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This edition of Keeping Up With… was written by Jennifer Slagus.

Jennifer Slagus is a Visiting Research & Instruction Librarian at the University of South Florida Libraries, email: slagus@usf.edu.

Introduction

People interact with and experience the world in many different ways; this natural variation in brains, bodies, and ways of being is called neurodiversity. The neuro- part of neurodiversity refers to the infinitely-many differences found across human brains, nervous systems, and styles of cognitive function. The -diversity part means neurodiversity is something of which all people are part. In the same way that no one person is “diverse,” but rather all people are part of the racial, gender, sexual, cultural, etc. spectrums of diversity.

In the past decade, the focus on neurodiversity in the media and in libraries has increased exponentially, but this attention does not indicate that neurodiversity is simply a fad or trending topic. Rather, attempts to better appreciate, support, and earnestly include individuals of all neurotypes has facilitated the change. Librarians can continue to support the needs and preferences of all patrons through a neurodiversity-informed approach.

Key Terms

To acknowledge the vast diversity of human neurocognition in different contexts, it is important to first gain a clear understanding of the specific terms frequently used in discussions related to neurodiversity.

• Neurotypical: An individual whose brain/body adhere to what a society has deemed as “normal” would be considered neurotypical.
• Neurodivergent: An individual whose brain/body diverge in some way from the dominant societal standards of “normal” would be considered neurodivergent. Neurodivergent people may be, for example, autistic or dyslexic, they may be nonspeaking or have ADHD, Tourette syndrome, or synesthesia, among many other experiences.[1]
• The Neurodivergent Spectrum: Figure 1 represents the wide range of different experiences that neurodivergent people may face to greater or lesser degrees, and the intensity can change from day-to-day. For example, a person may have more difficulty with sensory sensitivity on days when they are tired, overwhelmed, or approaching burnout.

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Neurodiversity Paradigm vs. Pathology Paradigm

A paradigm is the lens through which one views the world. The Neurodiversity Paradigm[2] views neurocognitive difference as a valued, natural part of human diversity. Within this paradigm, neurodivergence if often considered part of an individual’s identity and, thus, should not be “cured.” By way of contrast, the Pathology Paradigm positions neurodivergence as a problem or a deficit, and often endeavors to change neurodivergent ways of being in order for individuals to appear more “normal” (i.e., more neurotypical). Adopting a Neurodiversity Paradigm works to appreciate students, faculty, and other patrons in their current form, and recognize the valuable insights that their differences contribute to libraries and classrooms.

Accessibility Benefits Everyone

In working to reduce (and ideally eliminate) the stigma that the Pathology Paradigm can introduce, beginning from an equity-focused mindset can improve the experiences of all patrons. Libraries can achieve this by providing “accommodations” as the baseline. Things that would commonly be seen as accommodations in educational spaces—such as providing clear written directions and video transcripts or offering sensory-sensitive environments—are tools that can help all people succeed, regardless of their neurotype.

Librarians can work to reduce others’ barriers to success by using Universal Design[3] in public and academic spaces. While it is wonderful and necessary to provide accommodations when individuals ask for them, if we instead prioritize the standardization of accessibility from the very beginning, it is less likely that programs and spaces will need to retrofit later on. When patrons needs and preferences are continually an “add-on,” it is easy for them to feel like they are an afterthought and not fully welcome in the library because it was never a space truly intended for them.

Intentionally focusing on accessibility and inclusivity reiterates the Curb-Cut Effect that is emphasized in Universal Design for Learning and social justice education frameworks. The Curb-Cut Effect is the phenomenon where things originally intended as disability accommodations (like ramps and cut curbs) actually benefit everyone. For example, a ramp built for wheelchair accessibility in turn makes deliveries easier too.[4]

You can learn more about the Curb-Cut Effect through the facilitated by disability author and advocate Gary Karp.

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Relating the Curb-Cut Effect to neurodiversity, one application in academic libraries could look like providing written interview questions for all candidates a few days before an interview. This can allow candidates to prepare with less anxiety and pressure, while also giving them an opportunity to identify their best experiences that answer the interview questions. While this can reduce all candidates’ stress levels, it can also drastically lessen the anxieties of autistic candidates, those with ADHD, or those with auditory processing delays, who may worry about missing parts of the question. Plus, this comfortability can also improve the quality of interview responses (which is a win for everyone involved).

Creating Neurodiversity-Informed Library Environments

By starting from an equitable position that anticipates and “accommodates” patrons’ individual needs, librarians can work to foster an enriched sense of belonging in the library and in the community. The ways in which disabled and neurodivergent patrons are talked to and about, and to what degree they are included, directly impacts how welcome and wanted (or not) they feel. The intentional creation of spaces and services that are neurodiversity-informed can encourage library engagement among both neurodivergent and neurotypical patrons.

Welcoming and sensory-friendly library spaces can look like:

• Individual study rooms with dimmable lights or alternative lighting (such as lamps or LED strips).
• Spaces with comfortable seating options.
• Areas or entire floors with varied noise levels; including both quiet spaces and areas where fidgeting, stimming, and vocalizing (e.g., echolalia, tics/Tourettes) are accepted.

Welcoming and sensory-friendly library services can look like:

• Offering all events and programming in hybrid or digital modalities to allow for varied forms of engagement.
• Virtual research consultations (with or without video or audio).
• Chat, email, and other text-based reference services.
• Installing dyslexia-friendly fonts, screen readers, and captioning software on library computers and providing simple directions for enabling/disabling them.
• Clear signage, directions, and/or messaging that enables patron autonomy when engaging with services; this is especially helpful for those who are ask-averse.

Conclusion

The concept of neurodiversity emphasizes that every brain/body is different, and it can be difficult to meet the needs of every single patron. Librarians can foster more welcoming environments by adopting a Neurodiversity Paradigm which recognizes and values the neurocognitive differences of all students, faculty, staff, and community members. By designing spaces and services from this perspective where neurodivergent and otherwise disabled people are fully included can work to benefit all.

Notes

[1] Slagus, Jennifer, and Adrienne Kitchin. “Welcoming the Weird and Wonderful: Creating Classroom Environments That Support Neurodiversity.” Understanding Mental Health Across Educational Contexts: Promoting Wellness in Classrooms, 2024.

[2] For more on the Neurodiversity Paradigm, see Walker, Nick. Neuroqueer Heresies: Notes on the Neurodiversity Paradigm, Autistic Empowerment, and Postnormal Possibilities. Autonomous Press, 2021.

[3] See Keeping Up With…Universal Design for Learning by Robin Brown, Zach Welhouse, and Amy Wolfe. /acrl/publications/keeping_up_with/udl.

[4] For more examples, see Gary Karp on “The Curb Cut Effect,” 2011. .