Autism: a disorder or a form of diversity?

The classification of autism as a disorder or as a form of diversity is a topic of debate and can vary depending on individual perspectives.

Some individuals and advocacy groups prefer to view autism as a form of neurodiversity, emphasizing the unique strengths and differences that individuals with autism bring to society. This perspective promotes acceptance, understanding, and accommodation for the diverse ways in which individuals experience the world.

On the other hand, autism is officially classified as Autism Spectrum Disorder, a neuro-developmental disorder in diagnostic manuals like the DSM-5, or the Diagnostic and Statistical Manual of Mental Disorders, which define it based on specific criteria related to impairments in social communication and interaction, as well as restricted and repetitive behaviors or interests.[1]

The DSM is often referred to as the “bible” of psychiatry or psychology. This nickname reflects the significant influence and authority that the DSM holds in the field of mental health. Our understanding of mental health and psychiatric conditions is constantly evolving, and diagnostic criteria in the DSM change over time as new research emerges. The DSM reflects the current knowledge and gets updated and revised as new evidence or perspectives emerge.

The first edition of the Diagnostic and Statistical Manual of Mental Disorders (DSM-I) was published in 1952. Homosexuality was then listed as a sociopathic personality disturbance. The American Psychiatric Association removed homosexuality from the list of mental disorders in 1973 based on the new scientific studies, reflecting a growing understanding that sexual orientation is not a pathological condition and offer a more inclusive and affirming approach to diverse sexual orientations. [2]

Some advocates and individuals with autism view autism as a natural variation in human neurodevelopment rather than a disorder. They promote the concept of neurodiversity, which emphasizes the value of different ways of thinking and processing information. They argue that removing the designation of autism as a disorder helps to reduce stigma and promote acceptance of neurodivergent individuals. Advocates argue that removing the diagnosis or reclassifying autism can allow individuals to define themselves on their terms and focus on their strengths rather than deficits.

By reframing autism as a neurological difference rather than a psychological disorder, advocates argue for a shift in focus towards supporting individuals in ways that align with their unique strengths and challenges. This approach emphasizes empowerment, self-advocacy, and inclusivity within society.

Special need and special rights:

Defining autism as a special need rather than solely as a psychological disorder or disability can have significant implications for access to services and rights for individuals with autism. Here is an explanation of how viewing autism as a special need can be linked to the concept of special rights:

Special Need: Recognizing autism as a special need acknowledges that individuals with autism may require unique supports, accommodations, and interventions to thrive in various aspects of life. This perspective shifts the focus from viewing autism solely as a deficit or disorder to understanding it as a different way of experiencing the world that may require specialized assistance.

Special Rights: The concept of special rights for individuals with autism emphasizes the importance of ensuring that they have equal access to opportunities, resources, and protections in society. This includes rights related to education, healthcare, employment, housing, and community participation. Special rights for individuals with autism are grounded in principles of inclusivity, equity, and non-discrimination.

By framing autism as a special need and advocating for special rights, individuals with autism can access the following:

Education: Special educational services and accommodations can help individuals with autism learn and thrive in school environments tailored to their unique needs. This may include individualized education plans (IEPs), specialized instruction, and support services.

Healthcare: Access to specialized healthcare services, therapies, and interventions can address the medical and developmental needs of individuals with autism, improving their overall health and well-being.

Employment: Supportive workplace environments, accommodations, and vocational training can help individuals with autism find and maintain meaningful employment. Special rights in the workplace can include reasonable accommodations under the Americans with Disabilities Act (ADA) and anti-discrimination protections.

Community Inclusion: Special rights promote the inclusion of individuals with autism in community activities, social events, and public spaces, ensuring that they have equal opportunities to participate and contribute in society.

Overall, viewing autism as a special need and advocating for special rights can help ensure that individuals with autism have the support and resources necessary to lead fulfilling and meaningful lives while promoting their autonomy, dignity, and well-being.

Ilse Gevaert is a psychologist and coach with expertise in neurodiversity (ASD and ADHD), giftedness, trauma, narcissistic abuse, and resilience. Ilse continued her education at prestigious institutions such as Harvard and Cornell, where she obtained leadership certificates that have informed her practice.

References

[1] American Psychiatric Association. (2013) Neurodevelopmental Disorders in Diagnostic and Statistical Manual of Mental Disorders, 5^th edition. Page 50-59. Arlington, VA., American Psychiatric Association, 2013.

[2] Cajab, R.P. (2024) Best Practice Highlights: Lesbian, Gay, Bisexual, Transgender and people who may be questioning their orientation or sexual identity (LBGTQ) derived from the Massachusetts General Hospital Textbook on Diversity and Cultural Sensitivity in Mental Health. https://www.psychiatry.org/getmedia/1dd0b752-8791-49d0-b8a1-c73d853bd610/Best-Practices-LGBTQ-Patients.pdf

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