Crossroads: The intersection of affirming cultural and neurological diversity

Abstract

As a result of societal and dominant cultural definitions of “normal,” individuals have to fight for
space and voice for each quality outside this hegemonic definition. (Dis)ability has largely been
defined within the medical model, which increases alienation and dismisses (dis)ability from
discussions of diversity. The intersection of cultural diversity for multilingual learners and
neurodiversity in terms of autism offers a space where the affirmation of all forms of diversity
promotes change. Beginning with the role of diversity, as previously defined in multicultural and
multilingual settings, the defining of autism is then scrutinized through three lenses: cultural and
linguistic diversity, within the medical model, and finally as a form of neurodiversity, which
encourages an alternative understanding of autism. Using these lenses, teachers who teach in
English language learner programs or otherwise have the power to embrace forms of diversity
and ability as a point of enrichment within the classroom setting and align services and
instruction with home language, beliefs, and culture.