In 1994, the American Psychiatric Association (APA) included two new conditions under the category of pervasive developmental disorders in its “Diagnostic and Statistical Manual of Mental Disorders”: Asperger’s syndrome and pervasive developmental disorder not otherwise specified, alongside autistic disorder. Since then, approximately one in 36 children will be diagnosed with autism spectrum disorder in their lifetime.
A few years after the APA expanded its criteria, journalist Harvey Blume coined the term “neurodiversity” to reframe autism and other neurodevelopmental conditions as not pathological but rather part of the inherent variation in nature. In recent years, the term has gained traction online, with many young people identifying as “neurodivergent.”
At UB, the Accessibility Resources office holds a monthly online meeting for neurodivergent students to foster a sense of community and combat stigma. Unfortunately, attendance has been low.
Hannah Premo, assistant director of programming for Accessibility Resources came up with the idea for a “Neurodivergent Affinity Group” after attending a conference in July 2024.
Premo partnered with the Center for Excellence in Writing, and last semester, the Neurodivergent Affinity Group became an official club sanctioned by Accessibility Resources.
For the first time, Accessibility Resources has a position specifically for event planning. Premo, as assistant director of programming, is responsible for organizing all events run by the office.
Three times a week, Accessibility Resources holds a body-doubling session for students who struggle with task completion. Body doubling involves a peer mentor accompanying a student while they work, helping to reduce distractions and support them in completing assignments. This practice is especially beneficial for students with ADHD.
Another event run by Accessibility Resources is Hot Beverage Hour, held every Friday from 2 p.m. to 4 p.m. in Student Union 306. The event offers coffee, tea, fruit, yogurt and granola bars to help students unwind from the stressful week. According to Premo, attendance typically ranges from eight to 20 students.
Since its inception last semester, attendance for the Neurodivergent Affinity Group has remained low. Premo attributes this to the stigma surrounding being neurodivergent.
“There's a big stigma to being disabled. Especially, I think there's something to be said about having a hidden disability and then coming out as disabled. It can be really daunting,” Premo said. “There’s a misconception that working with our office is going to be on your permanent record and that employers can see it, because people do get discriminated against. It’s a very, very real thing.”
Premo highlighted how disability is treated negatively in other countries and how, for international students at UB, it can be particularly shameful if they come from a culture that stigmatizes it.
“One of my peer mentors had a mentee who was an international student, and he had a really hard time unlearning that internalized ableism that was so inherent in his culture,” Premo said.
Premo highlighted how disability is often treated negatively in other countries, noting that for international students at UB, it can be especially shameful if they come from a culture that stigmatizes disability.
“One of my peer mentors had a mentee who was an international student, and he struggled greatly with unlearning the internalized ableism that was deeply ingrained in his culture,” Premo said.
Premo understands why some disabled students might prefer a club exclusively for themselves rather than one run by Accessibility Resources.
“I understand I'm a staff member, so I also want to make sure I'm not overstepping… Students should have their own group… [I’m] figuring out that balance,” Premo said.
For Premo, groups like the Neurodivergent Affinity Group are meant to provide justice for students with disabilities.
“My main goal is creating connection and community among disabled students on campus. Disability can be super isolating,” Premo said. “Disabled folks are also more likely to drop out of school, and some of that is because of the lack of social support. I'm here to provide any sort of support I can. I try to do my work through a disability justice lens.”
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