Bridging the Spectrum: A Journey from Pathology to Empowerment
How Embracing Diverse Autistic Narratives Can Foster Inclusivity and Drive Change
The journey of understanding and embracing one’s neurodivergence is deeply personal and often complex. For much of my life, I navigated the world knowing I was different but without the formal labels that would later define these differences as autism and ADHD. It wasn’t until I experienced significant burnout—triggered by restrictive work environments and compounded by the challenges of giftedness—that I received these diagnoses. While these labels provided a framework for understanding some of the struggles I faced, they also introduced new challenges, chief among them the disempowerment that came from being pathologized.
For 44 years, I had managed to build a life, a career, and a sense of self without formal support or accommodation. Yet, the moment these labels were applied, I was suddenly seen—and often encouraged to see myself—as disabled. This shift in perception was jarring, leading to a period of intense reflection and internal conflict. Was I now defined by what I couldn’t do, rather than by the strengths and abilities that had carried me this far? This question became the catalyst for a journey toward depathologizing my neurodivergence and reclaiming my identity.
This essay traces my evolution from the disempowerment triggered by a late diagnosis to the empowerment found in embracing a 2e (twice-exceptional) identity, offering a holistic view of what it means to live as a neurodivergent individual. It explores the challenges I faced in restrictive environments, where my neurodivergent traits were often magnified and misunderstood, leading to significant burnout. The essay also reflects on the role of privilege in my life, acknowledging both the advantages that allowed me to mask my traits and the systemic barriers that continue to oppress many in the autistic community.
Furthermore, I address the complexities of navigating social media spaces, where the projection of disability narratives can sometimes clash with more nuanced, individualized experiences of neurodivergence. I discuss the importance of recognizing the diverse experiences within the autistic community and the need for all voices to be heard and respected. Finally, the essay examines the systemic barriers that persist in society, including those within research and healthcare, and my commitment to advocating for change through initiatives like the Compassion Collective.
As I take you through this journey, my goal is to highlight not only the challenges but also the empowerment that comes from understanding and embracing the full spectrum of neurodivergence. By sharing my story, I hope to contribute to a broader conversation about what it means to be neurodivergent in a world that often seeks to pathologize difference, and to advocate for a future where all neurodivergent individuals can live authentically and fully.
Understanding Neurodivergence Through the Pathology Paradigm
The pathology paradigm is a dominant framework in which neurodivergence—variations in cognitive functioning, behavior, and sensory processing—is often viewed through a medicalized lens. Within this perspective, conditions like autism and ADHD are categorized as disorders, abnormalities, or disabilities that deviate from the norm and therefore require diagnosis, treatment, and management. While this approach has facilitated access to support and accommodations for many, it also carries the risk of disempowerment, particularly for those who do not fully identify with the labels or the limitations they imply.
When I was first diagnosed with level one autism and ADHD, I found myself grappling with the implications of these labels. The medical community and broader society often frame these conditions as disabilities, inherently implying deficiency or lack. For someone like me, who had navigated life for 43 years without formal support, this perspective felt not only jarring but also profoundly disempowering. I had managed to build a career, maintain relationships, and develop a sense of self—albeit through immense effort and, at times, significant struggle. Being told I was "disabled" after achieving so much without the accommodations typically associated with these diagnoses was confusing and led to a profound internal conflict.
The disempowerment I felt stemmed from the pathology paradigm’s focus on deficits rather than strengths. The language used in clinical settings and the broader societal discourse around autism and ADHD often emphasizes what is "wrong" or "abnormal," overshadowing the unique strengths and capabilities that come with neurodivergence. This deficit-focused narrative made it difficult for me to reconcile my identity as a successful, capable individual with the newly imposed identity of being "disabled." The label of disability, as prescribed by the pathology paradigm, felt like an external imposition that did not fully align with my lived experience or sense of self.
Moreover, this paradigm made it harder for me to appreciate the nuanced and dynamic nature of my neurodivergence. Autism and ADHD, particularly at the level I experience them, are not static conditions but rather fluid aspects of my identity that manifest differently depending on the environment and the challenges I face. However, the pathology paradigm tends to paint these conditions with broad, static strokes, failing to capture the complexity and variability of lived experiences. In this sense, the paradigm not only limited how others perceived me but also constrained how I viewed myself.
As I began to unpack the impact of the pathology paradigm on my life, I realized that the disempowerment it brought was largely due to the way it framed my neurodivergence as something to be managed or mitigated rather than embraced and understood. This realization marked the beginning of a shift in my perspective—a move away from seeing my neurodivergence as a set of problems to be solved and toward recognizing it as a fundamental part of my identity that, when properly understood and supported, could be a source of strength and empowerment. This realization led me to examine how the pressures of giftedness, when compounded by neurodivergence and restrictive environments, had further shaped my experiences and contributed to multiple phases of burnout.
Gifted Burnout and Restrictive Environments
Giftedness is often celebrated for its association with high intellectual ability, creativity, and a unique capacity for understanding complex concepts. However, it can also lead to significant challenges, particularly when combined with neurodivergence. My journey through life as a gifted individual has been marked by a series of intense experiences, many of which culminated in what is known as "gifted burnout."
From an early age, I was identified as a gifted child. My family, while emotionally and relationally supportive, moved frequently, which limited my exposure to consistent programs designed for gifted children. I spent only a brief time in a talented and gifted program, an experience that, although short, left a lasting impression on me. During that period, I felt seen and challenged in ways that were rare amidst the constant changes in my environment. Growing up in a lower socioeconomic environment and later moving to a middle-class setting around age 12, I had strong internal resources but lacked the external educational and community support systems that are often crucial for nurturing giftedness.
School was more of a formality for me—I breezed through it, spending most of my time immersed in gymnastics, which became a vital outlet for my gifted energy. My giftedness wasn't just an academic trait; it shaped how I navigated the world, masking my autistic traits both consciously and subconsciously. This masking was a survival mechanism, particularly after witnessing the severe bullying my younger sister, who is also autistic, endured. Her experience deeply affected me and reinforced my decision to conceal my own differences to avoid similar treatment. My family’s reluctance to pathologize differences likely contributed to the late identification of autism within our family—none of us were diagnosed until adulthood, though we have all since recognized our neurodivergence in various ways.
As I moved into adulthood, the protective nature of my giftedness, while shielding me from some of the harsher realities of being neurodivergent, also contributed to a series of burnouts. My first major burnout occurred after my freshman year of college, triggered by overstimulation—socially and sensory-wise—and a lack of emotional and relational resources. This was the first of several significant burnouts, each tied to major life stressors and environments that were misaligned with my needs as a gifted, neurodivergent individual.
My second burnout followed six years of full-time work while raising twin sons with minimal partner support. This period highlighted the intense pressure of balancing professional responsibilities with parenting, further exacerbated by a lack of adequate support. The third burnout occurred during an emotionally and psychologically abusive relationship, where I turned to alcohol as a coping mechanism. This was followed by a fourth burnout during a stressful divorce, which included two unaliving attempts. Each of these phases underscored the severe impact of accumulated stresses in environments that were fundamentally misaligned with my cognitive and emotional needs.
The most profound burnout, however, occurred when I took on a senior government role. This position, characterized by its rigid structure, bureaucratic red tape, and high demands, led to a year-long period of debilitating burnout. During this time, my executive functioning regressed to the point where I could no longer continue working. I was in such distress that I found myself relying on the 988 crisis line every other day just to make it through. It was during this period that I was diagnosed with ADHD and, later, autism, while seeking accommodations within the government system.
This last burnout was transformative in many ways. It helped me realize that what I had previously thought were panic attacks and acute episodes of depression were actually masked autistic meltdowns and shutdowns. This insight has been crucial in understanding how my neurodivergent traits interact with the environments I find myself in and in managing my emotional and psychological needs.
In the aftermath of this burnout, I began to view myself as a system—a holistic approach that has been key in identifying and understanding my needs. This perspective allowed me to recognize the interconnectedness of my experiences, needs, and responses, leading to the undiagnosis of Generalized Anxiety Disorder (GAD) and a new understanding that what had been labeled as anxiety was actually more related to Dissociative Identity Disorder (DID) and sensory processing issues.
In addition to my personal journey, I founded a collective for neurodivergent individuals, which has been essential in deepening my understanding of my autistic experience and that of others. This community has provided invaluable support, allowing me to connect with others who share similar challenges and triumphs. The collective has been instrumental in my healing process and in fostering a sense of belonging that I had not previously experienced.
Today, I am more resourced than ever—emotionally, relationally, spiritually, and intellectually—especially as I’m now engaged in a graduate program. I’m no longer working in traditional environments, which has allowed me to fully integrate these new resources into my life. I've also found community among other gifted individuals, which has been vital in helping me heal from gifted trauma and in mirroring my experiences. However, as well-resourced as I am now, I suspect that if I were to re-enter a traditional work environment, my autistic traits might resurface, highlighting the delicate balance I’ve achieved.
This journey through various phases of burnout, influenced by the intersection of giftedness and neurodivergence, has taught me that environments play a critical role in either exacerbating or mitigating the challenges associated with being neurodivergent. The rigidity and misalignment of certain work environments have not only triggered burnouts but also underscored the importance of understanding and accommodating the dynamic nature of neurodivergence. Recognizing the impact of these environments on my well-being has been crucial in reclaiming my sense of self and empowerment.
Finding Empowerment in the 2e Community
The concept of being twice-exceptional, or 2e, refers to individuals who are both gifted and neurodivergent, embodying a unique blend of cognitive strengths and challenges. This duality can often lead to a complicated journey of self-discovery, where giftedness may mask neurodivergence, or vice versa, leading to confusion, misdiagnosis, or an incomplete understanding of one’s true self. For much of my life, I navigated these complexities largely on my own, unaware that there was a community of people who shared similar experiences—people who, like me, struggled with the simultaneous gifts and challenges of being 2e.
Discovering the 2e community was a transformative experience. It was within this group that I first encountered a non-pathologizing perspective on my neurodivergence. Unlike the deficit-based view often perpetuated by the medical community, the 2e community focuses on the whole person—acknowledging both the exceptional abilities and the challenges that come with being neurodivergent. This perspective was liberating; it allowed me to see my neurodivergence not as a series of problems to be fixed, but as a core part of my identity that could be embraced and understood in its full complexity.
The 2e community provided a space where my experiences were not only validated but also mirrored back to me in ways that made sense. For the first time, I was among people who understood what it meant to be neurocomplex—who recognized that my struggles with burnout, sensory overload, and executive dysfunction were not signs of failure but rather reflections of the unique interplay between my giftedness and neurodivergence. This mirroring was powerful; it allowed me to see myself more clearly and to begin the process of reframing my neurodivergence from a source of shame and frustration into a source of strength.
One of the most empowering aspects of the 2e community was the way it helped me recognize my strengths as a neurocomplex individual. In this space, I was able to reframe my intense focus, creativity, and ability to think outside the box as assets rather than liabilities. For instance, my hyperfocus, which in other contexts had been pathologized as an ADHD trait, was celebrated within the 2e community as a powerful tool for deep, immersive learning and creative problem-solving. Similarly, my sensitivity to sensory stimuli, often viewed as a weakness in the outside world, was seen here as a form of heightened awareness that could be channeled into artistic and intellectual pursuits.
The support I received from the 2e community was not just emotional—it was also deeply practical. Members of this community shared strategies and insights for navigating the challenges of being 2e, from managing sensory overload to finding environments that nurtured rather than stifled our unique abilities. This practical support was invaluable; it equipped me with tools and perspectives that I could apply in my daily life, helping me manage my neurodivergence in ways that were both empowering and sustainable.
Moreover, being part of the 2e community allowed me to connect with others who had similar experiences, creating a sense of belonging that I had often lacked. This connection was especially important given the isolation I had felt prior to finding this community. In the 2e community, I was no longer the outlier—I was part of a diverse group of individuals who, despite our differences, shared a common understanding of what it means to navigate the world as a twice-exceptional person. This sense of belonging was deeply healing, filling the void left by years of feeling misunderstood and alienated.
Through my engagement with the 2e community, I have come to see my neurodivergence not as a burden, but as a fundamental part of who I am—one that brings both challenges and extraordinary gifts. This community has been instrumental in helping me reclaim my identity, embrace my neurodivergence in all its complexity, and find empowerment in the unique combination of strengths and challenges that make me who I am. In this space, I have learned to see myself not through the lens of pathology, but through a lens of potential and possibility, where my neurodivergence is a source of strength and empowerment. While the 2e community provided a supportive space to embrace my neurodivergence, navigating broader social media spaces revealed additional challenges, particularly concerning how the DSM and disability narratives are projected within these communities.
Social Media, the DSM, and the Projection of Disability
In the age of social media, conversations around neurodivergence have become increasingly visible and widespread. Platforms like Twitter, Instagram, TikTok, and specialized forums have given rise to vibrant communities where neurodivergent individuals share their experiences, advocate for acceptance, and challenge societal norms. However, these platforms also serve as a double-edged sword, particularly when it comes to the influence of the Diagnostic and Statistical Manual of Mental Disorders (DSM) and the projection of disability narratives within these communities.
The DSM, widely regarded as the authoritative guide for diagnosing mental health conditions, has played a significant role in shaping public understanding of neurodivergence, including autism and ADHD. While it has provided a framework for recognizing and diagnosing these conditions, it has also contributed to a narrow, often pathologizing view of neurodivergent traits. On social media, this attachment to the DSM has led many to view their neurodivergence strictly through the lens of disability, often conflating it with inherent limitations or deficits.
In these online spaces, I have observed how some individuals project their experiences of disability onto others, often assuming that everyone who shares a diagnosis must also share their challenges. This projection can be problematic, as it fails to account for the diversity and variability within the neurodivergent community. Not all autistic or ADHD individuals experience their neurodivergence as disabling in the same way; for some, the challenges associated with these conditions may be context-dependent or fluctuate over time.
A particularly challenging aspect of this discourse is that when someone, like myself, chooses not to identify with the label of disability, they may be met with accusations of internalized ableism. While this reaction often comes from a place of concern, it can be counterproductive. Such labeling can further alienate those who are already struggling to find a way to understand and articulate their experiences in a way that feels true to them. It also overlooks the complexity of how individuals navigate their identities in various contexts, particularly when they have had different levels of privilege or support throughout their lives.
For example, within these communities, I’ve seen a strong emphasis on the disabling aspects of autism, such as sensory sensitivities, social difficulties, and executive functioning challenges. While these are valid and significant experiences for many, they do not encompass the full spectrum of what it means to be autistic. The DSM’s criteria, which focus primarily on deficits, reinforce this narrow view, often overshadowing the strengths and unique abilities that can accompany neurodivergence.
My own experience with social media communities has been mixed. On one hand, these platforms have provided invaluable connections, resources, and validation. They have given me access to a wealth of information and a sense of belonging that was hard to find elsewhere. On the other hand, the pervasive focus on disability and the attachment to DSM definitions sometimes left me feeling alienated. My journey toward depathologizing my neurodivergence and embracing a more holistic view of my identity was often at odds with the narratives I encountered online.
Navigating these online spaces has required careful discernment, recognizing the value they offer while also being mindful of the limitations of the narratives they promote. It has been crucial for me to carve out a space where I can honor my own experiences without feeling compelled to conform to a narrow definition of what it means to be neurodivergent.
In this process, I’ve come to understand the importance of recognizing my privilege—both in how I experience my neurodivergence and in my ability to reject the label of disability when it does not align with my self-perception. Earlier in life, I was able to navigate social and academic environments successfully, thanks in part to strong emotional and relational resources. These privileges likely contributed to my delayed diagnosis and the ability to mask my neurodivergent traits. However, I also acknowledge that in certain contexts, particularly in restrictive work environments, the social model of disability does pertain to me, as the lack of acceptance for my differences can lead to significant challenges.
Social media has highlighted the complexity of identity within the neurodivergent community, revealing the diverse ways in which individuals relate to their diagnoses and the labels associated with them. It has taught me the importance of self-definition and the need to advocate for a more nuanced understanding of neurodivergence—one that goes beyond the DSM’s criteria and embraces the full spectrum of experiences, from challenges to strengths.
Ultimately, my journey through these online spaces has reinforced my commitment to depathologizing my neurodivergence and advocating for a broader, more inclusive narrative. While the DSM and social media communities have their place, they are not the final word on what it means to be neurodivergent. My experience has taught me that true empowerment comes from embracing the complexity of my identity, recognizing both the privileges and challenges it entails, and forging a path that honors my unique way of being in the world.
Privilege and the Dynamics of Autism
Understanding the role of privilege in my journey with autism and ADHD has been a crucial aspect of my personal growth and self-awareness. Privilege, in this context, refers to the advantages I had earlier in life that allowed me to navigate the world relatively successfully without being identified as neurodivergent until much later. This privilege also influenced how I experienced and coped with my neurodivergence, particularly in comparison to others who may not have had similar resources or support systems.
Early in life, several factors contributed to my ability to mask my autistic traits and manage the challenges associated with being twice-exceptional. My family, while moving frequently, provided strong emotional and relational support. I had access to intellectual stimulation, and my involvement in gymnastics offered an outlet for my high energy and need for structure. These experiences, along with my ability to excel academically with little effort, meant that my neurodivergence was often hidden beneath the surface of my giftedness. School, which I breezed through, did not challenge me in ways that might have revealed my autistic traits, and my giftedness allowed me to develop coping strategies that masked these traits effectively.
Moreover, my sensitivity and perceptiveness enabled me to adapt to social expectations, further concealing my neurodivergent traits. This masking was not just a survival mechanism—it was also a way of maintaining the appearance of normalcy, particularly after witnessing the severe bullying my younger sister faced due to her more visible autistic traits. This ability to mask, while helpful in avoiding negative attention, also meant that I did not receive the recognition or support that might have come with an earlier diagnosis.
The privilege of having these internal and external resources likely delayed my identification as autistic and ADHD, allowing me to navigate many challenges without the label of disability. However, as I grew older and encountered increasingly demanding environments—such as full-time work while raising twins, emotionally abusive relationships, and eventually a high-pressure government role—these privileges were not enough to shield me from burnout and the eventual realization of my neurodivergence.
In my current life, privilege continues to play a role, particularly in how I choose to identify. Unlike many who may not have the same resources, I have the option to not identify as disabled, largely because my current circumstances allow me to manage my neurodivergence effectively. I have access to a supportive community, both in the 2e and neurodivergent collectives, as well as the emotional, relational, and intellectual resources that enable me to thrive outside of traditional work environments.
However, this privilege does not negate the reality that autism is dynamic and context-dependent. While I may not identify as disabled in my day-to-day life, there are situations—especially in rigid, non-accommodating work environments—where my neurodivergent traits become more pronounced and disabling. These environments often fail to accept or accommodate differences, leading to significant challenges that align with the social model of disability, where the environment, rather than the individual, creates disabling conditions.
The social model of disability highlights that while autism itself is not inherently disabling, the lack of acceptance, understanding, and accommodation in certain contexts can make it so. In these environments, my neurodivergent traits, which are strengths in the right context, become sources of difficulty and distress. This dynamic nature of autism underscores the importance of creating inclusive spaces that recognize and support neurodivergent individuals rather than forcing them to conform to neurotypical norms.
Reflecting on the interplay of privilege and the dynamics of autism has deepened my understanding of my own experiences and the experiences of others within the neurodivergent community. It has reinforced the need for a more nuanced conversation about neurodivergence—one that acknowledges the diversity of experiences, the role of privilege, and the importance of context in shaping how neurodivergence is experienced and perceived.
In recognizing my privileges, I am also committed to using them to advocate for a broader understanding of autism and ADHD, one that moves beyond pathologizing labels and embraces the full spectrum of neurodivergent experiences. This includes advocating for environments that are flexible, accommodating, and accepting of differences, where neurodivergent individuals can thrive without the need to mask or suppress their true selves.
Ultimately, the privilege of understanding my neurodivergence in a holistic and empowering way has allowed me to reclaim my identity and navigate the world with a sense of agency and self-acceptance. It has also made me more aware of the systemic barriers that others may face and the importance of advocating for a society that recognizes and values neurodivergent individuals in all their complexity.
The Value of Diverse Lived Experiences in the Autistic Community
In the autistic community, sharing lived experiences is a powerful way to foster connection, understanding, and advocacy. However, tensions can arise when different narratives are perceived as competing or overshadowing one another. Some researchers and members of the community have expressed concerns that the sharing of certain experiences—particularly those of individuals like myself, who have navigated life with certain privileges—might erase or diminish the struggles of others whose challenges are more pronounced. It is crucial to address these concerns with empathy and clarity, underscoring that the diversity of experiences within the autistic community is not only valid but essential.
Autism is not a monolithic experience; it encompasses a broad spectrum of traits, challenges, and strengths. This diversity is a strength, not a weakness. Each individual's story contributes to a richer, more comprehensive understanding of what it means to be autistic. The sharing of diverse narratives does not erase others' experiences but instead adds to the collective knowledge, helping to highlight the vast range of autistic experiences. For instance, in one discussion within the Compassion Collective, a member shared their struggles with severe sensory overload, a challenge I don’t face as intensely. Rather than feeling our experiences were at odds, the exchange deepened our mutual understanding and respect, illustrating how diverse narratives can coexist and enrich the collective dialogue.
My own journey has been shaped by a complex interplay of privilege and struggle. Although I have had certain advantages that allowed me to mask my neurodivergent traits and navigate life without significant external support for many years, there have also been times when the systems in place failed me. For instance, when I attempted to access resources through ADA accommodations in my workplace, I encountered significant resistance and misunderstanding. Rather than receiving the support I needed, I was bullied by colleagues who did not understand the complexity of my situation. This experience was not just a personal hardship; it was a stark reminder of how our systems—whether in workplaces, educational institutions, or healthcare—are often ill-equipped to accommodate the diverse needs of neurodivergent individuals.
These challenges are part of a broader systemic oppression that impacts many within the autistic community. The research community, too, can contribute to these barriers by perpetuating narrow, pathologizing views of autism that disempower individuals and reinforce stereotypes. These systemic issues are particularly harmful to those who are already marginalized, including autistic individuals with higher support needs (commonly referred to as level 2 and 3 autism). These individuals often face even greater challenges in accessing the resources and support they need, and their voices are frequently overlooked or underrepresented in both research and public discourse.
To address these systemic issues, we must advocate for more inclusive policies in workplaces and research institutions that recognize the full spectrum of neurodivergent experiences. This includes pushing for inclusive and equitable ADA accommodations, promoting research that respects and amplifies the voices of those with higher support needs, and creating environments where neurodivergent individuals can thrive without being forced to conform to neurotypical standards. It is clear that there is still much work to be done to ensure that all autistic individuals, regardless of their level of support needs, receive the understanding and resources they deserve.
I recognize the significant disparities within the autistic community. While I may have had the privilege to advocate for myself and create spaces like the Compassion Collective, where neurodivergent individuals can share their experiences and find support, I am acutely aware that many others do not have the same opportunities. Autistic individuals with higher support needs often face more severe systemic barriers, and their struggles to access adequate care, education, and employment are compounded by a lack of understanding and accommodation within society.
It is precisely because of these disparities that I am committed to using my platform to advocate for change. My goal is not to overshadow the experiences of those who face greater challenges but to contribute to a broader, more inclusive movement that seeks to dismantle the oppressive systems that harm all autistic individuals. I want to see a world where everyone—regardless of their place on the autism spectrum—receives the support they need to thrive. This includes pushing for changes in how workplaces handle accommodations, advocating for better research that respects and empowers autistic voices, and working towards systemic reforms that prioritize the needs of all neurodivergent people.
However, I also acknowledge the limitations of being just one person. While I am committed to advocacy and support, I recognize that creating meaningful change requires collective effort. This requires not just listening but actively amplifying the voices of those most affected by these systemic issues, especially those with higher support needs, who are too often marginalized in these discussions. My work with the Compassion Collective is just one part of a larger, necessary movement towards a more inclusive and supportive community. Yet, there is still so much more to be done, which can only be achieved through collective effort.
In conclusion, the autistic community is strengthened by the diversity of its members' experiences. Each story adds to the collective understanding of autism, helping to create a more nuanced and inclusive narrative. By sharing my experiences, I hope to contribute to this broader conversation, advocating for a future where all autistic individuals—regardless of their circumstances—are empowered to share their stories, receive the support they need, and live fulfilling lives. The systemic barriers we face are significant, but by uniting our efforts and amplifying every voice, we can dismantle these obstacles and create a truly inclusive society for all.
Conclusion: Embracing the Full Spectrum of Neurodivergence
The journey of understanding and embracing my neurodivergence has been one of profound transformation—moving from a place of disempowerment under the pathology paradigm to a space of empowerment, where I now see my neurodivergence as an integral part of my identity. This journey has been shaped by various experiences, from the challenges of gifted burnout and restrictive environments to the discovery of the 2e community, where I found validation and support. Along the way, I have also navigated the complexities of social media, grappled with the realities of privilege, and faced the systemic barriers that many in the autistic community continue to endure.
Throughout this process, I have come to understand that neurodivergence is not a one-dimensional experience. It is dynamic and multifaceted, shaped by a combination of internal traits and external environments. The deficit-based perspectives often emphasized by the medical community fail to capture the full spectrum of what it means to be neurodivergent. By moving beyond these limiting frameworks, I have been able to reclaim my identity and recognize the strengths and complexities that come with being both autistic and gifted.
The support I found in the 2e community has been instrumental in this transformation. It provided a non-pathologizing perspective that allowed me to see my neurodivergence as a source of strength, rather than a burden. This community, with its focus on the whole person, helped me reframe my experiences and embrace my unique combination of challenges and abilities. It also reinforced the importance of creating spaces where diverse narratives can be shared and valued—spaces where all voices are heard and respected.
However, my journey has also revealed the systemic barriers that continue to oppress many autistic individuals, particularly those with higher support needs. My own experiences with workplace bullying and the challenges of accessing ADA accommodations have underscored the urgent need for systemic change. The research community and societal systems often contribute to these barriers by perpetuating narrow, disempowering views of autism. It is clear that there is still much work to be done to ensure that all autistic individuals, regardless of their level of support needs, receive the understanding and resources they deserve.
In recognizing the privileges that have shaped my journey, I am committed to using my platform to advocate for a more inclusive and supportive society. My work with the Compassion Collective is one step toward this goal—creating a space where neurodivergent individuals can share their experiences, find support, and advocate for change. But I also acknowledge that I am just one person in a much larger movement, and that meaningful change requires collective effort and the amplification of diverse voices.
As I continue this journey, I remain dedicated to the idea that every autistic person has the right to share their story and be heard. Empowerment is not a zero-sum game; by lifting up all voices, we create a more inclusive community where everyone can thrive. My hope is that by sharing my experiences, I can contribute to a broader conversation that embraces the full spectrum of neurodivergence—one that moves beyond pathologizing labels and recognizes the unique strengths and challenges that each individual brings to the table.
Ultimately, the empowerment I have found through depathologizing my neurodivergence is something I wish to extend to others. By advocating for systemic change, supporting diverse narratives, and fostering inclusive communities, we can work toward a future where all neurodivergent individuals are empowered to live authentically and fully. This is the vision that guides my work and the commitment that continues to drive me forward.
Resources for Empowerment and Support
If you're looking for additional support, resources, or communities that align with the themes discussed in this article, the following organizations and networks may be helpful:
1. Bright Insight Support Network
Description: Bright Insight provides support and resources for twice-exceptional (2e) individuals and their families, particularly those navigating the complexities of being both gifted and neurodivergent. The organization offers a variety of services including coaching, peer support, and educational resources, all aimed at empowering individuals to thrive by embracing their unique neurodiverse profiles.
Website: Bright Insight Support Network
2. The Compassion Collective
Description: The Compassion Collective is dedicated to building a new story for our world, rooted in interconnection and compassion for all beings. They provide a platform for shared learning, healing, and community-building, offering resources that help individuals and communities transition toward a more sustainable and equitable future. The Collective emphasizes the importance of collective well-being and supports the development of resilient, compassionate communities.
Website: The Compassion Collective
3. Autism Self Advocacy Network (ASAN)
Description: ASAN is a nonprofit organization run by and for autistic people. It provides resources for self-advocacy, promotes the rights of autistic individuals, and works to improve public understanding of autism through policy advocacy and educational programs.
Website: Autism Self Advocacy Network (ASAN)
4. The Umbrella Alliance
Description: The Umbrella Alliance advocates for equity, inclusion, and support for neurodivergent individuals, with a focus on creating access to education, employment, and healthcare. They offer a range of resources including advocacy tools, support networks, and educational materials designed to empower neurodivergent individuals and their families. The Alliance emphasizes the importance of intersectionality, ensuring that all aspects of identity are respected and represented.
Website: The Umbrella Alliance
5. 2e: Twice-Exceptional Newsletter
Description: This newsletter is dedicated to the twice-exceptional community, offering articles, resources, and strategies for parents, educators, and 2e individuals. It covers a wide range of topics, including giftedness, neurodiversity, and how to thrive as a 2e person.
Website: 2e Newsletter
6. AANE (Asperger/Autism Network)
Description: AANE provides information, education, community, support, and advocacy for individuals with Asperger profiles, their families, and professionals. They offer support groups, coaching, and various online resources tailored to the needs of the autistic community.
Website: AANE
7. Understood.org
Description: Understood.org offers a wealth of resources for individuals with learning and thinking differences, including ADHD and autism. They provide tools for self-advocacy, educational strategies, and ways to thrive in various environments.
Website: Understood.org
Closing Note
I hope these resources help you on your journey towards empowerment and inclusion. Remember, you are not alone in this—there are communities and networks out there ready to support you every step of the way.