Health Care Professionals' Competencies in Caring for the Neurodivergent Population

Providing health care to neurodivergent individuals requires professional competencies that extend beyond diagnostic knowledge to include accessible communication, respect for autonomy, and organizational adaptations. This essay aims to critically discuss the competencies required to deliver inclusive care in health services, considering barriers identified in the scientific literature and their implications for professional training. A theoretical-reflective approach was adopted, drawing on empirical studies, reviews, and institutional documents, with the arguments organized thematically. The discussion addresses neurodiversity literacy, attentive listening, individualized communication, informed consent, sensory sensitivity, interprofessional coordination, continuity of care, and service users' participation in quality improvement. Available evidence, derived predominantly from studies involving autistic people, indicates that access barriers also arise from unsuitable environments, inflexible procedures, and stigmatizing interpretations. Individual competencies depend on supportive institutional conditions, including continuing professional development, accessible communication channels, adequate time for care, and mechanisms for quality assessment. It is concluded that equitable care requires the integration of technical knowledge, ethical attitudes, and organizational transformation. Further research is recommended to encompass a wider range of neurodivergent profiles and to evaluate, with the participation of neurodivergent people themselves, the effectiveness of adaptations implemented across different clinical and geographical contexts. This approach strengthens safety, trust, and the quality of therapeutic relationships in health care settings.