Neurodivergence-In-Context/NEW-row-di-VER-jence in KON-tekst/
The idea that many difficulties arise from inaccessible environments, not deficits in the person.
Andy says:
If the door is too narrow, widen the door—not the person.
Detailed Explanation
Context (noise, timing, expectations, ambiguity) shapes what looks like ability. Changing context (clear instructions, quiet space, flexible timing) often solves “performance” problems more than trying to change the person.
Community Context
Central to neuroaffirming practice and inclusion. Shifts responsibility to design better spaces and norms.
Quick Tips
- Ask: “What about the setup makes this hard?”
- Remove barriers first; add supports second; teach last
- Treat friction as a signal to redesign
Do / Don't
- Do: co‑design with users; pilot and iterate
- Don't: demand compliance without access
Scientific Context
Aligned with social/disability models; environment‑task‑person fit explains outcomes.
Language Notes
Related: UDL, accommodations, double empathy.
Related Terms
Neuroaffirming
Creating spaces, practices, and attitudes that accept and support neurodivergent people as they are, rather than trying to change, fix, or hide their differences.
Accommodations
Changes to environment, tools, timing, or expectations that remove barriers so people can participate equally. Not special treatment or lowered standards—just different paths to the same destination.
Universal Design for Learning (UDL)
A framework for designing learning goals, materials, and assessments that are accessible from the start via multiple means of engagement, representation, and action/expression.
Double Empathy Problem
The mutual difficulty autistic and non-autistic people have understanding each other's communication styles and perspectives. Not a one-sided autistic deficit, but a two-way translation problem between different neurological cultures.
Sources
Community Contributions
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