Table 2.
Key recommendations for researchers seeking to apply the neurodiversity approach in their own work
| • Do not solely focus on studying neurodivergent individuals' internal weaknesses and challenges; balance such research with research investigating: − neurodivergent individuals' strengths and how these can be used to promote success and thriving; − ways in which neurodivergent individuals' immediate environments, contexts, and social networks (e.g., school, family, peers) might affect them, either in disabling ways or ways that promote resilience and thriving; − ways in which society and social institutions can affect neurodivergent people, again either in disabling ways or ways that promote resilience and thriving; − discrimination and stigma towards neurodivergent people; and − ways in which experiences of barriers, stigma, discrimination, victimization, and trauma can shape and affect neurodivergent people's development. • Recognize that research is not an objective process. The social positions and backgrounds of researchers − including the social position of being neurotypical − may contribute towards biasing researchers' perspectives. − Consider different interpretations of research findings from different perspectives: instead of assuming that findings reflect individual deficit, are there ways of interpreting findings as evidence of an individual strength, as a difference that is neither a strength nor a weakness, or as a disabling impact of the environment upon the individual? − Be mindful of biases, and work to counteract them, when choosing research questions and designing studies. − Choose language carefully in order to avoid unnecessarily making negative value judgements regarding neurodivergent individuals. Wherever possible, use neutral or positive terms in place of negative terminology. • Learn more about the ideas, theories, and concepts used by neurodivergent people to understand and make sense of their experiences. − Consider how these ideas could change your interpretation of research results. − Explore whether these ideas could inspire new questions for future research. • Recognize ways in which research has failed to serve the interests of, or has harmed, neurodivergent people; work actively to earn and deserve the community's trust and confidence. − Understand that the onus of responsibility to promote reconciliation is on researchers, not neurodivergent people. − If harm has occurred, be willing to openly acknowledge this and validate the community's opposition. − Through your actions, demonstrate a commitment towards listening and responding to the community. • Reach out to various community stakeholders, such as neurodivergent individuals and their parents, and include them in decisions about research in the hopes of thereby illuminating and reducing the impact of biases that may be held by any particular group, as well as of increasing the relevance of research to communities. This might involve, for example: − forming a community advisory board; − promoting involvement of neurodivergent people in academic research; or − conducting community-based participatory research. |