Neurodivergence

​Neurodivergence

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Goal: Today, I will learn about the physical differences in the brain between three common forms of Neurodivergence (ADHD, Dyslexia, and Autism) and the brains of neurotypical people. I will also learn about Rosemary Kennedy's failed lobotomy, and how it was meant to "cure" her. This relates to Communications and Linguistics because our brain's patterns of functioning influence how we communicate.

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Why: So that I can understand why not everyone's brain works the same way and what some of the differences may be, which may affect communication and language. Also, to learn a brief history of how the medical institution used to treat people with learning disabilities and/or neurodivergence.

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​Success: I am successful when I can explain what ADHD, Dyslexia, and Austism are, and can explain the differences in how neurodivergence and learning disabilities are handled today versus in the past.

People whose brain differences affect how their brain works. This means they have different strengths and challenges from people whose brains don't have those differences. (This is not the same as a learning disability or intellectual disability, although some people may have both)

​Neurodivergent

People who have brains that function in a similar way to most of their peers. Individuals who are neurotypical develop skills, such as social or organizational skills, at around the same rate as others their age.

Neurotypical

Medical terminology uses words like "disorder" and "risk factors" to discuss terms clearly, but having neurodivergence (such as Autism, ADHD, or Dyslexia) does NOT mean someone isn't smart. It just means their brain works differently than the majority.

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To Clarify

It is not better or worse to be nuerodivergent​ or neurotypical. ​

​Also, this is a BRIEF overview because we are looking at the brain and it's important to know that not everyone's brain works the same. There is MUCH more to neurodivergence than what we will cover in the scope of this class.

• More symmetrical hemisphere sizes than neurotypical brains

• Connections between the two hemispheres may not be as strong​

• Gyri and Sulci ​(brain folds and wrinkles) have significantly more folding in the left parietal and temporal lobes as well as the right frontal and temporal regions

• Timing of the electronic messages sent throughout the brain may be different

​ASD & brain anatomy

Multiple Select

What are some physical brain differences associated with Autism?

• Unusually quick brain growth as a baby and child

• Less symmetrical brain than neurotypical individuals

• Patterns of neurological connections are atypical

• The brain has the ability to use telekinesis

• More deeply grooved gyri and sulci in some regions

Some common characteristics of Autism:

• Avoiding eye contact

• Strict adherence to routine, hyper focus on certain interests

• Repetitive behaviors

• Communication differences​

• Strong reactions to how things smell/taste/feel/look/sound

• And more- it can look very different for different people!​

*1 in 59 children fall within this Autism Spectrum! Part of why it is important to understand Neurodivergence is because of prevalence.

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Many inventors, performers, scientists, artists, entrepenuers, and more have or had ASD. Pictured here is Nikola Tesla, a very prolific inventor. It is reported he wouldn't let women wear pearls in his presence, was very sensitive to light and sound, preferred to be alone, and was obsessed with the number 3.​

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A spectrum means that there is a continuum that characteristics may fall within.

ASD (Autism Spectrum Disorder)

*According to the CDC

Some differences in brain anatomy-

-Some neural networks may take longer to develop

-Brain chemicals may struggle to get the message across- the sending neuron may not release enough neurotransmitters​

-The receiving neuron may have trouble "catching" the neurotransmitters

-The timing of the neurotransmitters may interfere with proper connectivity​

-A neurotransmitter deficiency in many areas, such as the basal ganglia and Reticular activating System, can cause inattention and impulsivity​, and in some cases hyperactivity. (Not everyone with ADHD experiences hyperactivity)

ADHD is the result of chemical, structural, and connectivity differences in the brain. This is mostly due to genetics. Scientists believe ADHD is related to a deficiency in specific neurotransmitters- norepinephrine (which you need for concept of time and prioritizing) and dopamine (which you need to be interested in something)

​ADHD (Attention Deficit Hyperactivity Disorder)

Like many physical and mental differences, this was poorly understood for many years and is still being learned about.​

Studies have shown that medical treatment, exercise, and certain organizational procedures can greatly help people with ADHD.

Multiple Select

Which are MYTHS about ADHD?

• Individuals with ADHD can't focus on anything for too long.

• Individuals with ADHD focus on the task that is most intriguing to them.

• Individuals with ADHD are very curious.

• Most individuals with ADHD are hyperactive.

Multiple Select

Select the TRUE statements.

• Dyslexia is often genetic.

• The brains of people with dyslexia tend to rely more on the right hemisphere & frontal lobe.

• Dyslexia falls within a spectrum.

• The left brain hemisphere has more to do with language and reading- The right handles more spatial awareness.

Open Ended

Yesterday we learned about the practice of Phrenology and how it was used against many marginalized people. Today we are going to learn a bit about another practice that has harmed many neurodivergent people in the past- lobotomy. Knowing what you know about the brain's lobes, what do you think lobotomy is?

​Rosemary Kennedy *Article adapted from JFKlibrary.org

​Rosemary Kennedy, born Rose Marie Kennedy on September 13, 1918, was the third child and eldest daughter of Joseph and Rose Kennedy. (She was sister of former US-President JFK. When she was born, reportedly the doctor wasn't available yet and the nurse wasn't comfortable delivering the baby, so the nurse physically prevented her from being born until the doctor arrived, which resulted in a two hour delay and likely oxygen deprivation.) She was slower to crawl, slower to walk and to speak than her brothers, and she experienced learning difficulties when she reached school age. Despite her apparent intellectual disabilities, Rosemary participated in most family activities. In the diary she kept as a teenager she described people she met, dances and concerts she attended, and a visit to the Roosevelt White House. When her father was appointed US Ambassador to Britain in 1938, Rosemary went to live in London and was presented at court along with her mother and sister Kathleen. (Reportedly she thrived in London- she was happy, had friends, enjoyed school, etc)

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But when the family returned to the United States in 1940, “Rosemary was not making progress but seemed instead to be going backward,” as her sister Eunice later wrote. “At 22, she was becoming increasingly irritable and difficult.” The following year, after being persuaded that a lobotomy would help to calm his daughter and prevent her sometimes violent mood swings, Joseph Kennedy authorized the operation. The relatively new procedure, which at the time seemed to hold great promise, left Rosemary permanently incapacitated and unable to care for herself. On the recommendation of Archbishop Cushing, Rosemary was sent to St. Coletta’s School for Exceptional Children in Jefferson, Wisconsin, where she would live for the rest of her life.

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Eunice Kennedy Shriver had a particularly close relationship with her older sister, and great empathy for Rosemary and others who faced similar challenges. In 1962, Mrs. Shriver started a summer day camp in her own back yard for children and adults with intellectual disabilities, a camp which evolved into Special Olympics, now a global competition that involves 1.4 million athletes from 150 countries.

Rosemary Kennedy died on January 7, 2005 at age 86. Eunice Shriver said in her eulogy that Rosemary had left a legacy that was long and deep. Along with inspiring Mrs. Shriver’s own work with Special Olympics, Rosemary had inspired her brother, President John F. Kennedy, to initiate sweeping legislation designed to improve the quality of life for Americans with disabilities. She had inspired her sister Jean Kennedy Smith to start Very Special Arts and her nephew, Anthony Shriver, to start Best Buddies. Hospitals, schools and other such facilities around the world have been named in honor of Rosemary Kennedy.​

​"Rosemary was strapped to a table and given an anesthetic to numb her brain, where doctors drilled two small holes. She was wide awake the whole time."

Open Ended

How do you think our society has changed in our view and treatment of people with neurodivergence and/or disabilities since Rosemary Kennedy's time?

Also, what improvements does our society still need to make?