As we continue to understand and celebrate neurodiversity, it’s important to recognize how language shapes our understanding of neurodivergent experiences. Many terms that were once widely used to describe neurodivergent individuals have become outdated, offensive, or inaccurate as our understanding evolves. Let’s take a moment to acknowledge some of these outdated terms, why they’re no longer appropriate, and what we use instead.
🧠 🐉 Outdated Term: Asperger’s Syndrome and High/Low-Functioning Labels
Why it’s outdated: Asperger’s Syndrome was once used to describe individuals on the autism spectrum who were perceived as having “milder” forms of autism or higher verbal abilities. However, this term has been largely retired due to two important reasons:
1. Historical context: The term “Asperger’s” is associated with Hans Asperger, a controversial figure with ties to the Nazi regime during World War II. Research has shown that Asperger was involved in sending children with disabilities to be euthanized under the Nazi program. This has led many in the autism community to reject the term due to its harmful associations.
2. High/Low-Functioning Labels: In the past, individuals were often categorized as “high-functioning” or “low-functioning,” but these labels oversimplify the diverse ways autism can manifest. They imply a hierarchy that doesn’t accurately reflect the support someone may need. For example, a “high-functioning” individual might still have significant challenges with sensory overload or social interactions, while someone labeled as “low-functioning” may have exceptional talents in specific areas.
What the DSM says now: The DSM-5, released in 2013, removed Asperger’s Syndrome as a separate diagnosis and replaced it with Autism Spectrum Disorder (ASD). The DSM no longer uses the high/low-functioning labels but instead describes individuals based on the level of support they need (e.g., “requiring support,” “requiring substantial support,” “requiring very substantial support”). This change recognizes that autism presents differently in each person and respects their unique needs and abilities without boxing them into categories.
Current term: Autism Spectrum Disorder (ASD) with descriptions based on levels of support required rather than “high” or “low” functioning.
🧠 🐉 Outdated Term: ADD (Attention Deficit Disorder)
Why it’s outdated: The term ADD was widely used until the late 20th century to describe individuals who displayed symptoms of inattention without the hyperactivity associated with ADHD. However, the separation of inattention from hyperactivity suggested two entirely distinct conditions, which often resulted in misunderstandings. This separation also downplayed the complexity of attention-related challenges, focusing solely on the absence of hyperactivity, and ignored the internal restlessness many ADD-diagnosed individuals experienced.
Harm caused: The distinction between ADD and ADHD led to many people - particularly girls and women - being overlooked for diagnosis because they didn’t fit the hyperactive profile often associated with ADHD. These individuals often suffered from untreated symptoms, affecting academic and professional success.
What the DSM says now: The DSM-5 has merged these terms under the umbrella of ADHD (Attention Deficit Hyperactivity Disorder), which encompasses three subtypes: inattentive presentation, hyperactive-impulsive presentation, and combined presentation. This reflects a more holistic view of how the disorder manifests across a spectrum.
Current term: ADHD, regardless of the specific presentation of symptoms.
🧠 🐉 Outdated Term: “Learning Disability”
Why it’s outdated: The term “learning disability” has been widely used to describe individuals with differences such as dyslexia, dyscalculia, or dyspraxia. However, framing these differences as “disabilities” carries a deficit-based perspective, focusing solely on what individuals struggle with rather than acknowledging their unique cognitive strengths. This terminology has contributed to stigma in educational and professional settings, causing people with these differences to be unfairly marginalized.
Harm caused: Labeling these individuals as “disabled” rather than recognizing their different ways of learning reinforced the perception that neurodivergent individuals were less capable than their peers. It also emphasized their challenges without highlighting their creative problem-solving abilities and other strengths.
Current term: Today, many prefer the term Learning Differences or Specific Learning Disabilities, as it acknowledges that these individuals often excel in visual-spatial reasoning, creativity, and problem-solving, even if they process information differently.
🧠 🐉 Outdated Term: “Mental Retardation”
Why it’s outdated: The term “mental retardation” was used widely in medical and educational fields to describe individuals with intellectual disabilities. Over time, the term became deeply stigmatized and used as an insult in everyday language, reinforcing harmful stereotypes about people with intellectual disabilities. It pathologized intellectual differences, reducing individuals to a single, demeaning label.
Harm caused: This term has been considered derogatory for decades and contributed to the dehumanization of individuals with intellectual disabilities. It placed an undue focus on limitations, ignoring the abilities, strengths, and dignity of individuals.
What the DSM says now: In 2010, Rosa’s Law was passed in the United States, removing the term “mental retardation” from federal statutes and replacing it with intellectual disability. The DSM-5 follows this shift, using Intellectual Disability to describe conditions where individuals have challenges in cognitive functioning and adaptive behavior.
Current term: Intellectual Disability is now the preferred term, which respects the dignity of individuals and acknowledges their specific needs without negative connotations.
🧠 🐉 Outdated Term: “Handicapped”
Why it’s outdated: The term “handicapped” has long been associated with limitations and deficits, focusing on what individuals cannot do rather than what they can. It is rooted in a deficit-based perspective, which perpetuates negative stereotypes about people with disabilities, reinforcing the idea that they are inherently less capable or deserving of opportunities.
Harm caused: Referring to someone as “handicapped” places an undue emphasis on the barriers they face, often leading to discrimination and exclusion. It perpetuates a culture of pity and othering, where people are seen primarily for their challenges rather than their abilities and potential.
Current term: The shift toward person-first language has introduced terms like Disabled or Person with a Disability. These terms focus on the person first and the disability second, emphasizing that a person is not defined by their disability, but it is simply one aspect of their identity. This change encourages a more inclusive and respectful view of disability, focusing on creating environments that support everyone.
💪🏿 🐲 Why Words Matter
Language plays a crucial role in how we understand neurodivergence and disability. Using respectful and accurate terminology helps dismantle stigma and recognize the strengths and humanity of individuals within the neurodivergent community. As our understanding of neurodivergence evolves, so too must the words we use. Staying mindful of these changes allows us to create more inclusive environments and show respect for individuals’ lived experiences.
And, don’t worry, we all make mistakes. We will all have that moment when the wrong word rolls off our tongue; I do still even though I’m quite educated in this topic. When this happens, acknowledge it, apologize, don’t sit in shame and defame yourself as a person. Instead, move forward committing to the effort to try hard to do better. Learn the lesson of past letting go of the attachment to it ;-)
❤️🔥💚🔥🔥🔥🔥🔥🐉 Dragon Wisdom
Imagine a dragon’s hoard filled with an array of treasures - some glittering and obvious, like gold and jewels, others subtler, like rare books or delicate artifacts. Each item holds value, but its worth might only be recognized by those who take the time to explore the entire collection.
People are like this dragon’s treasure - each one is made up of a unique collection of strengths, traits, talents, and challenges. To focus only on one aspect, like calling someone by a single name or label, is like noticing only one gold coin and ignoring the richness of the entire hoard. When we box people into labels, we miss the complexity of who they are, just as if we were to ignore the dragon’s hidden, rarer treasures.
An inclusive mindset embraces the idea that people are a mixture of abilities, experiences, and characteristics. Recognizing this diversity allows us to appreciate the whole treasure instead of limiting our view to just the shiny, obvious parts - or worse, dismissing the whole collection because of one tarnished piece.
Just like the dragon guards all its treasures, inclusivity means seeing people in their entirety and understanding that everyone contributes to the richness of the community in their own unique way.
❤️🔥 What’s Next?
In future posts, we’ll continue exploring the neurodivergence and how we can create more inclusive spaces in the workplace and beyond.
Let me know - what other terms or concepts are evolving that you think should be highlighted?
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Caveat: Neurodiversity exists on a spectrum, and no two experiences are the same. I am sharing my personal journey, but it’s important to remember that others may have different experiences. Additionally, my story is shaped not only by neurodiversity but also by childhood trauma, which can make it challenging to differentiate between the causes of certain symptoms. This is my truth, but it may not reflect the experience of others.
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