The Strengths-Based Neurodiversity Model and its role in promoting acceptance in educational institutions

In the past decades, neurodiversity inclusion activism has made huge strides in promoting what is called the strengths-based model of neurodiversity. This ideology and scientific approach to neurodiversity is essential to dismantling the stigmas associated with neurodivergent conditions, especially if adopted in education. Championed and created by sociologists Judy Singer in the 1990s, this model directly counters the traditional ideas of focusing on the deficits and perceived “disabilities” of neurodivergent individuals that medical models have touted for centuries. By approaching neurodiverse individuals through their personal strengths — or even reimagining what used to be considered deficits in a way that makes them positive — this model changes the internalized mentalities to pave the way for a healthier, less suppressed quality of life for those with neurodivergent conditions. 

The model draws from Gardner’s theory of multiple intelligences — suggesting human abilities are more diverse and comprehensive than current IQ tests can derive. This starts with stopping the widely used medical approach of “solving” or “curing” a neurodivergent condition — or even calling it a condition. The ultimate goal of such a model would be to allow society to integrate neurodiversity in its most fundamental form — as the idea that every person thinks differently and what is considered neurodivergent thinking is simply one that is a minority. 

This model has not been officially and widely adopted by most educational institutions, but is part of a general social shift towards being more aware about how specific things like terminology and medical approaches towards neurodivergence can affect students and individuals. The first step towards integrating it, however, would be to educate educators and administrations of both primary and upper-level college and university institutions. Using this mentality prevents wider consequences like bullying or discrimination, and if properly used, can create environments that support, uplift, and create a future for neurodivergent students and adults.

In a more scientific sense, there is much debate even within neurodivergent communities on whether this model could prevent proper treatment if overused. Professionals within these fields have come to a tenuous consensus that treatments and adjustments that improve quality of life should still be worked on and considered, but with the awareness that the way medical professionals speak about or towards neurodivergent people can severely affect their mental or even physical health. This model was not pushed in an attempt to make neurodivergence more taboo— it was to allow people who have long been discriminated and sidelined to feel accepted and drop the need to create a persona to do so.