The Neurodiversity Movement: Promoting Acceptance and Understanding
By Jajaida Gonzalez, MS, MA, CESP, S:US Vice President of Day Services and
Lori Lerner, LMSW, RYT-200 hr., S:US Coordinator of Family and Wellness
Autism Spectrum News
Summer 2025
Diversity is a cornerstone of human society, encompassing the range of identities, experiences, and backgrounds people bring to their communities. This includes differences in ability, race, gender, age, and more. For people with intellectual/developmental disabilities (I/DD), diversity also reflects their unique communication styles, behaviors, and challenges. However, despite growing societal emphasis on inclusion, stigma remains a persistent barrier, particularly for those exhibiting high-difficulty problem behaviors. These behaviors are often misunderstood, leading to social isolation, discrimination, and limited engagement in community life. Addressing this stigma is essential to creating a more inclusive and equitable society (Scior & Werner, 2016).
To fully embrace diversity, we must acknowledge that people with I/DD are valuable members of our communities. Their experiences and perspectives offer critical insights into human behavior and interaction, enriching our understanding of diversity. Recognizing this diversity not only counters stigma but also fosters appreciation for the unique contributions of all individuals (Bottini et al., 2021).
High-difficulty problem behaviors, such as aggression, self-injury, or extreme emotional outbursts, are often misunderstood. These behaviors frequently stem from communication barriers, sensory sensitivities, or environmental stressors, yet are frequently mischaracterized as intentional disruptions (Hastings et al., 2013). This perpetuates negative stereotypes, isolating individuals and hindering their ability to engage meaningfully in community life.
For people with I/DD, stigma manifests in social exclusion, reduced access to resources, and harmful stereotypes that label them as “difficult” or “unmanageable.” These perceptions perpetuate a cycle of exclusion, preventing individuals from accessing the support they need to thrive (Corrigan et al., 2014). Stigma also extends to their families, who may avoid seeking help out of fear of judgment or embarrassment. This cycle exacerbates challenges and reinforces systemic barriers to inclusion.
Equity is central to overcoming these barriers. Unlike equality, which assumes identical treatment for all, equity acknowledges that individuals have different needs and require tailored support to succeed (Schalock et al., 2010). For individuals with high-difficulty problem behaviors, equity may involve creating sensory-friendly spaces, providing specialized staff training, or implementing individualized behavior support plans.
Unfortunately, stigma often undermines equity. Negative perceptions of high-difficulty behaviors can result in exclusion from community programs and activities, limiting opportunities for social interaction and skill development. Families may also encounter systemic barriers to accessing support services, further isolating people with I/DD (Werner et al., 2012).
Inclusion extends beyond acceptance; it actively creates environments where all individuals feel valued and empowered to participate. Inclusive communities ensure that people with I/DD have opportunities to engage with their communities. This requires intentional efforts to dismantle stigma and promote understanding (Bigby & Wiesel, 2015). With enriching programs and support from staff, people with I/DD can explore their skills and interests and contribute more fully to society.
Key strategies for fostering inclusion include education about disabilities and the causes of high-difficulty behavior, empathetic approaches in supporting people with I/DD, creating inclusive spaces to accommodate diverse needs, and advocacy and representation to amplify the voices of people with I/DD and their families.
Some challenging behaviors that staff from S:US day habilitation programs encounter include screaming, yelling, crying, or cursing; dropping to the floor or the ground; refusal to engage in an activity; and throwing objects. Types of empathic support that staff provide can include physical or verbal prompts, calm and compassionate redirection, consistency with assigned staffing, playing music or dancing as a joyful activity, and creating a safe space to share feelings.
Crystal, a Direct Support Professional (DSP) at an S:US day habilitation program shared, “I always explain the agenda or plan for the day which builds awareness about the day and gives them comfort.” Crystal added, “The people we support want love, kindness, and social interaction, which is what we give them.” Staff tailors support to the needs of people with I/DD to help foster calmness and help them engage in activities.
By taking empathic approaches and encouraging empathy among community members, staff foster a culture of inclusion. Sharing positive narratives of individuals with I/DD successfully engaging in community activities can challenge stereotypes and highlight their strengths and contributions (Werner, 2015). Involvement in community activities shows neighbors that people with I/DD are an important part of society.
At all of S:US’ day habilitation programs, participants volunteer with various organizations, including God’s Love We Deliver, New York Cares, Regina Opera House, New York City Public Library, and other S:US programs. As Nicky, a DSP said, “Participants in our program like helping others and giving back to people in need. It helps them feel good, valued, and independent. They welcome the social interaction and meeting new people.” Participants have also helped design and make S:US bags and t-shirts for sale at S:US’ urban farms stands and S:US Pride t-shirts for the 2024 Pride Parade in New York City.
Alyssa and Shaida, persons supported by S:US, wearing the t-shirts they made at the 2024 Pride Parade.
Liysah, a Qualified Intellectual Disability Professional (QIDP) at two of S:US’ day habs said, “The inspiration for embracing inclusivity within S:US programs is to foster as much independence as possible for the people we support. We want them to integrate into the community and have rich experiences because it gives them a sense of possibility. After outings in the community, they return to the program with renewed energy and the ability to express their feelings. It is rewarding to witness their joy.”
LT, another DSP, said, “People in the community watch us on outings and want to meet us. Once they see us volunteering and doing different activities, they learn about people who are neurodiverse, and they reach out to us for support for their loved ones with disabilities. I love teaching the people we support because they can lead a full life. They take pride in volunteering and helping other people.”
Tyrone, a day hab participant, shared that he likes to go out in the neighborhood. “I like to talk to new people and volunteer with God’s Love We Deliver.” Asmaa, another participant said, “I go to the corner store near my program to buy things and speak Arabic with their workers. It is my first language and makes me feel good.”
Creating inclusive spaces helps communities accommodate people with diverse needs. Sensory-friendly environments, quiet zones, and adaptive programming ensure that individuals with high-difficulty behaviors feel included. Physical accessibility and positive behavior support provide strategies to further enhance inclusivity (Hodapp & Fidler, 2020). These steps help society embrace diversity.
Amplifying the voices of people with I/DD and their families is essential for shaping inclusive policies and practices. Engaging them in decision-making processes ensures that their needs and experiences are reflected in community initiatives (Clegg et al., 2008). S:US engages participants with I/DD in our programs, along with their family members, and encourages them to advocate with policymakers. It is essential to include the voices of people who are neurodiverse in policies that affect them.
By embracing diversity, fostering equity, and promoting inclusion, we can dismantle stigma and build communities where everyone feels like they belong. These efforts benefit not only people with I/DD but society as a whole. Together, we can build a more inclusive and equitable society, ensuring that everyone has the opportunity to thrive and live a life with purpose.
References
Bigby, C., & Wiesel, I. (2015). Making life good in the community: Measures of resident outcomes and staff perceptions of the move from an institution. La Trobe University.
Bottini, S., Wiseman, N., & Gillberg, C. (2021). A systematic review of inclusive education research for children with intellectual disabilities. International Journal of Educational Research, 109, 101823.
Clegg, J., et al. (2008). Inclusion and intellectual disability: A research synthesis. Journal of Applied Research in Intellectual Disabilities, 21 (4), 290-303.
Corrigan, P. W., et al. (2014). Challenging the public stigma of mental illness: A meta-analysis of outcome studies. Psychiatric Services, 65 (10), 1243-1255.
Hastings, R. P., et al. (2013). Stress in parents of children with intellectual disabilities at transition to adulthood: A review. International Review of Research in Developmental Disabilities, 44, 165-203.
Hodapp, R. M., & Fidler, D. J. (2020). Special education and intellectual disabilities: Current trends. American Journal on Intellectual and Developmental Disabilities, 125 (4), 319-329.
Schalock, R. L., et al. (2010). Quality of life for people with intellectual disabilities: A new paradigm. Journal of Policy and Practice in Intellectual Disabilities, 7 (4), 276-285.
Scior, K., & Werner, S. (2016). Intellectual disability stigma and inclusion. Intellectual and Developmental Disabilities, 54 (6), 444-455.
Werner, S. (2015). Stigma in the field of intellectual disabilities: Impact and initiatives for change. Research in Developmental Disabilities, 36, 616-625.
Werner, S., et al. (2012). The impact of stigma on social inclusion and quality of life for individuals with intellectual disabilities. Journal of Intellectual Disability Research, 56 (10), 936-947.
