# Understanding Neurodiversity: Its Role in Giftedness
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Chapter 1: The Curious Nature of Questions
Throughout my journey, I have often found myself in the position of asking the questions that others were hesitant to voice due to fear of seeming uninformed. This habit of inquiry began during my early academic experiences. For example, in a seminar during my doctoral studies at the University of Minnesota in 1986, the term "zeitgeist" was frequently used by the instructor, yet I was completely unaware of its meaning. Initially, when I raised my hand, I felt a wave of embarrassment from the reactions of my peers, which made me forget whether the professor even answered my question. However, as my classmates became familiar with my inclination to ask what many were thinking, they began approaching me during breaks to request that I pose their questions for them. This dynamic mirrors my writing style: I aim to address topics that readers might not even realize they are curious about or too shy to ask.
Everyone possesses a unique blend of styles, perspectives, and personalities. The interplay of these factors, along with the learning environment, shapes the development of gifted individuals. A recurring theme in discussions about diverse perspectives and responses relates closely to neurodiversity.
Section 1.1: Gaining Insight into Neurodiversity
A year prior to the release of my 2023 book, I began sharing drafts with colleagues in my field, particularly seeking feedback from therapists and licensed psychologists. Many inquired whether I would address neurodiversity. At that time, I was primarily focused on elucidating giftedness and the specific needs of gifted individuals, both children and adults, in terms of finding a suitable environment. However, as I completed the book, it became clear that I needed to understand what neurodiversity truly encompasses.
The chapters in Section III of my book illustrate the varied outcomes experienced by 65 gifted participants. Parenting styles and other factors, including personal viewpoints and personality traits, significantly influence these outcomes. For instance, my own perspective as the author—characterized by my Myers-Briggs E/INTP type—shapes my writing focus and recommendations.
Subsection 1.1.1: Neurodiversity and Twice-Exceptional Children
According to Dona Matthews in a Psychology Today post (2021), giftedness can be viewed as a form of neurodiversity. Typically, however, the term is associated with twice-exceptional conditions. Not long ago, such conditions were labeled as learning disabilities, which were seen as barriers to learning for children who had the potential to excel in school. These learning challenges exist on a spectrum, with various degrees of impact, and the approaches to identifying and addressing neurodiversity can differ based on parenting styles and perspectives, as well as educators' views.
A troubling trend I've observed is the tendency to pathologize the differences between "typical" children and gifted individuals, framing them as issues inherent to the child rather than considering the environmental context. For instance, when people mention ADHD, it frustrates me to hear them express relief at finally understanding why someone struggles with focus. While ADHD may be a factor, could it not also indicate a brain that processes information differently, yearning for the freedom to explore more ideas than most? Should we suppress that inherent curiosity?
I recently discovered a table that sparked hope. The left column illustrates the negative experiences that many gifted individuals encounter due to a poor educational fit, while the right column highlights that being "different" or neurodiverse is not something that needs fixing; rather, it requires understanding and accommodation to create environments conducive to the individual's growth.
Section 1.2: The Importance of Environmental Fit
When parents, teachers, or therapists perceive a child's noncompliance in educational settings as a behavioral problem, it can lead to long-term emotional damage and diminished self-esteem in gifted individuals. In my earlier edition of the book "Gifted Children Grown Up," I did not delve deeply into the topic of twice-exceptionality, as I viewed disabilities or differences as variations along a continuum of human experience. Our primary goal should be to provide environments that fit individual needs, helping children improve their weaknesses while encouraging their strengths and passions.
Recently, my exploration into neurodiversity has reinforced my beliefs. The recommendations I make throughout my book also apply to twice-exceptional children, as well as any child struggling to succeed in traditional educational settings. It's crucial to recognize that giftedness may exist alongside challenges that impede success within the existing school system.
Chapter 2: Understanding the Concept of Fit
Have you ever heard phrases like, "He needs to realize the world doesn't revolve around him," or, "If they don't achieve good grades, they won't succeed"? Such sentiments contribute to many gifted children's struggles, leading to outcomes that differ from parental expectations. However, this isn't solely a failure of parents; our educational systems often cater to natural cooperators, predominantly certain personality types and more girls than boys. In most cases, the challenges faced by these so-called problem children stem not from the children themselves but from the expectations of adults who may not fully comprehend their unique needs.
Other Resources
For parents seeking guidance, useful online resources include "The Attached Family: Parenting for World Harmony," and "Keys to Successfully Parenting the Gifted Child." Judith Smetana's research (2017) on parenting styles and beliefs can provide valuable insights as well. Additionally, those interested in neurodiversity may find helpful information in articles from Harvard Medical School and the Child Mind Institute.
By educating ourselves about the laws and services available for children in schools, we can better advocate for gifted individuals who may not receive adequate support due to misidentification or misunderstanding of their unique needs.