For our blog topic this month, we decided to dive into the growing and fascinating area of neurodiversity. This is a topic that we find genuinely exciting to explore, as our field is gaining a richer understanding of neurodivergent thinking — and increasingly recognizing it not as a deficit to be managed, but as a spectrum of strengths and differences that deserves to be met with flexibility, creativity, and respect.
To inform this series, we reached out to several dog trainers and dog training clients who are neurodivergent to share their perspectives on what it means to build a training experience that is not only neurodivergent-sensitive but also genuinely enriching for everyone involved. Their voices are at the heart of what follows.
What do we Mean by Neurodivergent?
Some of our readers may be wondering: what exactly are we talking about when we use the term neurodivergent? American autism rights activist Kassiane Asasumasu coined the term neurodivergent. Neurodivergent generally refers to people whose brains function differently from what is considered typical. Neurodiversity describes the natural variation in how people’s brains develop, behave, and process information. The term was coined by Australian sociologist Judy Singer, who emphasized that these differences are a normal and valuable part of human diversity — not something to be corrected or erased.
Neurodiversity is a spectrum, and it is unique to each individual. Differences in how a person’s brain functions affect how they assimilate and process information, approach daily activities, and experience the sensory and social world around them. This is important to hold onto: no two neurodivergent people are alike, and no single approach will work for everyone.
Being neurodivergent does not necessarily mean a person identifies as having a disability, though they may carry one or more related diagnoses. These can include autism, attention deficit hyperactivity disorder (ADHD), dyslexia, dyspraxia, and Tourette syndrome, among others. It is also very common for neurodivergent individuals to have a co-occurring anxiety diagnosis — something that can arise from sensory overload, executive functioning challenges, masking neurodivergent traits to “fit in,” or the cumulative stress of navigating a world that was largely not designed with them in mind.
That last point is worth sitting with. For many neurodivergent people, the greatest source of stress is not their neurodivergence itself — it is the ongoing effort required to adapt to neurotypical standards and expectations. This is the context in which our clients and colleagues show up to training. And it is the context that asks something of us as trainers.
“Many of us are neurodivergent in some way, and the neurotypical norms we grew up with have created a status quo that doesn’t actually need to be the standard. We can work together to unlearn the ableism we have been taught, and we can create a world that is set up better to meet everyone’s needs.”
Neurodivergence Is Not One Thing
One of the most important things to understand about neurodiversity is that it resists generalization. There is no single neurodivergent experience, no checklist of traits that applies universally, and no one-size-fits-all approach to support. A client with ADHD and a client on the autism spectrum may share some overlapping experiences — sensory sensitivity, challenges with certain kinds of verbal instruction, a preference for clear and predictable structure — but their needs in a training environment may look quite different.
This means that building a neurodivergent-friendly approach to dog training begins not with a set of accommodations, but with a posture of curiosity. Who is this person? How do they learn best? What feels overwhelming and what feels energizing? What kind of environment helps them focus, and what creates noise? These are the questions that lead to genuinely client-centered training — which, as it turns out, benefits everyone.
As one of our contributors put it:
“I wish that people understood that neurodivergent people are, above all, people. Like any minority, we are diverse and deserve respect. Even those whom people perceive as “difficult” because they have complex communication needs, or multiple co-occurring conditions, are people who deserve to live and participate fully in the world.”
This may seem simple, but it is foundational. Approaching every client — neurodivergent or not — as a whole person first, before any label or diagnosis, is the basis of ethical and effective training practice.
Why This Matters in Dog Training
Dog training is an inherently relational practice. It asks clients to learn new information, regulate their own emotions, read their dog’s body language, and apply techniques in real time — often in environments that are unpredictable, overstimulating, or socially complex. For a neurodivergent person, any one of these elements can present a significant challenge. Together, they can make a standard training experience feel inaccessible or even distressing.
At the same time, the bond between a neurodivergent person and their dog is often profound. Dogs offer unconditional presence, sensory comfort, routine, and a kind of social connection that feels safe in a way that human relationships sometimes do not. For many neurodivergent individuals, their dog is not just a pet — they are a lifeline. This makes it all the more important that the path to a well-trained, well-supported dog be one that the person can actually travel.
This is the opportunity — and the responsibility — that faces our field. A training world that is built for flexibility, that meets people where they are, that prioritizes the relationship over the technique, is not just more inclusive. It is more effective for everyone.
What’s Coming in Parts 2 and 3
In Part 2, we will go deeper into the practical side of neurodivergent-friendly training: what flexibility and client-centered approaches actually look like in the room, and how trainers can adapt their methods, communication styles, and environments to support a wider range of learners.
In Part 3, we will zoom out to look at the larger picture — the ethical and systemic implications of building a genuinely neurodivergent-inclusive training world, and what that asks of our field as a whole, including how disability discrimination shows up in training spaces, often in subtle ways, and what it means to work against it actively.
We are grateful to every trainer and client who shared their perspective with us for this series. Their honesty, generosity, and insight made this work possible — and it is their voices that will carry it forward.
Resources
Reflections on Neurodiversity, Judy Singer’s blog on neurodiversity
Divergent Minds Organization advancing equality for neurodivergent people
Lived Experience Educator “Drawing on lived experience of Autism, ADHD, BPD and more, alongside a background in peer support and sociology, Sonny supports people to become neurodiversity-affirming, build genuinely neuroinclusive spaces and critically examine neuronormativity across systems of care, education, and work.”
Sarah Pellizzari, the author, is a licensed clinical social worker and professional dog trainer based in Colorado Springs, Colorado, and the owner of Southern Colorado Animal Assisted Therapy & Training.
About Atlas Assistance Dogs
Atlas Assistance Dogs is a non-profit organization that fundamentally expands access to assistance dogs. We support people with disabilities to train and certify their own service dog using positive, ethical training methods. At Atlas, we believe anyone who would benefit from a qualified assistance dog should be able to have one.
We work with people with a wide range of disabilities who wish to train their own service dog as well as offer a comprehensive Academy for professional trainers wanting to become service dog trainers. For more information about Atlas’ Client Certification program or other training services, please visit www.atlasdog.org or contact info@atlasdog.org.
