Autism Language, Neurodiversity, and Inclusive Communication

Understanding neurodiversity starts with understanding the language we use.

Words are not neutral. In autism and neurodiversity spaces, language shapes who is centered, who is erased, and whose experiences are treated as valid. The terms we choose influence research priorities, clinical practice, education systems, workplaces, and family support. They also reflect power: who gets to define difference, and through what lens.

This guide takes a neuroaffirming approach to autism language. It is designed for families, clinicians, educators, researchers, and anyone who wants to communicate more inclusively and accurately. Throughout, we ground language in the neurodiversity paradigm rather than the pathology paradigm, and we highlight why precision matters.

From Pathology to Neuroaffirmation

Historically, autism and other cognitive differences have been framed through a medical or pathology paradigm. Within this model, differences are treated as deficits located in the individual body or mind. The goal becomes normalization, cure, or reduction of difference.

The neurodiversity paradigm offers a different lens. Articulated most clearly by autistic scholar Dr. Nick Walker, this framework understands neurocognitive diversity as a natural and valuable form of human variation. Disability is not inherent to the person. It emerges from the interaction between an individual and environments designed around neuronormative expectations.

This shift mirrors changes in other areas of disability justice and aligns with the social model of disability. People are not inherently disabled. People are disabled by systems that fail to accommodate difference.

Language is one of the most powerful tools in this shift.

Key Terms, Defined With Care

Below are commonly used neurodiversity terms, grounded in their original meanings and socio political context. These definitions are informed by the work of Kassiane Asasumasu, Dr. Nick Walker, Sonny Jane Wise, and other neurodivergent scholars and advocates.

Neurodiversity

Neurodiversity refers to the diversity of human minds and bodyminds. It describes the natural variation in how people think, feel, communicate, learn, and process information. Neurodiversity is a property of groups, not individuals.

Just as biodiversity requires many organisms, neurodiversity requires many brains.

Neurodiverse

Neurodiverse describes a group or population that includes people with different kinds of minds. A classroom, workplace, family, or community can be neurodiverse.

An individual person cannot be neurodiverse.

Example:

• Our workplace is neurodiverse, so we design flexible ways of working.

Neurodivergent

Neurodivergent is a socio-political identity term. It describes an individual whose functioning diverges from neuronormative expectations, meaning dominant cultural standards for how people should think, communicate, regulate emotion, or behave.

Neurodivergent was coined by Kassiane Asasumasu and was always intended to be inclusive. It is not limited to neurodevelopmental diagnoses.

Neurodivergent can include, but is not limited to:

• Autistic people
• ADHD
• Dyslexia, dyspraxia, dyscalculia
• Tourette’s
• Bipolar disorder
• OCD
• PTSD and complex trauma
• Epilepsy
• Voice hearing and plurality

For many people, neurodivergent is a term of resistance. It allows individuals to describe their bodyminds outside of psychiatric disorder language.

Example:

• I am neurodivergent, so I need these reasonable adjustments.

Neurotypical and Allistic

Neurotypical refers to individuals whose cognitive functioning aligns closely with neuronormative expectations. Neurotypicality confers privilege in systems designed around those norms.

When referring specifically to non autistic people, the more precise term is allistic, meaning non autistic. Using allistic avoids framing autism as a deviation from a default or normal human state.

Neuronormativity

Neuronormativity is the social and cultural belief that there is one right or superior way for minds to function. It parallels other normative systems such as whiteness, cisnormativity, and heteronormativity. Neuronormativity underlies many barriers autistic and neurodivergent people face, from eye contact expectations in job interviews to rigid classroom behavior rules.

Autistic and Neurodivergent Are Not Interchangeable

Autistic and neurodivergent are often used as if they mean the same thing. They do not.

Autistic refers to a specific neurotype. Neurodivergent is a broad umbrella term describing divergence from neuronormativity.

When these terms are flattened or used interchangeably:

• People’s identities are misrepresented
• Support needs are assumed rather than asked about
• Stereotypes are reinforced

Examples of accurate use:

• She is autistic and prefers direct communication.
• Neurodivergent people have diverse access needs.
• Our team is neurodiverse.

Person First vs Identity First Language

One of the most discussed topics in autism language is person first language versus identity first language.

Person First Language

Person first language emphasizes the person before the diagnosis, for example, person with autism. This approach emerged from disability advocacy efforts aimed at reducing dehumanization.

Identity First Language

Identity first language places the identity first, for example, autistic person. Many autistic people prefer identity first language because autism is not something separate from who they are. It shapes perception, communication, sensory experience, and identity.

Research and community surveys consistently show that many autistic people prefer identity first language, particularly when speaking about themselves.

The most inclusive approach is simple:

• Ask individuals what language they prefer
• Follow their lead
• Avoid correcting autistic people about their own identities

At Alpaca, we center autistic voices and respect self identification.

Practical Language Guidelines

Here are a few concrete ways to promote inclusive, neuroaffirming language.

• Use autistic, not suffering from autism
• Use allistic for non autistic people when relevant
• Use neurodivergent for individuals, neurodiverse for groups
• Avoid functioning labels like high functioning or low functioning
• Ask people how they describe themselves
• Be specific rather than relying on umbrella terms

Small shifts compound into cultural change.

Continuing the Learning

Language evolves, and so should we. For deeper exploration, we recommend:

• Neuroqueer Heresies by Dr. Nick Walker
• The Neurodiversity Reader edited by Damian Milton
• Empire of Normality by Robert Chapman
• We’re All Neurodiverse by Sonny Jane Wise

You can also explore Alpaca’s family education resources at https://www.alpacahealth.io/family-resources for neuroaffirming guides and support tools.

A Final Note

Inclusivity is not a destination. It is an ongoing practice of listening, unlearning, and adjusting. Using accurate, affirming language is one of the most immediate ways we can reduce harm and expand belonging.

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