Chapter 1: Introduction to Diversities of the Body and Brain

Learning Objectives

• Understand how disability is defined and how to use related terms in day-to-day life.
• Describe different models and views of disability.
• Recognize the different categories disabilities can be grouped into.

What is Disability?

Disability is a condition which affects a person’s body, brain, senses, or mind. Disabilities can be hidden or visible. Hidden disabilities are often not easily seen by others, like mental health, neurodivergence, hearing loss, or brain injury. Visible disabilities may be more easily seen by others, like amputation; or noticed because of aids used, like an assistance animal. Aids come in a variety of forms and can assist with communication, such as text to speech software, or mobility, such as a walking stick or wheelchair. (Deakin University, 2024a).

Credit: Chona Kasinger, Disabled and Here, CC BY 4.0 International

Across the world, cultures view disability differently. Behaviors dubbed ‘divergent’ vary due to different expectations in socially expected behaviors. Yet, many diagnostic tools are based on Western norms. For example, in the U.S. avoiding eye contact is often viewed as an autistic trait, however, in some Asian and African communities, eye contact with adults or authority figures is considered rude. Despite this difference in culturally taught behaviors, professionals often use the Western expectations for eye contact as a diagnostic tool in assessing for disabilities, disregarding cultural nuances in behaviors and any related stigmas associated with diagnoses.

Complete the resource “What is a disability” on Manifold, then continue reading.

Models of Disability:

The way that we talk about disability (our language) depends on our disability model. There are nearly two dozen disability models. (See Models of Disability: Types and Definitions for a more detailed overview.) Three common ones include: the social model, medical model, and charity model.

The medical model views disability as a defect within the individual. It looks at disability from a physical perspective and aims to ‘fix’ and individual by diminishing their disability. For people with a chronic disability, this approach can be harmful, as the model implies there will always be something ‘wrong’ with them. However, for someone with a broken arm, this approach may be helpful.

The social model believes that disability is caused by society being unwelcoming of people with an impairment or condition. The social model seeks to support disability by changing the environment around the person (e.g. building ramps instead of stairs). The social model tends to consider the importance of creating a culture that is as accessible for everyone as possible.

The charity model views disability as a chance of circumstance, thus those with disabilities are classified as ‘victims.’ This creates a culture of care around the individual, leading to feelings of pity. Not only can this be degrading, but also dangerous as it can lead to medically classifying, segregating, and removing autonomy and decision-making power from individuals. The charity and medical models are used most frequently by non-disabled people to explain and discuss disability. Note: Closely related to the charity model is the economic model which defines disability by a person’s inability to work and contribute economically to society. Discussions related to this model often include assistance payments, profit margins for employers, and state welfare payments. While the economic model focuses on an inability to work, it is important to note there are a vast array of people with visible and hidden disabilities in the workforce.

In this TedTalk, Ryan Gersava focuses on creating space for all ability levels in the workplace, acknowledging the healing that is needed for people to feel safe disclosing disabilities at work.

Credit: Vitaly Gariev on Unsplash

Each of these models presents a different way of looking at the world. Understanding experiences from multiple perspectives and ensuring voices of all types of people are not only heard, but included in decision-making processes, can expand our worldviews and make us more inclusive team members.

Disability Groups

Read through the following medical disabilities categories. Do any surprise you?

Physical:

• Difficulties breathing
• Seizures or fainting
• Constant or recurrent pain or fatigue
• Limited use of arms, fingers, feet, or legs
• Difficulty moving, or physical deformity

Psychosocial:

• Emotional or psychological conditions, such as anxiety, depression or other mental illness
• Memory difficulties or confusion
• Social or behavioral challenges

Learning and understanding:

• Challenges with intellectual functioning, including ability to learn and understand, which can impact everyday life skills. 

Sensory:

• Loss of sight or hearing
• Challenges when communicating verbally

Head injury, stroke, or acquired brain injury:

• Can include difficulties with cognitive functioning, physical and speech challenges, or emotional or behavioral changes that impact a person’s independence, quality of life, and social interactions.

Other:

• Difficulties completing daily activities due to a long-term condition, or due to treatment or medication for an injury or condition. (Deakin University, 2024a; ABS, 2024).

All disabilities have an impact on a person’s ability to function in their day-to-day life. 

Neurodiversity

What do the terms neurodiverse, neurodivergent and neurotypical mean?

To help ensure you are aware of the most appropriate language to use when interacting with your peers, work through these key definitions and practice using example sentences for each term.
If you are ever unsure what term to use, it is always okay to ask the person you are talking with what terms with which they identify.

Neurodiversity:

• Is defined as “the diversity of human minds”: the variation of functioning within our society; when multiple neurocognitive styles are represented in a group. (Walker, 2024, Neurodiversity section, para. 1).
• In other words, when considering a whole population or a diverse group of people, the group is considered neurodiverse. One individual cannot be neurodiverse, but they can be neurodivergent (see next section).

Neurodivergence:

• When an individual’s brain diverges or differs from what the society considers typical or ‘normal’ (Walker, 2024).
• There are many different conditions that fall under the umbrella of neurodivergence. To learn more about these conditions, and how terms can be used appropriately see the graphics and information compiled by the Stimpunks Foundation. A few examples of neurodivergence are also explained in more detail in the next section.

Neurotypical:

• Individuals whose neurocognitive functioning falls within the typical or ‘normal’ societal standards. Neurotypical is the opposite of neurodivergent (Walker, 2024).

Complete the resource “What is neurodivergence and neurodiversity?” on Manifold, then continue reading.

Examples of Neurodivergence

Both neurotypical and neurodivergent brains are needed for society (and indeed groups) to function well. There is nothing inherently ‘good’ or ‘bad’ about how different brains function. The goal is to develop an understanding of different brains and some strategies when working with people whose brain differs from your own.

Below are a few examples of some of the conditions included under the umbrella term of ‘neurodivergence’ (Walker, 2024). Remember, everyone will have their own communication needs and preferences. Just because your friend, who is dyslexic, prefers computer automated reading, doesn’t meal all dyslexic people will. Avoid making assumptions! Use the Neurodiversity Toolkit (Radulski, 2020) as a resource for further reading about helpful language to use when talking with others.

Autism:

• A lifelong condition that “affects how a person thinks, feels, interacts with others, and experiences their environment” (Deakin University, 2023b).
• Autism can look like differences in communication, social interactions, sensory processing, and preferences for routines and structure (Deakin University, 2023b). However, every autistic person is different in their skill set, so it is important not to make assumptions.
• Use the Autism Empowerment webpage (2025) to learn more about myths associated with autism.
• In this Ted Talk, Jac den Houting discusses the medical and social models in the context of autism, as well as speaking about some of the assumptions we tend to make about autistic people.

Attention Deficit Hyperactivity Disorder (ADHD):

• A condition that “affects your brain’s executive functioning, as well as your ability to self-regulate and control your thoughts, words, actions and emotions” (Deakin University 2023a).
• Also referred to as ‘Variable Attention Stimulus Trait’ (VAST).
• Visit the UC Davis Health Mind Institute webpage (2025) to learn more about myths associated with ADHD.

Dyslexia:

• Dyslexia is a “language-based learning disability. Dyslexia refers to a cluster of symptoms, which result in people having difficulties with specific language skills, particularly reading.” (The University of Melbourne, n.d.).
• Visit the University of Michigan webpage (2025) to learn more about myths associated with Dyslexia.

Obsessive Compulsive Disorder (OCD):

• A condition where people address obsessions (such as fear of contamination or germs, or the need for order) through compulsions (behaviors such as washing, checking, cleaning, counting, ordering and arranging) (Moulding, n.d.)
• Visit the International OCD Foundation webpage (2023) to learn more about myths associated with Dyslexia.

Sensory Processing Disorder:

• A condition where sensory receptors in the nervous system are unable to appropriately process environment input leading to the individual feeling overly sensitive or under-responsive to stimuli like sounds, lights, textures, or movement.
• This can affect numerous areas of the body including balance and movement. (All Star ABA, 2025).

Social Anxiety Disorder (SAD):

• A mental health condition where people experience fear and distress toward social situations, often feeling scrutinized or embarrassed around others. Fear responses can include sweating, blushing, increase heart rate, shaking, nausea, and shortness of breath.
• Some individuals experience anxiety in all social situations, while others may only face anxiety when they are the focus of attention, such as during a presentation. (Fisher, 2024)

Post-traumatic Stress Disorder (PTSD):

• Those experiencing PTSD often have intrusive memories, avoidance behavior, negative changes in thinking and mood, and changes in reactivity lasting longer than one month. There are a variety of reasons PTSD develops. To learn more, read Myths About PTSD (Springer, 2020).

Key Takeaways & Summary

Now that you’ve read the chapter, write a summative conclusion with your key takeaways below. What information do you want to remember? How does it all tie together, and why does this information matter? You will thank yourself when it’s time for the exam.

Authors & Attribution

The content in this chapter was remixed, adapted and/or authored by Seroka, L. (2025) from Menhenett, T., Milne, N., and Krishnan, S. (2025). "Communication and Teamwork Skills to Support Neurodiversity" published through Deakin University via the Council of Australian University Librarians Open Educational Resources Collective. This content is licensed under CC BY-NC 4.0.

References

All Star ABA. (2025). What is the difference between autism and sensory processing disorder? https://www.allstaraba.org/blog/what-is-the-difference-between-autism-and-sensory-processing-disorder

Australian Bureau of Statistics. (2024, 5 September). Disability, Ageing and Carers, Australia: Summary of Findings methodology. https://www.abs.gov.au/methodologies/disability-ageing-and-carers-australia-summary-findings-methodology/2022

Autism Empowerment. (2025). Autism facts and myths. https://www.autismempowerment.org/understanding-autism/facts-myths/

Deakin University (2023a). ADHD. https://www.deakin.edu.au/students/student-life-and-services/health-wellbeing-and-safety/hwb/counselling/hwb-resources/mind/adhd

Deakin University. (2023b). Autism. https://www.deakin.edu.au/students/student-life-and-services/health-wellbeing-and-safety/hwb/counselling/hwb-resources/autism

Deakin University. (2024a). Disability Access and Inclusion Plan: 2025-2029. https://www.deakin.edu.au/about-deakin/vision-and-values/diversity-equity-and-inclusion/international-day-of-people-with-disability

Deakin University. (2024b, 2nd September). Speaking Me, Hearing You: A learning toolkit for talking about disability. https://researchsurveys.deakin.edu.au/jfe/form/SV_cNiD52pUrFgQIvA

Fisher, J. (2024). Social anxiety disorder: Treatments and tips for managing this challenging condition. Harvard University. https://www.health.harvard.edu/mind-and-mood/social-anxiety-disorder-treatments-and-tips-for-managing-this-challenging-condition

Langtree, I.C. (2025). Models of Disability: Types and Definitions. Disabled World. https://www.disabled-world.com/definitions/disability-models.php

Radulski, E. (2020). Crash Course Neurodiversity 101. La Trobe University. https://opal.latrobe.edu.au/articles/educational_resource/Neurodiversity_toolkit/13322981/1?file=25667627

Springer, S. (2020). 5 common myths about PTSD. Psychology Today. https://www.psychologytoday.com/us/blog/free-range-psychology/202010/5-common-myths-about-ptsd

UC Davis Health. (2025). Myths about ADHD. https://health.ucdavis.edu/mind-institute/resources/understanding-adhd/adhd-myths

University of Michigan. (2025). Dyslexia myths and facts. Dyslexia Help. https://dyslexiahelp.umich.edu/dyslexics/learn-about-dyslexia/what-is-dyslexia/dyslexia-myths-and-facts/

Vallejo, M. (2023). Breaking down OCD myths: Dispelling misconceptions and stigma. International OCD Foundation. https://iocdf.org/blog/2023/08/18/breaking-down-ocd-myths-dispelling-misconceptions-and-stigma/

Walker, N. (2024). Neurodiversity: Some basic terms & definitions. Neuroqueer. https://neuroqueer.com/neurodiversity-terms-and-definitions/