The Current State of "Neurodiversity": Harnessing "Brain Diversity" in Society

Have you heard of the term "Neurodiversity"?

This concept, which describes "viewing the diverse characteristics of individuals stemming from their brains and nervous systems as diversity, mutually respecting them, and utilizing them within society," is not a new idea or trendy term; it originated in the 1990s. However, in recent years, driven by technological advancements and labor shortages, the Ministry of Economy, Trade and Industry (METI) and many companies are once again exploring new ways of working and employment models for the future, using neurodiversity as a starting point.

In 2021, the Neurodiversity Project [noiro] was launched by a group of volunteers from the Dentsu Group, including Dentsu Inc. and DENTSU SOKEN INC. In this series, noiro members will explore the concept of neurodiversity, its current status, and how it can be applied to the future workplace through dialogues with researchers, experts, and individuals with lived experience.

The first installment features Professor Hideaki Kitamoto, President of Chiba Institute of Technology and co-founder of the "Neurodiversity School in Tokyo" (Pola Aoyama Building 5F, 2-5-17 Minami-Aoyama, Minato-ku, Tokyo; hereafter NSIT), and Mr. Katsumi Sekijima, former President and CEO of DENTSU SOKEN BRIGHT INC., a subsidiary of the DENTSU SOKEN INC. Group. Moderated by Hidemitsu Kitamoto of noiro, the discussion explores the current state, challenges, and future of neurodiversity from their respective perspectives in education and business.

What is Neurodiversity:
A term combining "neuro" (brain/nerves) and "diversity." It is a concept that views differences in brains, nerves, and the resulting individual characteristics as diversity, promotes mutual respect for these differences, and seeks to utilize them within society. It frames non-neurotypical development (neurodivergent), such as Autism Spectrum Disorder (ASD) and Attention Deficit/Hyperactivity Disorder (ADHD), not as disabilities, deficiencies, or superiority/inferiority, but as each person's 'natural differences'. Furthermore, it applies not only to neurodivergent individuals but to all people. Proposed by Australian sociologist Judy Singer in the 1990s, initiatives leveraging the characteristics demonstrated by individuals with developmental disabilities—such as high concentration and creative thinking—began spreading internationally, primarily among IT companies, from the 2010s onward.

A new school founded based on experience as a family member of someone with autism

Kitamoto:"Most geniuses are autistic. However, most autistic people are not geniuses."

This is a quote from Temple Grandin, an animal behavior scientist who has publicly disclosed her own autism. I believe this statement is a key to understanding neurodiversity. While some individuals with ASD possess innate high intelligence or unique talents, neurodiversity isn't just about this limited group, nor is it solely about those diagnosed with developmental disorders. What matters is an attitude that embraces the "diverse characteristics of the brain" in all people. The Dentsu Group's project noiro was launched based on this premise.

In this series, we aim to embark on a journey to encounter diverse perspectives and ways of thinking to deepen our understanding of neurodiversity. While this installment will focus primarily on ASD, an area where Mr. Ito has particular expertise, our ultimate goal is to convey the vision of a society where neurodiversity is fully integrated and the hopes we hold for achieving that future.

To begin, please share your backgrounds and what sparked your interest in neurodiversity. Mr. Ito, please start.

Ito: I myself was a bit different from a young age. Even in kindergarten, the teaching methods didn't suit me, so I would run out of the school. I was the type who only studied things I was truly interested in. Also, my father, who was a chemist, definitely had ASD, though he was never diagnosed, and I later realized my sister did too.

In 2011, when I became Director of the MIT Media Lab at the Massachusetts Institute of Technology (MIT) in Boston, USA, I encountered many individuals with ASD, including students. According to a psychology professor there, 60-70% of MIT students had autism (diagnosed by physicians). A communication system centered around them had developed, creating an environment where individuals could embrace their ASD with pride.

When my daughter, born while living in Boston, was diagnosed with ASD at age 3, I needed to consider what therapies to pursue upon returning to Japan. Even before her diagnosis, I had been interacting with individuals involved in ASD-related activities and researchers, and reviewing media research findings. This led me to start thinking, from a parent's perspective, about the situation in Japan and what could be done to promote neurodiversity within it.

Kitamoto: So you established NSIT after being involved as a family member of someone with ASD and continuously developing an awareness of various challenges. At NSIT, you provide education combining Floor Time*1 and the Reggio Emilia Approach*2 for diverse children aged 3 to 12. Why did you decide to create a school with this approach in Japan?

*1: Floor Time
A support model that respects individual differences while supporting children's development and their families. It helps build relationships with others and enhance communication skills based on the child's natural interests and play.
 

※2: Reggio Emilia Approach
An educational philosophy for children developed in Reggio Emilia, Italy. The environment is considered the "third teacher." Through activities like art and their documentation, it aims to draw out children's sensibilities and potential.

 

Ito: After my daughter received her diagnosis, we first tried ABA (Applied Behavior Analysis)※3, which is also commonly used in Japan, but she didn't respond well. Then, upon a suggestion from the medical director of a specialized autism hospital, we had her participate in a 5-day intensive experience at ICDL (The International Council on Development and Learning), a certified Floor Time organization, and she showed a positive response. However, there were no places in Japan practicing Floor Time, and even after researching other schools, we couldn't find the perfect fit. That's why we decided to create a new school.

Co-founder Rizu Matsumoto had experience practicing the Reggio Emilia approach. I had also seen this educational method in Boston and appreciated its experiential nature. We wanted to experimentally combine Floor Time and Reggio to explore what kind of education could emerge. When we consulted the headquarters of both organizations, they showed mutual interest, and discussions progressed.

Kitamoto: I read your book, " Living Outside the Norm: An Introduction to Neurodiversity. " I found myself deeply resonating with NSIT's experimental approach—shifting education away from standardizing children to fit a "normal" mold, toward one that respects every child's individuality.

Ito: While directly incorporating our approach into public education might be challenging, I believe that as children educated at NSIT enter society, the future will gradually change for the better.

※3: ABA (Applied Behavior Analysis)
A support method focusing not only on the "behavior" of children with developmental disabilities, but also on its "trigger" and "consequence." It approaches children's behavior based on the principle that actions producing desirable "consequences" for the individual will be repeated.
 

The Current State of Disability Employment and Neurodiversity

Kitamoto: Mr. Sekijima, could you share your background and tell us about the challenges you faced when dealing with developmental disabilities in corporate settings, as well as what sparked your interest in neurodiversity?

Sekijima: I joined DENTSU SOKEN INC. exactly 40 years ago. For the first 20 years, I worked as a systems engineer. After that, I served as the head of human resources for 15 years. For the last five years, I was the president of DENTSU SOKEN BRIGHT INC., a subsidiary of the DENTSU SOKEN INC. Group that employs people with disabilities. This means I've been involved in hiring people with disabilities for about 20 years. However, the reality of corporate disability hiring practices might be somewhat off the ideal educational path we'll hear about later from Mr. Ito.

The reason is that in Japan, companies are legally obligated to meet a minimum employment rate for people with disabilities. Currently, this rate is 2.5%, and it is said to increase to 3.0% by 2030. As the word "obligation" suggests, the aspirations of the individuals with disabilities and the intentions of the companies do not always align.

Kitamoto: What is the current state of employment for people with disabilities?

Sekijima:Japan has approximately 12 million people with disabilities (about 10% of the population). This includes over 4 million with physical disabilities, over 1 million with intellectual disabilities, and over 6 million with mental disabilities. Recently, alongside the increase in the number of people with mental disabilities, the number employed by companies has also risen. Within our group, hiring individuals with mental disabilities, particularly developmental disabilities, has been increasing year by year.

Kitamoto: Since 2018, individuals with mental disabilities have also been included in the statutory employment quota requirements. Could you tell us what sparked your interest in neurodiversity, Mr. Sekijima?

Sekijima: Amidst this situation, we increasingly heard comments like, "DENTSU SOKEN INC. must be advancing neurodiversity, given your high number of hires with developmental disabilities." But I felt uneasy about that phrase. Why? Because within "advancing neurodiversity," I sensed the implication that "genius DX talent is engaged in cutting-edge IT work."

I don't mean to say people with developmental disabilities are geniuses or not. While there's debate about what "normal" means, most people with developmental disabilities have abilities that are perfectly within the norm. More than anything, I've seen and heard that people with developmental disabilities themselves feel uncomfortable and suffer from this "developmental disability = genius" equation. That's what sparked my interest in neurodiversity.

Kitamoto: I see. So, it seems many people still hold a narrow interpretation like "developmental disability = possessing unique talents."

I believe one crucial point in promoting neurodiversity is "engaging typical adults" and educating those holding such misconceptions. How does NSIT approach this aspect?

Ito: Reflecting on the adults involved with NSIT, first there's the community of parents. We're now actively expanding our reach by establishing an NPO focused on neurodiversity, holding workshops, and inviting advisors from overseas. In terms of involvement, we also consider it crucial to be featured in major media outlets running specials on neurodiversity, introducing our community members.

Japan's aesthetic and educational values, which prioritize "order," make it difficult to accommodate diversity.

Ito: I think the actions we just discussed encourage a kind of cultural shift. In Japan, especially since the Industrial Revolution, there's been a tendency not to view diversity as an aesthetic value. Instead, there's an aesthetic that finds beauty in things being neatly aligned and orderly, or in standardized people working in lockstep. Behind this lies a culture that values fairness. What's crucial in neurodiversity isn't standardization, but each person engaging in their own way. That doesn't quite align with Japan's aesthetic and educational approaches.

Kitamoto: I've been involved in education-related work for a long time. While there are various challenges, personally, I believe the essence of Japan's public education is wonderful. However, I think it's very important to change the mindset and approach that tries to conform to "normal" or correct those who stand out.

Ito: In a standardized society, people who simply do what they're told find it difficult to showcase outstanding talent. Education can focus on either improving weak areas or nurturing strengths. Japan's system primarily emphasizes the former, striving to eliminate weaknesses rather than building on individual strengths. Yet distinctive talent thrives through the latter approach. For example, as of 2024, Japan has 28 Nobel laureates,while MIT has 105.

Kitamoto: I strongly agree. Indeed, Japan has a traditional educational perspective emphasizing "persistent effort to overcome and excel in challenging subjects." While the landscape is gradually shifting with initiatives like inquiry-based learning, I believe nurturing what one "likes" or is "good at" fosters distinctive individuals who leverage their unique characteristics.

Sekijima: Companies employing people with disabilities also face diverse preferences and varying strengths and weaknesses. While we naturally want to assign tasks centered on what they enjoy or excel at, many companies struggle with how much they can accommodate individual preferences since it's work. This might be a concern stemming directly from the uniformity of Japanese education Mr. Ito mentioned. Additionally, in many companies today, the types of work assignable to people with disabilities are limited and often routine, further reducing their options.

For individuals with developmental characteristics to thrive, they need understanding people beyond their parents and generous affection.

Ito: Neurodiversity is truly complex. Even among those diagnosed with ASD, everyone is incredibly diverse. Discovering and nurturing their strengths requires deep affection. When you hear stories about Nobel Prize-winning chemists, many of those called "geniuses" had someone other than their parents support them in blossoming their talents. Paradoxically, parents, being the closest, sometimes struggle to recognize this potential. For instance, a student might have been encouraged by a chemistry teacher who said, "You're smart, you're amazing," which became the catalyst for them to delve deeper into their interests.

Kitamoto: Have any children at NSIT had similar experiences?

Ito: It might be slightly different, but every therapist at NSIT is someone who loves all children. Some parents who come to our school are shocked when they see him, a complete stranger, loving their child, connecting with them, and communicating happily.

Sekijima: By "shocked," do you mean they reflected on their own approach as being inadequate?

Ito: For example, there was a parent whose child only ever screamed and wouldn't listen. When that child was screaming while watching a favorite train video in front of the TV, the therapist observing nearby started screaming along too. From there, they happily communicated and started counting the trains displayed together. Seeing this, the parent was shocked, asking, "Why does he react like that (to the therapist) but not to us?"

The parents had previously yelled "Stop it!" whenever the child screamed. But according to the therapist, the child's screaming was an expression of "joy." By showing the child that they were also happy when the child was happy, their feelings "connected," building trust. Playing with the trains then became a pathway to learning. The parents realized they had been trying to silence the "joy" and teach through textbooks, but there was a way to connect learning through the child's favorite things.

Ito: Showing parents how to interact with their child in this way is also crucial support. What was fascinating during the pandemic was how effective parent training became when therapists couldn't visit in person. Naturally, it's better for the parents, who are always with the child, to learn, rather than having someone who understands the approach visit occasionally for just an hour.

Kitamoto: For children, parents are obviously the closest and most important people. But it's also crucial to have adults like therapists who believe in the child's potential and encourage them. Having such figures alongside individuals in companies helps their talents blossom.

The Importance of Creating Systems That Don't Sacrifice "Intrinsic Motivation"

Ito: I believe this educational approach is suitable for everyone. The reason I felt traditional methods didn't work was because the motivation given to children was "praise."

For example, children with ASD often struggle to make eye contact. So, methods like praising them and giving a cookie reward for making eye contact are used. Eye contact is fundamentally for communication, but children with ASD avoid it because it feels uncomfortable. If you implant the motivation that they do it to get a reward, they start holding out their hands the moment they enter a room.

This applies to everyone, not just those with ASD. If children start studying just to be praised by parents or teachers, instead of studying hard because they genuinely enjoy it, they lose their intrinsic motivation as adults. As a result, some become "praise addicts" who only diligently do what others tell them to do.

Kitamoto: So, it's not just about moving people with carrots and sticks; intrinsic motivation is crucial, right?

Ito: While there are situations where you must push yourself hard with rewards and punishments, life as a whole should be driven by curiosity—by "wanting to do something." I'm not saying we should eliminate all experiences of doing unpleasant things, as they are important lessons. However, I often feel that overdoing it sacrifices curiosity and passion. I think the key is finding the right balance between the two.

Kitamoto: In companies too, many employees act based on extrinsic motivation—like seeking recognition or approval from superiors—rather than what they genuinely want to do. From your perspective working with people with developmental disabilities, what are your thoughts?

Sekijima: Considering the perspective of "intrinsic motivation" versus "extrinsic motivation," the current reality is that many people with disabilities work in environments based on the statutory employment rate—essentially, a "legal obligation." I believe freedom of thought is hard to cultivate from an obligation. Therefore, under the current circumstances, it's not necessarily the case that work styles based on genuine "intrinsic motivation" are fully realized.

The ideal of work is for individuals to utilize their own interests and aptitudes, while companies respect that motivation and grow together. If an environment expands where people with disabilities can challenge themselves in the work they desire, and companies can utilize their motivation and abilities, I believe it will lead to more fulfilling ways of working. And I think one hint for overcoming this challenge lies in the concept of "neurodiversity."

The idea is to involve the individuals themselves in the workplace, moving away from a "supporting" or "being supported" relationship.

Ito: The researchers I'm currently working with at Chiba Institute of Technology are individuals with ASD. They hold the view that "first and foremost, the individuals themselves must design." What neurotypical (neurodivergent) individuals imagine as an interface for ASD differs from what the individuals themselves want to do. However, since it's difficult for neurotypical individuals to imagine this, recent trends in the US involve creating organizations where individuals with ASD are invited to think together and participate in the design process.

The misconception that people with disabilities are simply objects to be supported has led to situations where solutions are actually mismatched. Within this context, the design philosophy in the US is shifting. To expand this movement, the concept of neurodiversity is crucial.

Sekijima: In many corporate disability employment settings, it's common for the supporting side to "assist the supported side in following 'normal work procedures'." However, the definition of this "normal" is ambiguous, and the current reality is that both sides navigate communication cautiously within this uncertainty. I believe the concept of neurodiversity is also a useful solution to this challenge. By moving beyond the vague standard of "normal" and respecting work styles that leverage each individual's unique characteristics, we can build a more flexible environment.

Kitamoto: What the supporting party considers "normal" might not be so for the supported individual. To eliminate that disconnect, we need an approach of co-creating solutions with the neurodivergent individuals themselves. Is this akin to an inclusive design approach? The concept of neurodiversity itself was originally proposed by Judy Singer, who has ASD, so I feel the agency of the individuals involved is crucial.

Ito: In the US, significant change only began when individuals formed their own organizations. Similar to DEI efforts, US advocacy groups are now refusing to work with companies or organizations that lack representation from those they support at the executive level. I expect such movements will eventually reach Japan too, and like DEI, they could be successfully adapted to fit Japanese culture.

In the second part, we will discuss perspectives connecting education and business, as well as key points for integrating neurodiversity into society.

[Photo Scribing Production: Chiharu Kai, Representative, Dentsu Inc. Graphic Recording Laboratory]
Dentsu Graphic Recording Lab is a cross-group project team within the Dentsu Group focused on providing and researching visualization services centered around graphic recording. This article was produced using "photoscribing," a technique where content from interviews is drawn onto photographs. https://www.dentsu.co.jp/labo/grareco/index.html