A Social Model of Neurodiversity at Work

People often ask whether autism (or another neurodivergent condition) is a disability. I’d argue that it is more helpful to ask whether autistic people are disabled (to which my answer would be: in most cases, yes). It may seem a semantic distinction, but it is important: it locates the disablement not in the autistic person’s brain, but in the society they live in and the way the individual and society interact. Autism is not our disability: it may be an impairment, a difference, or some combination. Our disability is the difficulty that arises in our interaction with the specific society in which we live.

A Social Model of Neurodiversity at Work

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Giving is getting: the social ‘cure’ for autism (the power dynamics exposed).

Countless micro transactions take place on a daily basis in which invaluable commodities are exchanged. Good will is perhaps one of the most important commodities of all. In so very many contexts good will can be converted (somewhere along the line) into hard cash. Social fluency (of the dominant kind) creates the conditions for this powerful ‘alchemy’.

Without the means to wield this power autistic people can fall prey to a form of ‘social’ poverty which can create a devastating impact on a person over a lifetime, from infancy onwards, from the point at which a child’s babbling is labelled ‘not functional’.

Giving is getting: the social ‘cure’ for autism (the power dynamics exposed).

Taking ownership of the label

Differences in ways of being social

Autistic collaboration involves sharing of knowledge and working towards a shared goal of generating new levels of knowledge and understanding. The individual innate moral compass mediates the tension between the desire to assist others vs the desire learn about the world.

These inclinations are reflected in the cultural transmission of new discoveries from children to parents

Education of parents by the children focuses on teaching about the focus and boundaries of individual areas of interest

Sharing of knowledge and asking probing questions is seen as a “natural” human behaviour

Adolescence is a period of intensive knowledge acquisition, where individual areas of interests are explored in great depth, and where in the absence of autistic peers with compatible interests new knowledge is often shared with parents

Taking ownership of the label