This week is Neurodiversity Celebration Week, and the subject has elicited a range of reactions from Cornellians. Accordingly, we are proud to announce two articles taking differing positions on what neurodiversity represents and the value of celebrating it. This article takes a critical view on the subject.
Cornell University recently announced its observance of Neurodiversity Celebration Week. The university has a proud history of being at the forefront of neurodiverse advocacy and research, so it is reassuring to see the university take steps to further include this often ignored group. Nearly 60 years ago the Yang-Tan institute was one of the pioneers in academia for researching various issues surrounding the world of disabilities and neurodiversity. Despite wanting to find work, neurodiverse people often face many obstacles in the hiring process with the neurodiverse unemployment rate being estimated to be as high as 40%– fewer than one in six autistic adults have full-time employment
Neurodiversity is a term that recognizes the natural variations in human brain function, including those associated with autism, ADHD, dyslexia, and other mental conditions. Embracing neurodiversity on college campuses is essential for creating inclusive learning environments that support all students’ unique needs and strengths. Often people with these disabilities have to go out of their way to receive accommodations, especially in large scale lectures, where professors who have multitudes of students find it hard to give individualized time to each student’s needs.
While this concept may initially seem at odds with conservative values, there are several reasons why conservatives should support neurodiversity accommodations.
Conservatives generally support individual liberty and personal responsibility, and the neurodiversity movement is grounded in the principle that people should have the right to self-determination and be accepted for who they are. Many neurodivergent individuals desire job opportunities to obtain some semblance of economic and greater independence, but systemic barriers in the hiring process negate such efforts. Through the reduction of such barriers and acceptance of neurodiversity, individuals who are neurodivergent can enjoy their own agency.
Supporting neurodiversity leads to greater innovation and problem-solving. There is evidence that neurodiversity can actually be a strength in certain fields. Similarly, individuals with ADHD may have high levels of creativity and the ability to multitask effectively, which can be an asset in fields like art and entrepreneurship. Conversely, individuals with ASD have shown a great level of focus and productivity in fields such as cybersecurity and coding. JPMorgan Chase found that their autistic employees achieve 90%—140% more than neurotypical employees. Unless they have a blatant desire to avoid identity politics, the failure of companies to take advantage of neurodivergent individuals is perplexing.
Accommodating neurodiversity enhances the overall academic performance of students. For instance, providing additional resources such as note-taking support, extra time on assignments, and alternative testing options can help students with learning disabilities overcome academic barriers. By accommodating neurodiversity, institutions are better able to serve the needs of diverse learners, leading to improved academic outcomes. This is particularly important given that neurodiverse individuals bring unique strengths and perspectives that can lead to innovation and progress in many fields.
Although some students may take advantage of SDS accommodations and exploit such a system of inclusion, the system is still beneficial. Those who possess ASD, ADHD, Neuroticism, and Dyslexia are often overlooked quite unfairly and this would attempt to mitigate their traditional lack of accommodations and support systems.
