Understanding Autism and Neurodiversity in today's age

Autism and neurodivergence affect a significant portion of the population, with diagnoses rising each year. In Australia, an estimated 15% to 20% of school students are neurodivergent, and 1 in every 40 adults has Autism. Neurological differences affect around 12% of the Australian workforce.

Autism is often described as a form of ‘neurodiversity’ or as ‘neurodivergent’, but these terms also apply to many other neurological differences — from ADHD to Down’s syndrome. So, what do these terms really mean, and how do they relate to Autism?

Explore key questions about Autism and neurodiversity, dispel some common myths, offer some essential facts and explore key issues in neurodiversity education. Whether you’re looking to study, teach, offer community support or specialise in this field, this guide is for you.

What is Neurodiversity?

Although you might just be hearing them recently for the first time, the terms ‘neurodiverse’ and ‘neurodivergent’ aren’t new. In fact, they have been around since the 1990s. Brought into mainstream academia by the Australian Autistic sociologist Judy Singer, who began using these words as a non-judgmental alternative to deficit-based terms such as ‘disorder’. These terms have been adopted and shared online across neurodivergent communities for decades.

Neurodiversity refers to the range of differences in how human brains function and process information, including variation in attention, learning, mood, sensory perception and social interaction.

Autism can be considered one form of neurodiversity:

• Attention deficit hyperactivity disorder (ADHD)
• Dyslexia
• Tourette syndrome
• Developmental Coordination Disorder (DCD) or Dyspraxia,
• Acquired brain injuries, and mental health conditions (such as Obsessive Compulsive Disorder (OCD), Bipolar or PTSD) are also considered forms of neurodiversity.

The ‘neurodiversity paradigm’ — the field of thought developed in neurodivergent-led spaces in the 1990s takes the position that differences across human neurologies are a source of social value and individual strength. Instead of pathologising neurological differences as medically deficient or deviant, this perspective celebrates difference as a valuable part of being human. A neurodiverse worldview acknowledges that society is made up of individuals of different talents and interests such as artists, accountants, lawyers, police, teachers and musicians  all of whom have a valuable role to play in our community.

The term ‘neurodivergent’ describes individuals whose neurological development diverges from what is considered ‘neurotypical’ for example, people with Autism, ADHD, or Dyslexia. Rather than viewing these differences as deficits, neurodivergence is understood as a meaningful part of belonging to a fascinating and varied human species.

These terms are incredibly important for reframing how we understand neurodiversity within our institutions and interactions. For many neurodivergent people, it can be difficult to find understanding among peers or have their unique needs accommodated in education and employment. Neurodivergent kids in Australia are often being left behind in schools designed around competitive testing. Acknowledging neurodivergence and being respectful of the chosen identity-first or person-first language around neurodiversity helps us perceive each other in a non-judgemental way. By viewing neurodiversity as natural and positive, we can move away from rigid ideas of what a ‘normal’ experience looks like and instead celebrate how unique and incredible each person can be.

What is Autism?

Officially called ‘Autism Spectrum Disorder’ (ASD), it is a neurological processing difference that can influence many areas of a person’s life to varying degrees. The key functions of the brain that can be transformed by Autism include perception, executive function, motor skills, language and sensory processing. It’s a neurodevelopmental condition, which means that it's present from birth and affects how someone develops, experiences and interacts with the world around them for the duration of their life.

Contrary to misinformation, there is no ‘cure’ for Autism — it is not a disease, it is simply a different way of being. No two people experience Autism in the same way — each Autistic person’s neurology is unique, and there is no one test that can be universally used to form a diagnosis. An Autism diagnosis is made on the basis of developmental assessments and behavioural observations.

Understanding the Autism ‘Spectrum’

Autism as a spectrum, it's not a line from ‘high’ to ‘low’ level Autism — although common, that idea is outdated and misleading. The spectrum reflects the diversity of experiences, traits, and needs across the Autistic community. It’s not a linear progression: it’s more like a complex matrix of potential experiences, with each individual having different strengths, needs, behaviours and challenges in different areas which may sometimes overlap.

There is no one way to live with Autism. Some Autistic people may thrive in structured routines, while others prefer flexibility: there is simply no “typical” Autistic person, just as there is no typical human. Everyone has their own way of navigating the world, and their own preferences, even in how they identify. Some people may say “I’m Autistic,” “I’m on the spectrum,” or “I have Autism:” all terms are valid. Some people also still use terms like “Asperger’s,” although that’s no longer a current diagnostic term.

Neurodiverse education’s impact on neurodivergent individuals

In Australia, it’s estimated that around 15-20% of children and teenagers in the education system are neurodivergent. The most common forms of neurodivergence in this group are ADHD with a prevalence of 4–11%, and 3–4% for Autism. Around 60% of teenagers with Autism finish year 12 level education, but only 8.1% go on to get a bachelor's degree or higher. Unfortunately, neurodivergent learners are still being left behind in an education system that is often unable to accommodate neurodiversity.

Adopting a neurodiversity paradigm in education can have a huge positive impact both on neurodivergent learners and the rest of the students in a classroom. A neurodiversity-positive approach to education recognises that human brains are naturally varied and that learning environments and strategies must be designed with this variability in mind.

Rather than treating support as an afterthought for a few neurodivergent individuals, neurodivergent inclusive education builds in flexible structures and tools that benefit all learners. This approach centres the voices of neurodivergent students and staff, while involving professionals in supportive (rather than corrective) roles. Neurodiverse education can look like:

• Universal Design for Learning supports diverse needs with tools like visual timetables, flexible seating, and noise-cancelling headphones.
• Inclusive policies such as relaxed uniform rules, quieter spaces and transitions without school bells create calmer, more accessible spaces for all.
• Tools like laptops benefit all learners and remove stigma from support.
• Staff explain things clearly and respect neurodivergent traits rather than trying to ‘correct’ them.
• Allow flexibility in outcomes, and recognising different learning paths and destinations.
• Centre neurodivergent voices and promote self-advocacy across the whole school.

Although more research needs to be done in this area, case studies so far demonstrate how educational institutions which adopt a neurodiversity paradigm can lead to better outcomes for neurodivergent learners - and even those who aren’t neurodivergent. Classrooms which implement Universal Design for Learning, for example, demonstrate improvements in literacy outcomes also for children who have been struggling with reading and writing.

Degree specialising in Autism and Neurodivergent Studies

For anyone interested in learning more about the important field of neurodivergent studies, there is now a new Graduate Certificate in Autism and Neurodivergent Studies . You don’t need to be a qualified teacher to enrol in this course - anyone with a passion for inclusive practice and the desire to make a meaningful difference can enrol.

Whether you work in education, health, social services, or community development, this course will equip you with the most up-to-date knowledge and advanced skills to support neurodivergent people across a variety of settings.

“This course is designed for anyone who wants to deepen their understanding of neurodiverse perspectives and collaborate to develop meaningful support strategies. Ultimately, it’s about driving real change and creating more inclusive environments.

Through a person-centred approach and by listening to lived experiences, students gain the opportunity to truly understand the unique perspectives that neurodivergent individuals bring. This not only challenges stereotypes but also encourages a deeper appreciation of strengths, and fosters advocacy and empowerment through authentic connection and understanding.” says Jeannette Keser, Program Director for Education.

This specialised program focuses on neurodiversity positive and evidence-based support strategies, grounded in the lived experiences and perspectives of neurodivergent individuals. In addition to Autism, you’ll engage with key conditions such as ADHD, dyslexia, dyspraxia, dysgraphia, and dyscalculia, preparing you to design inclusive solutions at both community and systems levels. The course offers a broad range of electives so you’ll be able to apply your knowledge across many different areas in the field of neurodiversity support.

You’ll graduate with the ability to:

• Design inclusive, ethical, and effective environments for neurodivergent individuals.
• Critically evaluate bias and ableism in education and society.
• Collaborate across disciplines to implement person-centred support.
• Apply neurodivergent-informed theories in real-world educational and social contexts.

Diverse careers in Autism and Neurodivergent Studies

The demand for neurodiversity-informed professionals is growing rapidly across a diverse range of sectors from schools and government policy to consultancy and community development work. As awareness grows around neurodivergence, so too does interest in responding with adequate support and understanding. If you’re passionate about making a difference in this growing field, there are lots of different ways you can use your training and expertise to make an impact.

“Graduates will leave with a powerful set of career-ready skills, including inclusive communication, empathy-driven leadership, and the ability to adapt environments to support diverse needs. These are essential in today’s workplaces where equity, inclusion, and neurodiversity awareness are increasingly recognised as key to meaningful and effective practice.” Says Jeannette Keser, Program Director for Education.

Graduates of this program are prepared for leadership, advocacy, and specialist roles in both education and broader human services.

Career options could include:

• Autism Lead Teacher (average salary: $78,397 - $95,985)
• Education Lead Roles (average salary: $103,627 - $140,150)
• Consultancy Roles (average salary: $100,000 - $171,250)
• Community Development Project Officer (average salary: $79,781 - $100,890)
• Policy Development Project Officer(average salary: $96,578 - $141,372)

With a growing emphasis on inclusive and person-centred policy, the Graduate Certificate in Autism and Neurodivergent Studies opens doors in both local and international contexts, particularly for those seeking to improve our current systems in collaboration with neurodivergent communities.