from our active bodily involvement in the world. Therefore, the medical model's suggestion that the disabled are in need of “overcoming” their disability is an uncomfortable characterization. Although there are difficulties that come with a disability that some people would like to get rid of, someone’s disability is their diverse way of being embodied in the world.


The term “neurodiversity” was created in parallel to how the scientific term “biodiversity” is defined. Greater biodiversity was found to be critical for an environment to thrive. In the same sense, neurodiversity allows society to recognize the strengths that come with different forms of thinking. People who identify as neurodiverse are often assumed to have some neurological deficit or weakness in the brain, when in fact they may have more variety in skills, and some benefits. A commonly found strength for people with autism is hyperlexia, the ability to read at an early age. Moreover, people who are dyslexic are able to see how things connect into a much more complex system. This is of particular significance in the STEM field where a three-dimensional form of thinking can be advantageous.


Advocating for destigmatization and understanding with the disabled and neurodiverse community allows for greater tolerance and appreciation of the many forms of diversity in the world. At the UW, the Disability Advocacy Student Alliance has created an environment that allows disabled people and allies to come together to share knowledge, form relationships, and advocate for disability rights. In an interview with Alan Viola, the Vice President of the Alliance, he stated “Our hope is that everyone who participates in DASA will learn more about disability, gain experience and confidence in their advocacy, and make meaningful social connections with people who care about disability,”. Learning about disability directly from the community allows for these misconceptions to eventually fade away, and for continued advocacy to grow our society into a more welcoming and respectful place for everyone. There are many opportunities on campus to continuously learn on this important topic. Alan mentioned that the Student Disability Commission, Disability Studies Program, CREATE, and DO-IT center are all important resources that everyone can benefit from.



Sources:

Berger, R. and Wilbers, L., 2013. Introducing Disability Studies.

Nancy Doyle, Neurodiversity at work: a biopsychosocial model and the impact on working adults, British Medical Bulletin, Volume 135, Issue 1, September 2020, Pages 108–125.





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