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.