本篇幫寫論文-自閉症的研究講述了在神經多樣性的背景下理解自閉症有很多批判性的觀點。首先，神經多樣性可以是生物學方法和社會方法。當一個人從生物學特徵的角度來看神經多樣性，而不是從一個角度或者一個觀點，那麼他們就會把自閉症看作是生物學特徵的一種表現。每個人都有神經多樣性。每個人的神經系統都是多樣化的，這是一個公認的現象。本篇幫寫論文文章由英國第一論文 Assignment First輔導網整理，供大家參考閱讀。
Now in understanding autism in the context of neurodiversity there are many critical viewpoints. Firstly, neurodiversity can be approaches in a biological way and a social way. When one looks at neurodiversity in terms of the biological characteristics, and not as a perspective or a viewpoint then they would look at autism as a manifestation of the biological characteristics. Neurodiversity is something that everybody has. Everybody is neurologically diverse and this is an accepted phenomenon. It is the neurodiversity movement which is a social movement that can be considered different from the medical definition of neurodiversity. When considered as a social movement the arguments and propaganda are not being made for neurodiverse individuals but for neurodivergent individuals. This viewpoint is necessary when discussing autism, because we are talking about neurodivergent here and not neurodiverse. Neurodiversity is how the human species are naturally, and neurodivergent is when human species neurology is much different from the dominant neurology. This presents an understanding of why associating neurodiversity with an autistic set point in medical understanding would never work. So autism cannot be approached with the term neurodiversity in the medical realm. In the medical context, autism will always be neurodivergent and not neurodiverse (Muzikar, 2011). Only when brining in the social model of disability and a wider social understanding, can autism be understood as a neurodiverse concept. It is moved from its state of neurodivergent discourses into state of neurodiverse discourses because of the mass communication media.
Autism as understood by most researchers cannot be considered as a single entity. As a medical condition autism is understood as a cluster of many conditions.
“These conditions produce a distinctive constellation of behaviour and needs that manifest in different ways at various stages of an individual’s development. Adequately addressing these needs requires a lifetime of support from parents, educators, and the community” (Silberman, 2015, ch. 12).
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