THE

NEURODIVERSE
WORKPLACE
AN EMPLOYER’S GUIDE TO MANAGING
AND WORKING WITH NEURODIVERGENT
EMPLOYEES, CLIENTS AND CUSTOMERS

Victoria Honeybourne
CONTENTS

1. Introduction
2. Understanding Neurodiversity
3. Neurodivergent Individuals
4. Employer Responsibilities
5. Inclusive Recruitment
6. Communicating for Neurodiversity
7. Policies and Practices for Neurodiversity
8. Neurodiverse-Friendly Environments
9. Working With Neurodivergent Customers and Clients
Further Resources
References
Index
Acknowledgement
1

INTRODUCTION

There are many types of flowers – daffodils, roses, lilies, daisies, orchids –
all different and all beautiful. We do not consider any one type of flower
superior to any other. We do not try to make the rose more daffodil-like
because we consider daffodils the best sort of flower. Flowers are not
expected to be the same; this natural variation is accepted and celebrated as
part of biodiversity.
There are different types of everything – flowers, trees, birds, rocks –
and, of course, people. Society can be less accepting of that fact. This book
considers one specific aspect of human diversity – neurodiversity, or the
diversity of ways in which humans think, learn and relate to others. Some
ways of being (such as those labelled dyslexia, Asperger syndrome or
autism, for example) are currently considered ‘inferior’ to other ways. They
are not yet seen as a natural aspect of human variation to be accepted and
expected.
Different flowers need different conditions to thrive and flourish. Some
need a sunny position; others do best in the shade. Some need regular
watering; others survive with very little water. Some grow very quickly;
others take their time to flower. Seeds will not grow and thrive if the
environment is wrong.
People are the same. Different people flourish in different
environments. It makes sense. Our brains all operate differently, so we do
not all respond in the same way to the same inputs around us.
Unfortunately, our social systems, education systems and workplaces have
generally been designed for just one type of person – ‘the neurotypical’ –
automatically placing any others at a disadvantage.
Work. We might detest office politics and dream of the day a winning
lottery ticket means we can spend our days lazing on a beach, but most of
us appreciate that work (whether full-time, part-time, self-employment or
volunteering) brings more than just financial benefits. Being engaged in
some sort of employment contributes to increased self-esteem,
independence, social status, a sense of identity and positive physical and
mental health. In addition, many people derive pleasure and a sense of
satisfaction from what they do. Work – when it is the right type for the
individual – brings meaning, purpose and enjoyment. The right to
employment is recognised as a basic human right by the United Nations
(UN), yet for many neurodivergent individuals, this remains out of reach.
When growing flowers, we might have limited control over the weather
and environment, but workplaces are different. These are systems
developed by humans and as such we have total control over them. We can
adapt the physical environment, we can change policies, we can adjust the
way we communicate. We can recognise that neurodiversity exists and that
our existing policies and practices have not been designed to meet the full
range of this diversity.
In this book you will learn more about the neurodiversity paradigm and
how this can be implemented in the workplace to benefit all colleagues,
customers and clients.

AIM OF THE BOOK

The aim of this book is to propose the neurodiversity paradigm as an
effective way of approaching the issue of diversity in businesses and
organisations in the twenty-first century.

IN THIS BOOK YOU WILL LEARN

• what is meant by the term ‘neurodiversity’
• how neurodivergent individuals interpret the world differently
• common difficulties experienced by neurodivergent employees in
the workplace
 • difficulties experienced by neurodivergent customers and clients
• the benefits of adopting the neurodiversity paradigm in your
workplace or business
• employers’ legal responsibilities relating to neurodiversity
• how to communicate more effectively with neurodivergent
individuals
• how to make policies, practices and physical environments more
inclusive
• how to empower neurodivergent employees and colleagues,
enabling them to thrive in the workplace.

WHO THIS BOOK IS FOR

This book is for anybody who wants to learn more about neurodiversity, the
benefits of employing neurodiverse workers in the workplace and how to
support neurodivergent individuals. It is for:
• managers
• employers
• human resources (HR) professionals
• recruitment specialists
• equality and diversity officers
• disability and diversity mentors
• job coaches
• anybody working with neurodivergent colleagues, customers or
clients
• neurodivergent individuals.

USING THIS BOOK

To learn more about the concept of neurodiversity, begin with Chapter 2,
‘Understanding Neurodiversity’. Chapter 3, ‘Neurodivergent Individuals’
then outlines some of the differences and difficulties that neurodivergent
individuals can experience. Conditions such as autism, Asperger syndrome,
dyslexia, dyspraxia, dyscalculia and ADHD are explained in more detail.
Chapter 4, ‘Employer Responsibilities’ explores the key legal
responsibilities relating to neurodiversity for employers and managers. You
will learn more about the Equality Act 2010, public sector equality duty and
other relevant legislation. In Chapter 5, ‘Inclusive Recruitment’ you will
learn more about creating inclusive recruitment policies and ensuring that
neurodivergent individuals are able to demonstrate their potential.
The next three chapters, ‘Communicating for Neurodiversity’, ‘Policies
and Practices for Neurodiversity’ and ‘Neurodiverse-Friendly
Environments’, explore changes that can be made to workplaces and
business environments to make them more inclusive for neurodivergent
individuals.
In the final chapter, ‘Working with Neurodivergent Customers and
Clients’, the focus moves from employees to customers and clients. This
chapter discusses some of the difficulties neurodivergent customers and
clients can have when dealing with various services, businesses and
organisations, and how employers and managers can improve these
experiences and retain customers.
In the ‘Further Resources’ section you will find lists of relevant
organisations and publications that can support you further when working
with neurodivergent individuals.

TERMINOLOGY
For a detailed discussion of terminology relating to the neurodiversity
paradigm, see Chapter 2, ‘Understanding Neurodiversity’.
When discussing various neurodevelopmental conditions there are
several arguments for using different forms of language. Some individuals
prefer identity-first language (e.g., autistic individuals) and others prefer
people-first language (e.g., a person with dyslexia). This book prioritises
ease of reading and therefore uses a variety of these forms. Where possible
the word ‘condition’ has been used to replace ‘disorder’ (e.g., autism
spectrum condition rather than autism spectrum disorder), to reflect that the
neurodiversity paradigm does not see different ways of being as
‘disordered’, but merely different.
2

UNDERSTANDING
NEURODIVERSITY

In this chapter you will:

• learn what is meant by ‘neurodiversity’ and ‘the neurodiversity
paradigm’
• learn about various models of disability
• understand key terminology relating to neurodiversity
• become aware of the increasing recognition of the neurodiversity
paradigm in the twenty-first century
• recognise the benefits of using the neurodiversity paradigm in the
workplace.

WHAT IS NEURODIVERSITY?

NEURODIVERSITY
Neurodiversity = neurological diversity.
Neurodiversity (a term coined by Judy Singer in the 1990s and short for
‘neurological diversity’) simply means that there is a range, or diversity,
of ways in which human brains function, a range of ways in which we
think, learn and relate to others. We do not all think, learn and process
information in the same way.
For much of the twentieth century and before, this diversity in the way
human brains function was not recognised. It was considered that there was
one ‘right’ way of functioning and that any other way must be ‘wrong’ or
‘disordered’. Individuals who did not meet the current parameters of
‘normal’ brain function were – and indeed still are – given labels or
diagnoses such as dyslexia, dyspraxia, attention deficit hyperactivity disorder
(ADHD) or autism. The emphasis was on ‘fixing’ these individuals to make
them become more typical.
Over the past three decades, the term ‘neurodiversity’ has gained
increasing recognition. Neurodiversity simply means there is a diversity of
ways in which human brains function, learn, think and relate to others. The
term ‘neurodiversity’ suggests that these differences are a natural part of
human variation to be expected – in the way we expect other types of human
variation. We do not expect humans to be identical in other ways, yet we
generally expect brain function to be identical from person to person.

WHAT ARE MODELS OF DISABILITY?

There are different ways, or models, of viewing disabilities and differences.

Medical model of disability

In the medical model of disability, differences are believed to arise from
psychological, neurological or physiological limitation within an individual.
Through screening and assessment, an individual’s deficits are labelled and
described using clinical terminology (Skidmore 1996). Individuals are
judged against ‘developmental’ and ‘functional’ norms of others their age
(Hodkinson 2016).
Within the medical model, there is one ‘right’ way of neurocognitive
functioning (neurotypical). Anybody who doesn’t fit this profile is labelled
as having something ‘wrong’ with them, and viewed as ‘abnormal’, ‘inferior’
or ‘disordered’.
The medical model of disability implies that there is something ‘wrong’
with individuals who are given a diagnosis depending on their ‘symptoms’. It
suggests that the individual can, and should, be fixed, treated, cured or
ameliorated through medication, therapies or intervention.
 Criticisms of the medical model focus on the fact that it locates the
problem within the individual and that it fails to consider wider societal
factors. The medical model also implies that there is one type of ‘normal’
and that those who deviate from this are ‘abnormal’ or need to be fixed to
become more ‘typical’. The medical model is still widely used in education
and health systems today, although towards the end of the twentieth century
the social model of disability began to gain wider recognition.

Social model of disability

Within this model, society is considered to ‘cause’ disability and special
needs by placing barriers in the way of people with impairments (Goering
2010). This model does not view the conditions themselves as causing
disability but rather the attitudes, values and beliefs operating within society.
It is society that needs to be treated and cured, not individuals (Johnstone
2001).
The social model of disability proposes that individuals are only
‘disabled’ by the environments and attitudes around them. The model has
now become accepted and embedded in many elements of society. There are,
however, also criticisms of it. Opponents argue that the social model implies
that physical differences and restrictions are entirely socially created. The
social model has also been criticised for presenting disabled people as one
homogeneous group rather than as a complex group of individuals (Oliver
2013).
Others claim that neither the medical nor the social model goes far enough,
and that both obscure the real issues of oppression, discrimination and
inequality that disabled individuals face (Oliver 1990). To overcome these
issues, other theories of disability have also been proposed, such as the
affirmative model and the rights-based model.

Affirmative model of disability

The affirmative model promotes a non-tragic view of disability and
impairment and promotes positive social identities for disabled people
(Swain and French 2000). This model extends the social model by
incorporating the lived experiences of disabled people (Johnstone 2001). It
also opposes the assumption that disabled people want to be cured, and
challenges societal presumptions of what it means to be ‘normal’ (Swain and
French 2004). The movement seeks to develop an image of disabled people
that is ‘strong, angry and proud’ (Hodkinson 2016, p.34).

Rights-based model of disability

The rights-based model of disability seeks to take on employers, policy-
makers, educational and health care professionals to ensure that disabled
people’s rights are upheld. Disability politics seeks to liberate the ‘silent’
voices of disabled people and to confront the non-disabled ‘oppressors who
perpetuate the exclusion of disabled people’ (Allen 2003, p.31). This model
is about direct action and the use of the law to end discrimination against
disabled people.

DISABILITY IN THE TWENTY-FIRST CENTURY

Arguments exist for and against all these models of disability. Although
social, affirmative and rights-based models are all gaining increasing
recognition, the medical model still dominates overwhelmingly in current
education, health and societal systems:
• Individuals are given labels and diagnoses depending on the
symptoms or difficulties they experience.
• A formal diagnosis is often required to access funding, resources or
support in education, the workplace or the community.
 • The language used by educational and health care professionals is
one of ‘impairments’, ‘disorders’ and ‘pathology’.
• Young people are still compared to ‘typical’ children of their age.
The education system then attempts to ‘fix’ young people who are
not making typical progress by giving them medication or an
intervention to make them feel, think or act in a more ‘appropriate’
way.
• Conditions such as autism, ADHD and dyslexia are still considered
to be ‘problems’ or ‘challenges’ rather than part of normal human
variation to be accepted and celebrated.

The early twenty-first century has brought huge changes in technological,

cultural, political and societal spheres. We have more knowledge of
neuroscience, biology, psychology and technology than ever before. The
time is ripe to change the way we view disability and difference.

WHAT IS THE NEURODIVERSITY PARADIGM?

The concept of neurodiversity represents a paradigm shift for the field of
disability. Instead of pathologising individuals with perceived ‘deficits’ in
the way that they think, learn and relate to others, the neurodiversity
paradigm considers this diversity and difference to be a normal, and totally
expected, aspect of human variation. The neurodiversity paradigm sees that
differences in neurocognitive functioning ‘should be recognised as natural
human variation instead of being pathologised’ (Slorach 2016, p.212). This
view sees traditional categories and labels of disability as social constructs,
and opposes the view that there is one ‘normal’ type of brain or one ‘right’
way of neurocognitive functioning.
The term ‘neurodiversity’ was originally used within the autistic
community to reflect the idea that autism is not a disorder, but merely a
different way of being, and is now used in a wider sense to include all
neurological diversity – ways of being that we may label with terms such as
autism, ADHD, dyslexia, dyscalculia, dyspraxia and Tourette’s syndrome
(Tourette’s). In the neurodiversity paradigm, no one way of neurocognitive
functioning is considered to be superior to any other; all are equally valid. It
is normal, and totally expected, that there will be this diversity and difference
within the human race.
The concept of neurodiversity is refreshingly liberating; there is no
normal, and no one group is superior to any other. It is normal to be different.

Terminology used within the neurodiversity paradigm

Some key terms related to the concept of neurodiversity are:
Neurodiversity: The diversity of ways in which human brains think,
learn, relate to others and interpret the world.
Neurodiversity paradigm: This paradigm sees all ways of
neurocognitive functioning as being a natural part of human variation
to be expected and accepted as part of diversity in general.
Neurotypical (NT): Having a style of neurocognitive functioning that
falls within the current dominant societal standards of ‘normal’.
Somebody without a ‘label’ or diagnosis of anything is classed as
‘neurotypical’.
Neurodivergent: Having a style of neurocognitive functioning that does
not fall within the dominant societal standards of ‘normal’. At the
 present time, anybody with a label or diagnosis (such as autism or
dyslexia, for example) is considered to be neurodivergent.
Neurodiverse: A group is neurodiverse if multiple ways of
neurocognitive functioning are represented within the group.
Neurocognitive: Relating to the mental processes that take place in the
brain (e.g., abilities to process, remember and retrieve information).

Note! The neurodiversity paradigm does not suggest that conditions such as
dyslexia, autism or dyspraxia do not exist, but simply that they need to be
viewed differently. The neurodiversity paradigm recognises that there is a
huge variety of ways in which we think, learn and relate to others – and that
this diversity needs to be recognised, anticipated and accepted, rather than
being considered inferior or disordered.

TIME TO EMBRACE NEURODIVERSITY

Neurodiversity is the idea that neurological differences like autism and
ADHD are the result of normal, natural variation in the human genome.
(Elder Robison 2013)

Neurodiversity may be every bit as crucial for the human race as

biodiversity is for life in general. Who can say what form of wiring will
be best at any given moment? (Blume 1998)

So just why is it the right time to shift to using the neurodiversity paradigm
in the workplace as well as in society in general?

1 In the early twenty-first century other types of diversity are accepted and
celebrated, and neurodiversity should be no different
In twenty-first-century Britain a wide range of diversities and differences are
recognised, accepted and, indeed, celebrated. Cultural, gender, religious and
linguistic diversity are all part of everyday life. Attitudes have changed
enormously over the past half-century. Society is more tolerant and open
than ever before. Citizens have the freedom and opportunity to be respected
as individuals. Neurodiversity is simply another aspect of human diversity
and should be recognised as such.
The increase in the number of people diagnosed with various conditions and labels
suggests that there is no ‘normal’ anyway

2 Aof growing proportion of the population is receiving diagnoses and labels

various conditions and thus being labelled as ‘neurodivergent’.

PERCENTAGES OF NEURODIVERGENCE IN THE

POPULATION
• 10 per cent of the population is dyslexic (BDA 2015)
• 7 per cent of children have a developmental language disorder
(Communication Trust 2014). Many of these difficulties
continue into adulthood
• 5 per cent of the population are thought to have dyscalculia
(BDA 2015)
• 3 per cent of the population are thought to be affected by
developmental coordination disorder/dyspraxia (NHS 2016a)
• 2–5 per cent of school-aged children may have ADHD (NHS
2016b)
• 1.1 per cent of the population may be on the autism spectrum
(National Autistic Society 2017).

These figures do not take co-morbidity (co-occurrence) into account, but it is

clear that it is no small minority of the population that is ‘neurodivergent’.
Some suggestions indicate that around 20 per cent of high school students in
the USA are neurodivergent (Elder Robison 2015). Many more individuals
share similar characteristics but do not quite meet the criteria for a formal
diagnosis. To say that this large proportion of the population is ‘disordered’
indicates a very narrow view of ‘normality’.

3 The very act of labelling marginalises these groups and has a negative impact on
the individuals affected
The moment a group is labelled as being different, disordered or atypical,
they are automatically marginalised. The act of diagnosing
neurodevelopmental conditions places the blame firmly within the
individual, suggesting that there is something ‘wrong’ with them. This can
have a devastating effect on the individual in question, leading to low self-
esteem, low self-worth and to mental health conditions such as anxiety and
depression. Labels and diagnostic criteria focus on difficulties and what
individuals cannot do rather than on their strengths and positive
characteristics.

4 Terminology
Current terminology spreads stereotyping and prejudice
around neurodevelopmental differences reinforces the
medical model of disability – individuals are told they have ‘disorders’.
Many terms – autism, ADHD, dyslexia, for example – have negative
connotations, often stereotyped and reinforced by the media. Within the
general population, for example, many people associate having ADHD with
being naughty, or having dyslexia with being unintelligent. These stereotypes
are often formed from those around us as well as the media. The media can
reinforce the fact that disabled people have ‘something wrong with them’;
for example, by implying that they need to be ‘pitied’ and ‘helped’ (Swain
and French 2000), that they ‘bravely manage’ despite impairments, or that
they are experiencing some sort of loss and would prefer to be ‘normal’. The
language used has a huge influence on thoughts, attitudes and opinions.

5 Traditional labels and categories are not necessarily helpful; they tell us very little
about individuals
Current labels and categories tell us very little about individuals: ‘Diagnostic
categories are imperfect since they imply uniformity and clear-cut
boundaries’ (Grant 2017, p.172). Take the autism spectrum as an example.
Individuals with a diagnosis of an autism spectrum condition can range from
those who are articulate, intelligent, able to live independently and able to
work, needing perhaps only minimal support to function in a world that has
not been designed for their social and sensory differences (often called
Asperger syndrome or autism spectrum disorder (ASD) Level 1), to
individuals who are non-verbal, unable to communicate their needs, have
additional learning difficulties and need significant, lifelong support (ASD
Level 3). Even within these sub-categories of autism there are huge
differences. Much recent research, for example, highlights the differences
between males and females on the autism spectrum. The same is relevant for
dyslexia, dyspraxia or ADHD, for example – each individual experiences the
condition differently and has their own combination of strengths, difficulties,
coping strategies and experiences.

6 Current systems fail to take into consideration that environments, policies and
practices have been designed for only one type of brain, the ‘neurotypical’ way of
thinking and learning
The medical model does not take into account that the environments, policies
and practices have generally only been designed for one way of thinking –
for the neurotypical brain. This places anybody considered ‘neurodivergent’
automatically at a disadvantage. By embracing the concept of neurodiversity,
workplaces recognise that environments, policies and practices need to be
designed to reflect the neurodiverse population that we are, rather than
reinforce just one way of being as the ‘right’ way to be. Many difficulties
and problems that neurodivergent individuals experience often only come
about because of the expectation to be ‘neurotypical’. Remove these
expectations and many issues disappear too.

7 ‘Normal’ is a social construct and reflects only what is considered ‘typical’ at any
particular time
Less than 60 years ago homosexuality was considered a mental illness and
criminal act in the UK. Sexual diversity is now widely recognised and
accepted, with same-sex couples sharing the same rights as heterosexual
couples. Views of ‘normal’ change over time. ‘Normal’ reflects only current
beliefs about what constitutes ‘typical’ or ‘acceptable’ in any particular place
or time. Normal in one culture may be considered abnormal in another. What
is considered normal for one generation may be considered abnormal for
another. Indeed, there are arguments that even the International Classification
of Diseases and Related Health Problems, Version 10 (ICD-10) – used by
many practitioners to diagnose – reflects a ‘narrow, Eurocentric view of
society that is firmly predicated upon the values of healthy, male, middle-
class professionals’ (Oliver and Barnes 1998, cited in Hodkinson 2016,
p.50).

8 Western society is currently experiencing a collective shift in consciousness away

from consumerism and traditional measures of success
The recent emphasis on wellbeing and mindfulness is moving society
towards a new way of being, in which the focus is on improving wellbeing in
the workplace and in society in general.
NEURODIVERSITY AND THE WORKPLACE
The benefits of work
Although some might see work as a ‘necessary evil’ – particularly when the
alarm clock is ringing early on a dark, cold morning – most people agree that
being employed brings many benefits, including:
• financial independence and security
• an improved quality of life
• increased self-esteem
• social status in a society that values work
• increased social and community involvement from working with
others
• better physical and mental health
• an increased sense of identity
• a chance to put skills, knowledge and education to use
• a feeling of meaning and purpose.

Neurodivergent individuals in the workplace

The right to work and earn a living is considered a fundamental human right,
yet for many neurodivergent individuals, gaining and retaining employment
remains a goal rather than a reality:
• People with hidden disabilities (such as neurodevelopmental
conditions) have lower employment rates than those with visible
disabilities (Feinstein 2019).
• Just 16 per cent of autistic adults are in full-time work in Britain
(National Autistic Society 2016b).
• Seventy-seven per cent of unemployed autistic individuals say they
want to work and 40 per cent report they have never worked
(National Autistic Society 2016b).
• Forty-eight per cent of autistic individuals reported experiencing
bullying, harassment or discrimination in the workplace due to their
 autism (National Autistic Society 2016b).
• Up to 85 per cent of people with Asperger syndrome are without
full-time employment despite the fact many have above-average
intelligence (Feinstein 2019).
• ‘Comments from dyslexic, dyspraxic and dyscalculic individuals
show how they could contribute far more at work with just simple
accommodations and understanding’ (CIPD 2018).
• Evidence suggests that adults with ADHD are less likely to be in
paid work than those without the condition. Many end up in low-
paid jobs and have difficulties with relationships in the workplace
(Vibert 2018).
• Four out of ten unemployed people are thought to be dyslexic
(Exceptional Individuals 2016).

The benefits of neurodiversity in the workplace

With estimates that between 10 and 20 per cent of the population could be
considered neurodivergent in some way or another, employers cannot claim
that neurodiversity does not exist. However, in reality, many neurodivergent
individuals report negative experiences of the workplace, with many others
being unemployed or under-employed. Sometimes these individuals have
been the victims of direct or indirect discrimination. Other difficulties can be
that employers may lack confidence and knowledge about neurological
conditions. They might be unsure what their organisation can offer or what
sort of adjustments are needed (Haque and Gilroy 2016). One report
suggested that 60 per cent of employers are worried about getting support
wrong and are unsure where to find information about how to support
neurodivergent employees (National Autistic Society 2016a).
So what are the benefits of embracing neurodiversity in the workplace,
and why should managers be concerned with creating more inclusive
environments?
• Meeting legal requirements: Employers need to meet legal
requirements relating to equality and diversity. Hidden disabilities
such as neurodevelopmental conditions are protected under the
Equality Act 2010. Not meeting these requirements could lead to
 legal action being taken if employers have not met the needs of
neurodivergent individuals.
• ‘The business case’: Utilising the entire population and making the
most of individual strengths is a better use of human resources,
creating a wider pool of labour for recruitment, providing more
opportunity for innovation, leading to a wider customer base and
creating a more positive company image.
• More effective teams: In most sports, teams are built on diversity,
not uniformity. A soccer manager would not select a team of 11
defenders. The most effective teams are made up of different talents
and strengths. An increasing number of organisations are beginning
to identify the need to embrace and facilitate those with neurological
conditions and are recognising the desirable skill sets these
individuals can bring (Haque and Gilroy 2016).
• Increased creativity and innovation: A diverse workforce provides
diversity of thought, resulting in creativity and innovation (Haque
and Gilroy 2016). Neurodivergent people quite literally think
differently – this is the crux of neurodiversity, a difference in the
hardwiring of the brain. This means a neurodiverse team can be
more likely to see issues from different perspectives. Creative and
digital industries in particular are benefiting from recognising and
harnessing the potential that a neurodiverse workforce brings. Large
organisations such as Amazon, Microsoft®, Ford, Google, SAP®
and DXC Technology are all currently running or developing
neurodiversity-at-work initiatives (CIPD 2018) as they recognise
that neurodivergent individuals can bring innovative solutions and
ideas.
• Avoiding staff shortages: Many businesses and industries are facing
a skills shortage, unable to recruit staff with the skill sets needed. At
the same time many neurodivergent individuals with desirable skill
sets are unemployed or under-employed. Many of these individuals
do not struggle with the actual job or knowledge required, but rather
with other demands of the workplace or with lack of support from
colleagues. Adjustments to support neurodivergent individuals are
 typically inexpensive and easy to implement. Making full use of the
entire workforce benefits organisations as well as individuals.
• Customer engagement and trust: The case for diversity as a whole is
now widely accepted. Organisations that want to be truly inclusive
employers cannot ignore neurodivergent individuals. Customers and
clients – who ultimately are the reason most businesses are in
existence – are also a neurodiverse group. A business or
organisation known to embrace difference will appeal to many more
customers than one that does not.
• Improved wellbeing: An organisation whose ethos is one of
inclusion, acceptance and understanding is likely to have happier,
healthier, more positive employees. When employees feel
comfortable and confident, they are more likely to be productive,
satisfied and stay in a role longer. Lower staff turnover and a more
positive atmosphere in the workplace bring benefits to the wellbeing
of all.
• ‘The social justice case’: The social justice case for eliminating
inequality in the workplace sees that managers have a moral
obligation to treat all employees with fairness and respect. Treating
people fairly should be seen as an end in itself and not a means to an
end. In this paradigm, ‘fair treatment is the right (ethical) thing to do
not because of the benefits it brings or absence of harm caused’
(Beardwell and Thompson 2014, p.188).

KEY POINTS
– Neurodiversity is the diversity of ways in which people think, learn and relate to
others. Our brains all interpret the world differently.
– Traditionally, individuals who think differently have been given diagnoses such as
dyslexia, ADHD, dyspraxia, autism or Asperger syndrome. These individuals have
been labelled as having something ‘wrong’ with them. Some estimates suggest that
up to 20 per cent of the population could be considered neurodivergent in one way
or another.
– The neurodiversity paradigm sees these differences in neurocognitive functioning
as being a natural and normal aspect of human variation to be expected and
accepted. No one way of functioning is considered superior to any other; all are
viewed as equally valid. The neurodiversity paradigm is rapidly gaining increased
recognition.
– Workplaces and other systems have generally only been designed for one way of
thinking, the neurotypical way. This places others at a disadvantage.
Neurodivergent individuals often report difficulties in the workplace due to a lack of
understanding and support for their differences.
– There are many benefits for businesses and organisations that adopt the
neurodiversity paradigm and create more inclusive practices.
3

NEURODIVERGENT
INDIVIDUALS

In this chapter you will learn about:

• the differences neurodivergent individuals can experience in the
way they think, learn and relate to others
• the limitations of traditional diagnostic categories
• different ‘categories’ of neurodiversity (dyslexia, dysgraphia,
dyspraxia, dyscalculia, autism/Asperger syndrome, ADHD,
language disorders)
• the importance of viewing neurodiversity as the ‘new normal’
• difficulties neurodivergent individuals can experience when
seeking, gaining and maintaining employment.

NEURODIVERGENT INDIVIDUALS
Currently, many neurodivergent individuals are given a formal diagnosis.
Some of the most common, discussed in more detail in this chapter, include:
• dyslexia
• dysgraphia
• dyspraxia
• dyscalculia
 • autism/Asperger syndrome
• ADHD
• language disorders.

Not just childhood conditions

A common misconception is that these conditions affect only children and
young people. Diagnoses are often, but not always, made in childhood. The
media often focuses on the impact in childhood and much existing research
focuses on children, parenting and difficulties in the education system.
In reality, neurodevelopmental differences are lifelong. Individuals are
born with these differences and will always have them. These conditions
cannot be ‘caught’ in later life (although some individuals might not receive
a diagnosis until adulthood). They do not disappear, nor do children ‘grow
out of them’. Unlike some physical or mental health difficulties, these
conditions cannot be ‘cured’ by medication or intervention.
Some conditions can appear more ‘hidden’ in adults. Often these
individuals have experienced a lifetime of living with their differences; by
adulthood they might have developed effective coping strategies to help
them survive, or even thrive, in a world designed for neurotypicals. By
adulthood, many have also gained in confidence and self-esteem, deciding
to embrace their differences rather than forcing themselves to be more like
others. For some, adulthood brings new opportunities and the freedom to
work to their strengths and interests.
There are, however, many other neurodivergent adults who might not
have received the support they needed when younger or who have not yet
received a diagnosis to help them make sense of their differences or
difficulties.

THE LIMITATIONS OF TRADITIONAL LABELS AND DIAGNOSTIC

CATEGORIES
Traditional labels and categories of neurodiversity have many limitations.
Labels can focus on the negatives, calling various conditions ‘disorders’ or
‘deficits’ (‘autism spectrum disorder’ or ‘attention deficit hyperactivity
disorder’). This language automatically suggests these conditions are a
negative, rather than simply a different, but equally valid, way of being.

It’s not clear-cut

Individuals are affected to different extents by various conditions.
Diagnosis often depends on careful observation of the individual over time.
Diagnostic services can differ from one geographical area to another. So,
two individuals with similar differences might end up with different
diagnostic results depending on where they live and which services are
available.

Stereotypes and prejudices

Traditional labels can lead to stereotyping and prejudice. Stereotypes such
as children with ADHD are simply badly behaved, individuals with
Asperger’s are asocial computer geeks, or dyslexia is ‘middle-class for
unintelligent’ are commonplace beliefs reinforced by the media. On hearing
words such as dyspraxia, autism or ADHD, listeners make assumptions
about the individual in question.

When you’ve met one…

In reality, there are as many different presentations of dyslexia, autism,
ADHD or any other condition as there are individuals. Each individual has
different strengths, difficulties, life experiences, personality traits and
support systems. There is an oft-quoted saying within the autism
community, ‘When you’ve met one person with autism, you’ve met one
person with autism.’ This is the same for any neurodevelopmental
condition.

CATEGORIES OF NEURODIVERSITY
Although this book is based on the principle of neurodiversity rather than
traditional diagnostic categories, the following section briefly outlines some
specific conditions in order to demonstrate differences individuals might
experience and difficulties that can occur in the workplace.
DYSLEXIA
Definition
Dyslexia is a learning difficulty that primarily affects the skills involved
in accurate and fluent word reading and spelling. Characteristic features
of dyslexia are difficulties in phonological awareness, verbal memory
and verbal processing speed. Dyslexia occurs across the range of
intellectual abilities. It is best thought of as a continuum, not a distinct
category, and there are no clear cut-off points. (Rose 2009, p.28)

It is thought to affect up to ten per cent of the population, with severity

varying from individual to individual. (BDA 2015)

Characteristics
Dyslexic individuals might:
• think creatively and solve problems in different ways
• be good at seeing ‘the big picture’
• think visually
• be resourceful and good at problem-solving, often stemming from
living in a world designed for neurotypicals
• have a slow reading speed
• read inaccurately (particularly when under pressure)
• misread words for similar looking words (e.g., ‘staring’ for
‘starting’)
• have difficulty keeping track of what they are reading (as they are
concentrating so hard on deciphering the words)
• feel overwhelmed by large amounts of text
• become frustrated when reading
• avoid reading aloud
• have inconsistent spelling
• confuse some sounds and letters
 • reverse some letters and numerals when writing
• copy words and spellings inaccurately
• find note-taking and dictation difficult
• have a slow writing speed
• avoid writing words that are difficult to spell
• have difficulty in organising thoughts clearly and logically
• have poor short-term memory (e.g., remembering instructions and
information, retaining numbers for calculations, remembering what
to write down)
• take longer to process information before responding
• appear to be disorganised
• have a poor sense of direction
• misread timetables and instructions
• have had difficulty learning how to tell the time
• have difficulty remembering sequences (e.g., months of the year,
days of the week)
• have low self-esteem.

Possible challenges in the workplace

Some of these differences can cause difficulty in the workplace:
• Reading and writing (whether on paper or on-screen) are
fundamental aspects of many jobs. In a typical day, employees
might be expected to read emails, notices, reports, letters, websites,
instructions, complaints and many other documents. Slower, less
accurate readers and writers find these tasks difficult and time-
consuming. In addition, mistakes and misunderstandings can cause
frustration and unnecessary difficulties.
• Personal organisation and working memory can be a problem in
the workplace, where there is often an emphasis on working
 independently, meeting deadlines and constant productivity.
• As a ‘hidden disability’ other people can be less accepting of
differences or perceived ‘ineffectiveness’ in the workplace, leading
to frustration and discrimination.

Visual stress (also sometimes called Irlen syndrome or Meares-Irlen

syndrome) is often confused with dyslexia. Individuals with visual stress
experience ‘visual distortions when looking at a page of text’ (Grant 2017,
p.115). Text may appear to move or jump, words might merge into each
other and white paper can ‘glare’, making reading difficult. Small fonts or
reading black text on white paper can be particularly difficult. Individuals
with visual stress might experience migraines or find it difficult to read in
brightly lit environments. Visual stress can occur with dyslexia, and also
affects many individuals without dyslexia. Visual stress can often be
reduced by using a coloured overlay, tinted lenses or printing onto pastel-
coloured paper. Individuals may need a specialist assessment to discover
which colour they benefit from. Assessment should come from a qualified
optometrist.

A note on literacy
Dyslexia is considered a ‘specific learning difficulty’; individuals might be
very intelligent and capable in other areas. Other individuals in the
workplace might have difficulty with literacy for other reasons, perhaps due
to poor educational experiences or because of a general learning difficulty.
These individuals might benefit from additional support with functional
literacy skills, although the strategies suggested for dyslexic individuals
might be of some benefit too.

DYSGRAPHIA
Definition
Dysgraphia affects handwriting and converting thoughts to written
words. People with dysgraphia struggle to put their ideas down clearly
and coherently on paper. Their writing may be illegible or untidy
despite considerable effort and there is a disparity between ideas and
 understanding expressed verbally and those presented in writing.
(Hudson 2016, p.75)

Dysgraphia can be a contentious term and is not as widely recognised as

conditions such as dyslexia and dyspraxia. Confusion can occur, as there
can be many reasons for handwriting problems: motor difficulties, spatial
and visual processing difficulties or difficulties visualising the appearance
of letters.
Dysgraphia is more than simply untidy handwriting. Dysgraphia affects
a person’s ability to write quickly, fluently and effortlessly, meaning they
might be unable to demonstrate what they know or show their potential.

Characteristics
Dysgraphic individuals might:
• have untidy, inconsistent or illegible handwriting
• have a slow writing speed
• tire quickly when writing
• use inconsistent spacing between words and letters
• have difficulty with letter formation, reverse some letters or mix
upper- and lower-case letters
• find spelling and punctuation difficult
• have difficulty reading maps or following directions
• experience physical discomfort when handwriting
• experience other difficulties with fine motor skills
• need to concentrate when writing, meaning they are unable to
process other information at the same time
• find it hard to structure sentences and to organise their thoughts
logically on paper
• express themselves well verbally but be unable to get their
thoughts down on paper
 • become frustrated with writing tasks
• avoid written tasks where possible
• have low self-esteem.

Possible challenges in the workplace

In the digitalised twenty-first century, many employers might not consider
handwriting to be a difficulty that affects performance in the workplace.
However, dysgraphia can mean difficulties with, for example, sentence
structure, spelling, punctuation and the organisation of content; these skills
are just as relevant when typing as when handwriting. Many jobs today
require the ability to produce clear and coherent written material – emails,
blogs, website content, reports and other documents.

DYSPRAXIA
Definition
Dyspraxia, otherwise known as developmental coordination disorder
(DCD), is a common disorder affecting fine and/or gross motor skills
coordination, in both children and adults.
The Dyspraxia Foundation adds to this, recognising the many non-
motor difficulties that may also be experienced by people with the
condition and which can have a significant impact on daily life
activities. These include memory, perception and processing as well as
additional problems with planning, organising and carrying out
movements in the right order in everyday situations. Dyspraxia can also
affect articulation and speech. (Dyspraxia Foundation 2015)

Characteristics
Dyspraxic individuals might:
• have strengths with ‘big picture thinking’ and pattern spotting
• have poor coordination
• appear clumsy
• have poor spatial awareness
 • easily bump into things or trip over
• need extra time to complete tasks that use motor skills
• have poor balance
• have untidy handwriting
• experience discomfort when handwriting
• have an unusual gait when walking and moving
• not be aware of personal space – stand too close or too far away
from others
• find it difficult to remember instructions
• have poor organisational skills
• experience difficulty with time management
• have a poor sense of direction
• produce written work that is disorganised or unstructured
• need additional time to process information
• have poor short-term visual and verbal memory
• have difficulty sequencing information
• be under- or over-sensitive to sensory inputs such as light, sound,
taste, smell or touch
• have difficulty reading body language
• take language literally and find it difficult to pick up on implied or
inferred information
• not ‘fit in with the crowd’
• appear socially awkward
• feel embarrassed by their physical challenges
• have low self-esteem.

Possible challenges in the workplace

Some of these differences can be challenging in the workplace:
• Individuals might experience some clumsiness or discomfort with
motor skills, such as when using office equipment or a mouse and
keyboard. This can be frustrating, tiring and time-consuming.
• Some individuals might be easily overwhelmed by sensory inputs,
such as bright lights, background noise or too many people.
Sensory overstimulation can cause anxiety, frustration and reduce
the ability to focus and concentrate.
• Organisation, memory and concentration might be difficult for
some individuals.
• Some might find the social interaction and communication
demands of the workplace challenging.

DYSCALCULIA
Definition
Dyscalculia is a specific learning difficulty that affects counting, arithmetic
and the acquisition of mathematical skills. Dyscalculia is not the same as
mathematical difficulties that have arisen from poor educational
experiences or as a result of general learning difficulties. As with dyslexia,
individuals might be intelligent and capable in other areas.

Characteristics
Dyscalculic individuals might:
• not have an intuitive knowledge of the number system
• have difficulty counting
• have difficulty with rounding numbers up or down and with
estimation
• find it difficult to understand which number is larger or smaller
than another
• confuse similar looking numbers (6 and 9) or similar sounding
numbers (13 and 30) or reverse numbers (451 for 415)
 • find it difficult to remember multiplication tables
• not see connections between number relationships
• experience difficulty learning and remembering mathematical
procedures
• follow mathematical procedures without understanding the
concepts behind them
• find it difficult to understand percentages, fractions and decimals
• misread mathematical symbols
• not be able to answer mental maths problems
• have difficulty remembering number sequences
• experience difficulty with the maths involved with telling the time
and using money
• find shape, direction and orientation difficult
• feel frustrated, anxious and less confident when working with
numbers
• have low self-esteem.

Possible challenges in the workplace

It is not only jobs in banking, accounting and bookkeeping that require a
good understanding of the number system. Many job roles involve dealing
with budgets, money, finances or numerical data.
• Dyscalculic individuals might avoid tasks involving numbers,
feeling embarrassed about their difficulties.
• Dyscalculic individuals might experience confusion when dialling
phone numbers.
• Mistakes with numbers (such as recording numbers inaccurately)
can lead to frustration and misunderstandings with customers,
clients and customers.
 • Following timetables, spreadsheets and interpreting graphs and
other numerical data can be difficult. Some might also find it
difficult to understand budgets.
• Some individuals might have difficulty with time management or
estimating time and distance.
• Some might find it difficult to remember sequences of numbers
such as pin codes or security log-ins.

AUTISM SPECTRUM CONDITIONS (INCLUDING ASPERGER

SYNDROME)
Definition
Autism is a lifelong developmental disability that affects how people
perceive the world and interact with others. Autistic people see, hear
and feel the world differently to other people. Often people feel being
autistic is a fundamental aspect of their identity. Some autistic people
say the world feels overwhelming and this can cause them considerable
anxiety. In particular, understanding and relating to other people, and
taking part in everyday family, school, work and social life, can be
harder. (National Autistic Society 2016a)

Autism is a spectrum condition and, although all autistic people share

similar difficulties, they will all be affected in different ways. The
characteristics of autism differ from person to person but to receive a
diagnosis, individuals will have difficulties in two main areas: persistent
difficulties with social interaction and communication, and restricted
and repetitive patterns of behaviours, activities and interests. These
difficulties will have been present since early childhood and will ‘limit
and impair everyday functioning’. (National Autistic Society 2016a)

Asperger syndrome is also part of the autism spectrum. People with

Asperger syndrome experience the same difficulties as others on the autism
spectrum, although they do not have co-occurring learning difficulties.
They can be of average or above-average intelligence and may have fewer
problems with speech, although they will still experience difficulties with
processing and understanding language. The term ‘Asperger syndrome’ is
currently being replaced with the term ‘autism spectrum disorder (ASD)
Level 1’.

Characteristics
Autistic individuals might:
• be logical thinkers
• be data-driven
• be analytical and good at noticing detail
• be good at focusing on one task
• have a great ability to assimilate and retain information
• experience deep emotions and empathy, but might express these in
different ways
• have difficulty interpreting verbal and non-verbal language
• take things literally and find it difficult to understand sarcasm and
jokes
• find it difficult to understand tone of voice or facial expression
• struggle with vagueness or abstract concepts
• have difficulty understanding the dynamics of group conversation
(such as when it is their turn to talk, how to interrupt appropriately
or how to change topic)
• talk at length about their own interests
• find small talk difficult
• appear pedantic in their speech
• lack facial expressions and have limited variety in their tone of
voice
• find eye contact uncomfortable
• need additional processing time to make sense of what is being
said
• have difficulty in understanding other people’s perspectives,
thoughts and feelings (sometimes called difficulties with ‘theory of
mind’)
• have difficulty in recognising, understanding and expressing their
own emotions
• prefer to work alone
• need and prefer considerable alone time
• not connect with others on a social level in typical ways
• appear to act in a socially inappropriate way
• appear socially awkward
• find it difficult to make and maintain friendships
• prefer routines, timetables and structure
• dislike change and unpredictability
• appear to have inflexible thought patterns and attitudes
• be rules-orientated
• be very honest
• unintentionally cause offence
• have highly focused, intense interests (special interests)
• be over- or under-sensitive to sensory stimulus such as noise, light,
taste, smell and touch
• have some repetitive behaviour patterns
• become frustrated with unfairness
• experience constant anxiety
• feel ‘different’ from others
• feel misunderstood and isolated
• have low self-esteem.
Possible challenges in the workplace
Autistic individuals might find the workplace difficult for several reasons.
Often the work itself is not what causes difficulties, but other demands of
the workplace:
• Overstimulation from busy workplaces can prevent some autistic
people from working at their best. Many autistic individuals can be
sensitive to sensory stimulation, such as bright lights, noise and
crowds of people. Open-plan offices can be particularly difficult to
cope with because of constant noise, movement and distractions.
Some autistic individuals find it difficult to filter out background
noise – everything appears to be the same volume. These sensory
differences can increase anxiety and frustration as well as reduce
the ability to concentrate and focus on the work.
• Some autistic individuals need additional time to shift their
attention from one task to another. Again, open-plan offices, with
their constant distractions, can be particularly difficult.
• Some autistic individuals find social interaction difficult or
exhausting. Some might appear aloof or disinterested to colleagues
without intending to. These individuals might feel they are
isolated, misunderstood or left out. The social aspects of the
workplace might be difficult to understand.
• ‘Office politics’ can be a mystery to some autistic individuals, who
can be very honest and straightforward. Often autistic people have
a strong sense of justice and prefer clarity and openness.
• Some individuals find that disclosing their autism is not necessarily
helpful. False stereotypes of autistic people as being asocial
‘computer geeks’ can lead to unhelpful assumptions being made.

Gender differences and autism

Autism was traditionally viewed as a male diagnosis, with participants in
original autism research of the 1940s predominantly male. This presentation
of autism was developed into the diagnostic criteria and later reflected in
media representations of autism. Roughly only one female to every four
males was diagnosed with autism. In recent years it has been recognised
that just as many females might be affected, but that females cope
differently, often making it harder to spot. Some differences can include:
• Females might be more able to mask their difficulties by copying,
mimicking and following others (Hurley 2014).
• Females may develop coping strategies that hide their difficulties
or might use their intellectual abilities rather than intuitiveness to
work things out (Attwood 2007).
• Females might be more willing to talk about their feelings and
emotions and more expressive in gestures and facial expressions
than males (Simone 2010).
• Females are more likely to internalise things and camouflage their
difficulties (Solomon et al. 2012).
• Females with autism may show less restricted, repetitive and
stereotyped patterns of behaviour (van Wijngaarden-Cremers et al.
2014).

The central characteristics of autism (differences in social communication

and interaction) are the same for both males and females; females might
simply cope differently.

ATTENTION DEFICIT HYPERACTIVITY DISORDER (ADHD)

Definition
ADHD can be characterised by inattention, hyperactivity and
impulsiveness, with individuals affected in different ways. In order to
receive a diagnosis, difficulties will have a significant negative impact
on everyday life. There are different types of ADHD – predominantly
inattentive ADHD, predominantly hyperactive impulsive ADHD, and
combined ADHD. Some individuals manage their ADHD with
medication. Children do not ‘grow out’ of ADHD, or any other
neurodivergent way of being, although many individuals learn effective
coping strategies and learn how to make the most of their individuality
 and strengths. One report suggests 3.4% of adults worldwide have
ADHD. (ADHD Institute 2017)

Characteristics
Individuals with ADHD might:
• procrastinate
• appear to have mood swings
• have low self-esteem
• experience underachievement
• not be able to tolerate boredom
• experience trouble completing tasks
• have a sense of insecurity
• have an inaccurate self-observation and assessment of others.
(adapted from O’Regan 2007, p.23)

Further differences can include:

• being spontaneous and energetic
• being at ease with uncertainty and in taking calculated risks
• having the ability to multi-task and change environments quickly
• appearing disorganised or forgetful
• having difficulties with short-term memory
• needing to be active and move around
• appearing easily distracted.

Possible challenges in the workplace

Individuals are affected in different ways. Some possible challenges in the
workplace can include:
 • People can feel restless, easily distracted and easily bored,
particularly if the work is not sufficiently stimulating for that
individual.
• Organisation, planning and time management can be difficult.
Long-term projects and project management might create
particular challenges.
• Difficulties with time management, memory and organisation can
antagonise colleagues and have a knock-on effect on other people’s
work.
• Individuals with ADHD might unintentionally irritate colleagues
with their hyperactivity, distractibility, restlessness, interruptions or
inability to listen well. This can cause friction and frustration in the
workplace.
• It can be difficult to screen out sensory inputs and distractions such
as the constant stimulation of an open-plan office.

LANGUAGE IMPAIRMENT (DEVELOPMENTAL LANGUAGE

DISORDER)
Definition
Language impairment is a neurodevelopmental disorder that affects around
7 per cent of the population and can take different forms, with either
expressive (using) language or both expressive and receptive
(understanding) skills being affected (Tomblin et al. 1997). Language
impairment has been known since 2017 as ‘developmental language
disorder’. Language impairment is commonly viewed as a childhood
condition, but much research suggests that at least 50 per cent of those
initially diagnosed with language impairment continue to have long-term
difficulties with language and communication (Brownlie et al. 2004; Clegg
et al. 2005; Snowling et al. 2006).

Characteristics
Individuals with language impairment might:
• appear to be listening but not seem to understand
 • not follow instructions accurately
• seem to ‘get the wrong end of the stick’
• have difficulty using and understanding vocabulary
• talk in short sentences
• talk in long sentences that are difficult to understand
• appear to have good ideas but be unable to express themselves
coherently
• go off on a tangent when talking
• stick to talking about topics they feel comfortable with
• use set phrases they have learned or copied from others without
really understanding
• answer off-topic
• become frustrated with not being able to express their thoughts and
feelings clearly
• have difficulty remembering the words they wanted to say
• struggle with inference or implied information
• be unable to give a clear and coherent account of what has
happened
• have difficulty joining in group conversation
• have related literacy difficulties with understanding and producing
written texts
• misunderstand other people’s intentions and meanings
• have low self-esteem.

Possible difficulties in the workplace

• Language difficulties can be hard to spot, which can lead to a lack
of tolerance from others who do not necessarily ‘see’ any
differences.
 • In addition, language is usually the means through which we learn,
understand and communicate. Experiencing language difficulties
can lead to misunderstandings, confusion and frustration, with
managers, colleagues and customers.
• As language difficulties are not as widely researched and
recognised as conditions such as autism, dyslexia and ADHD,
some individuals who experience these difficulties might not have
received the support they need to cope effectively with these
differences, particularly as adults.

THE SHIFT TOWARDS NEURODIVERSITY AS NORMAL

This chapter has outlined some of the most common ‘types’ of
neurodiversity: dyslexia, dysgraphia, dyspraxia, dyscalculia, autism
spectrum conditions, ADHD and language impairment. Unlike many books,
however, this one does not go on to have different sections called ‘strategies
for dyslexic employees’ or ‘strategies for autistic employees’. The emphasis
instead is on moving away from categories that see some ways of being as
‘disordered’ and more towards an approach that simply anticipates and
expects a neurodiverse workforce. The focus is on creating organisations
that are inclusive for all.
There are other reasons why it can be unhelpful to focus on discrete
categories:
• Many individuals have multiple diagnoses, such as ADHD and
autism, or dyslexia and dyspraxia.
• No two individuals with the same diagnosis have the same needs.
Each person will have a different combination of difficulties and
differences. It is impossible to take a list of ‘strategies for working
with employees with ADHD’, for example, and assume that every
strategy will be of use to every individual.
• There is no clear cut-off point to each category and individuals are
affected to different degrees. Some might have characteristics of a
given condition but fail to meet all of the criteria for a formal
diagnosis. Not only those with a formal diagnosis will benefit from
changes and adjustments.
 • There is evidence that females are less likely to receive various
diagnoses. Females on the autism spectrum, for example, can be
missed as they mask their difficulties through copying others
(Honeybourne 2016) and use intellectual abilities rather than
intuition (Attwood 2007). Evidence suggests that ADHD may not
be recognised in as many females as in males (Dray, Campbell and
Gilmore 2006; Myttas 2009). The same phenomenon has been
identified with both dyslexia (Siegel and Smythe 2005) and
dyspraxia (Missiuna et al. 2006). Various factors contribute to this
lack of recognition: professional/teacher/parent bias, stereotypes,
different gender expectations and how females cope with
difficulties compared to males.

Note! Conditions such as bipolar disorder, schizophrenia, depression and

anxiety are sometimes considered under the umbrella of ‘neurodiversity’ in
some publications. These, and other mental health conditions, are, however,
outside the scope of this book that concentrates on neurodevelopmental
differences that are lifelong and traditionally considered ‘specific learning
difficulties’. Of course, neurodivergent people can experience mental health
conditions, just as any other individual. Working with employees who have
general, or global, learning disabilities affecting all aspects of their
development is also outside the scope of this book.

APPROACHING NEURODIVERSITY WITHIN THE WORKFORCE

You will see that an individual approach is needed; we cannot simply look
at a diagnostic label and assume we know what the person we are working
with needs. However, many neurodivergent individuals do experience
difficulties in similar areas:
• Difficulties with working memory (‘the capacity to remember
verbal information for a short period of time’, Grant 2017, p.10):
This can be common and can also vary with stress and anxiety
levels. Difficulties with working memory can affect many areas of
workplace life, including producing written work and organisation.
• Differences in processing speed and ability: Processing speed (the
time it takes to process visual or verbal information) affects the
 neurodivergent person in the workplace, especially when having to
work to time constraints or give immediate responses.
• Differences with ‘executive functioning’ skills: Executive
functioning includes skills such as planning, organising,
structuring, prioritising, focusing attention, memory, managing
time and other self-regulation skills.
• Differences in communication style: Individuals may have
difficulties with communication – some may have difficulty
understanding, others may not be able to express themselves well,
while others may have difficulty with various aspects of social
communication (such as conversational skills and non-verbal
communication). Differences communicating can affect
relationships in the workplace, as well as completing the work
itself.
• Many neurodivergent individuals experience low self-esteem: As a
result, they may also experience problems such as feeling isolated,
left out, frustrated, excluded, ‘different’, depressed or anxious.

This book outlines how we can make our workplaces, businesses and
organisations more accepting of neurodiversity rather than biased towards
those classed as ‘neurotypical’. Many strategies and approaches outlined
here aim to make systems, policies and practices more inclusive. These will
benefit a greater range of individuals and disadvantage nobody. Using more
inclusive ways of communicating and doing things in the workplace will
benefit many current, and future, employees, customers and clients.
Expecting and accepting that a large proportion of the population will
experience the differences outlined in this chapter is the beginning of a
more inclusive approach that does not stigmatise. Good support and
management for neurodivergent employees is good support and
management for all.
The book also encourages workplaces to accept individuality and
difference, and not to expect every individual to function, work and live in
the same way (embracing and accepting individuality). Some aspects of
good practice will need to be tailored to individuals, recognising that there
are many different ways – all equally valid – of doing things.
The remaining chapters in this book explain what this approach looks
like in practice.

KEY POINTS
– Traditional categories of neurodevelopmental differences include labels such as
dyslexia, dysgraphia, dyspraxia, dyscalculia, autism, Asperger syndrome, ADHD
and language impairment.
– These labels and diagnoses can have many limitations and disadvantages,
creating stereotypes and prejudice. No two individuals are affected in exactly the
same way.
– Many neurodivergent individuals can have difficulties in the workplace. Common
difficulties can include communication, social interaction, executive functioning
skills, working memory and low self-esteem or confidence. Neurodivergent
individuals also have a wide range of strengths, skills and knowledge they bring to
the workplace.
– Many workplace changes and adjustments – often easy to implement and
inexpensive – will benefit a wide range of neurodivergent individuals as well as
their neurotypical colleagues. Anticipating and expecting a neurodiverse
workforce is the first step to creating more inclusive environments. Good practice
for neurodivergent employees is generally good practice for all.
4

EMPLOYER
RESPONSIBILITIES

In this chapter you will learn about key legislation relating to

neurodivergent employees:
• the Equality Act 2010
• the public sector equality duty
• hate crime laws
• General Data Protection Regulations (DGPR).

THE EQUALITY ACT 2010

The Equality Act 2010 is the most important piece of legislation employers
in England, Scotland and Wales need to be aware of when considering
neurodiversity. The Act legally protects people from discrimination in the
workplace and in wider society. It replaces all earlier legislation, including
the Disability Discrimination Act (DDA). The Equality Act applies to all
businesses, regardless of size, and to all workers, including those on
permanent contracts, temporary contracts, trainees and freelancers.
The Equality Act protects nine characteristics:
• age
• disability
• gender reassignment
 • marriage and civil partnership
• pregnancy and maternity
• race
• religion
• sex
• sexual orientation.

People are protected under the Equality Act 2010 from discrimination:
• at work
• in education
• as a consumer
• when using public services
• when buying or renting property
• as a member or guest of a private club or association.

A condition is classed as a disability under the Equality Act if it has a

‘substantial and long-term’ impact on a person’s ability to do normal daily
activities. Neurodevelopmental conditions such as autism, dyslexia and
dyspraxia are therefore usually considered disabilities under the Equality
Act 2010 (ODI 2011).
Discrimination under the Equality Act 2010 can be in the following
forms:
• Direct discrimination: Treating someone with a protected
characteristic less favourably than others.
• Indirect discrimination: Putting rules or arrangements in place that
apply to everyone, but that put someone with a protected
characteristic at an unfair disadvantage.
• Harassment: Unwanted behaviour linked to a protected
characteristic that violates someone’s dignity or creates an
offensive environment for them.
 • Victimisation: Treating someone unfairly because they have
complained about discrimination or harassment.
• Discrimination arising from a disability: If somebody is treated
unfavourably because of something arising in consequence of a
disability (e.g., if an employee on the autism spectrum is
disciplined for rocking and humming).

The Equality Act 2010 means that people protected by the legislation
cannot be treated differently with regards to:
• recruitment
• dismissal
• employment Terms and Conditions
• pay and benefits
• promotion and transfer opportunities
• training
• redundancy.

Under the Equality Act 2010, employers should also make ‘reasonable
adjustments’ to ensure that disabled applicants and employees are not
placed at a disadvantage. These reasonable adjustments are likely to vary
from individual to individual, but some examples include (Gov.uk 2018):
• providing application forms in Braille or auto formats
• providing extra time to complete tests
• ensuring wheelchair access or other support in interviews
• making sure the workplace has the right facilities and support for
disabled workers or somebody offered the job
• allowing things to be done in different ways, such as allowing an
employee with social anxiety to have their own desk instead of hot-
desking.
Employers must remember that this applies to all workers including
trainees, apprentices, contract workers, customers and business partners.
Businesses or organisations based outside of the UK should familiarise
themselves with the relevant legislation relating to equality and diversity in
that country.

THE PUBLIC SECTOR EQUALITY DUTY

The public sector equality duty came into force in April 2011 and states that
public authorities are required to meet the aims of Section 149 of the
Equality Act 2010 (Gov.uk 2012):
• eliminate discrimination, harassment, victimisation and any other
conduct that is prohibited by or under the Equality Act 2010
• advance equality of opportunity between persons who share a
relevant protected characteristic and persons who do not share it
• foster good relations between persons who share a relevant
protected characteristic and persons who do not share it.

This is a duty on public authorities to consider how their policies and

decisions – both formal and informal, written and unwritten – affect people
who are protected under the Equality Act. This is in addition to avoiding
discrimination under the Equality Act. Public authorities include school and
universities, government departments, the police, the NHS and local
authorities. Private organisations and charities are also subject to the public
sector equality duty when they carry out public functions (e.g., some
housing associations when carrying out duties as a social landlord,
privatised utility companies such as British Gas or Network Rail) (Citizens
Advice 2018a).
The public sector equality duty relates to the policies and decisions that
are made affecting users of these services. Chapter 9, ‘Working with
Neurodivergent Customers and Clients’, outlines how employers, including
public authorities, can create more inclusive policies and environments for
customers, clients and service users.

HATE CRIME LAWS

Something is a disability hate incident if the victim or anybody else thinks it
was carried out because of hostility or prejudice towards disabled people.
The definition of ‘disabled’ for these purposes usually includes individuals
who have any of the neurodevelopmental conditions covered in this book.
Disability hate incidents also cover those who are targeted because people
believe they have a disability (even though they might not) and those who
are targeted because of an association with somebody who is disabled.
Hate incidents can be one-off or ongoing and can include verbal and
physical abuse, teasing, bullying, threatening behaviour, online abuse,
threatening or insulting texts or damage to property (Citizens Advice
2018b).
When a disability hate incident becomes a criminal offence, it is classed
as a disability hate crime, meaning a tougher sentence can be imposed on
the offender under the Criminal Justice Act 2003. If these incidents have
occurred in the workplace, they might be considered a case for
discrimination under the Equality Act 2010.

GENERAL DATA PROTECTION REGULATIONS (GDPR)

The General Data Protection Regulations (GDPR) came into force in May
2018 and all employers are expected to comply with this legislation.
Employers process a lot of personal data on their employees. This covers
everything from managing pay to dealing with sickness absence,
disciplinary procedures and grievances.
A brief summary of the data protection principles under the GDPR
(adapted from Employease 2018) is as follows:
• Lawfulness, fairness and transparency: Personal data must be
processed lawfully, fairly and in a transparent manner.
• Purpose limitation: Personal data must be collected only for
specified, explicit and legitimate purposes and not further
processed in a manner that is incompatible with those purposes.
• Data minimisation: Personal data must be adequate, relevant and
limited to what is necessary in relation to the purposes for which it
is processed.
 • Personal data must be accurate: Where necessary, personal data
must be kept up to date.
• Storage limitation: Personal data that is kept in a form that permits
identification must be kept for no longer than is necessary for the
purposes for which the data is processed.
• Integrity and confidentiality: Personal data must be processed in a
manner that, through the use of technical or organisational
measures, ensures appropriate security, including protection
against unauthorised or unlawful processing and against accidental
loss, destruction or damage.
• Responsible for compliance: The employer is responsible and must
be able to demonstrate compliance with the other data protection
principles.

The GDPR introduced major changes to how data can be collected,

processed, stored, shared and protected. Under the GDPR, employees must
give their consent for data to be collected, be able to withdraw their
consent, understand how their data is going to be used, be given access to
their personal data and be able to rectify inaccurate data.
All employers need a thorough understanding of how the GDPR affects
personal data stored on employees. For neurodivergent individuals this data
might include disclosures of their condition, health records, requests for
reasonable adjustments, support requested or grievances. This would be
considered ‘special category’ data under the GDPR and requires a higher
level of protection. Those with responsibility for collecting or processing
personal data should seek support from their organisation’s data protection
officer or from a source such as the Information Commissioner’s Office
(ICO) in the UK.

CHECKLIST FOR BUSINESSES AND ORGANISATIONS

Are you aware of your duty as an employer under the Equality Act
2010?
 Are you aware of the various forms that discrimination can take (e.g.,
direct discrimination, indirect discrimination, victimisation,
harassment)?
Do you understand what is meant by making ‘reasonable adjustments’
for employees with disabilities?
If your organisation is a public authority, are you aware of your
responsibilities under the public sector equality duty?
If based outside the UK, are you familiar with the relevant legislation
in your country of operation?
Does your organisation have clear policy on data protection, including
data specific to neurodiversity?

KEY POINTS
– Neurodevelopmental conditions are usually classed as ‘disabilities’ under the
Equality Act 2010, which is in force in England, Scotland and Wales. This
legislation protects people from direct discrimination, indirect discrimination,
discrimination arising from a disability, discrimination arising from a disability,
victimisation and harassment.
– The Equality Act 2010 means that workers cannot be treated differently with
regards to recruitment, dismissal, pay and benefits, and other employment Terms
and Conditions. The Equality Act also requires that employers make ‘reasonable
adjustments’ for employees to ensure they are not placed at a disadvantage to
their colleagues.
– The public sector equality duty requires all public authorities to consider how their
policies and decisions affect those individuals protected by the Equality Act 2010.
– Incidents that are motivated by hostility or prejudice towards a disability are
classed as disability hate incidents. If these become a criminal offence, they are
classed as disability hate crimes and offenders receive tougher sentences.
– Information about an employee’s health condition or disability is classed as a
‘special category’ data under the GDPR. All employers should have a thorough
understanding of the GDPR, and how personal data can be collected, processed,
stored, shared and protected.
5

INCLUSIVE
RECRUITMENT

In this chapter you will learn:

• how common recruitment policies might indirectly discriminate
against neurodivergent individuals
• how to develop more inclusive recruitment processes
• how to develop inclusive induction programmes
• rights and responsibilities relating to disclosure.

For many neurodivergent individuals, difficulties can begin even before

their first day on the job. Recruitment and application processes are often
lengthy and stressful. There are many stages throughout these processes
where neurodivergent individuals might be placed at a disadvantage.

DIFFICULTIES FOR NEURODIVERGENT INDIVIDUALS WHEN

SEEKING EMPLOYMENT
‘I could do a lot of jobs well and I impress with my application form but
never seem to get past the interview stage. I just don’t seem to know
what the interviewer wants me to say.’ (Sam, diagnosis of Asperger
syndrome)
‘I do well in interviews but my dyslexia means I find any sort of written
task difficult. I have good ideas but can’t get them down on paper as
quickly or as coherently as others in timed tasks.’ (Daniel, diagnosis of
dyslexia)

‘I often get told that I don’t put myself forward enough. I’m not
comfortable talking about my strengths and achievements – it feels like
boasting. In group tasks, I’m more a listener than a talker. Others just
seem to repeat themselves or state the obvious. I’d rather stick with just
the important points, but I get told I don’t join in enough.’ (Janine,
diagnosis of an autism spectrum condition)

‘I’m not good at thinking on the spot. I become so anxious I can’t think
at all. If I had more time to process the questions I’d be able to give
more detailed answers but I always feel so rushed in the interview
situation.’ (Jon, diagnosis of dyslexia and dyspraxia)

‘Role-plays are just a disaster for me. I’m not great at using different
facial expressions or tones of voice because of my autism. I’ve been
told more than once that I didn’t appear to be trying hard enough or
wasn’t enthusiastic enough about role-play exercises during interviews.’
(Jemma, diagnosis of Asperger syndrome)

‘I see jobs advertised with statements such as “excellent communication

skills essential” or “excellent organisational skills required”. I have
dyslexia and have developed many coping strategies but lack the
confidence to put myself forward when I feel others can do the job
better than I can.’ (Pauline, diagnosis of dyslexia)

‘I over-think interview situations. I once went for a retail job in a large

store. When walking on the shop floor with the manager, she asked me
what I thought of the two sales assistants chatting to each other when
there were no customers around. It felt like a trick question. I wanted to
say that they should perhaps find a job that needs doing but didn’t like
to. Would I be getting them into trouble? I didn’t want the manager to
think I’d be the sort of person who’d go around telling more
 experienced colleagues what to do – that wouldn’t make me a team
player. But then maybe the rule was not to chat on the shop floor. In
which case, I couldn’t understand why employees wouldn’t be
following the rules. I ended up just shrugging my shoulders and knew it
wasn’t the right response but couldn’t explain all my thought
processes.’ (Sally, diagnosis of Asperger syndrome and dyspraxia)

Difficulties for neurodivergent individuals during the recruitment process

can include:
• being discouraged from applying due to the wording of job adverts
• lacking the self-confidence to apply for jobs, possibly due to prior
negative experiences
• feeling their neurodivergent condition means they do not fulfil the
essential or desirable criteria for a position
• fear that employers or colleagues will not be understanding or
accepting of neurodiversity
• worry that they will not be able to do a small part of the job as well
as other applicants, even if they could do most aspects equally as
well
• uncertainty of whether or not to disclose their differences and when
to ask for reasonable adjustments
• feeling employers will focus on the negatives of their condition
rather than their strengths and positives
• difficulties knowing what the employer expects on an application
form, curriculum vitae (CV) or at an interview
• a less typical employment history if they have found previous roles
difficult or lacked supportive managers and colleagues in the past
• difficulties providing supportive references if they have had prior
negative experiences of the workplace
• a history of working in roles below their capabilities if they have
not yet had the opportunity to show their potential
 • feeling uncomfortable with eye contact or using less varied facial
expressions and tones of voice might mean some neurodivergent
individuals do not appear to ‘perform’ as well as others at
interview
• less typical or uncoordinated body movements, which means their
body language might appear unusual at interviews
• difficulties with the ‘social’ aspects of interviews, such as informal
group tasks or socialising during a lunch break
• being too ‘honest’
• needing longer to process information, either written or spoken
• finding too many verbal instructions difficult to follow
• requiring longer to formulate a response
• difficulties in talking about hypothetical situations or with role-
playing tasks
• difficulties completing written tasks within a time limit
• having an individual way of completing tasks which they feel
would not be approved of during an interview situation (e.g., using
assistive technology, making notes, using a reading pen), so not
using what might be beneficial
• trying too hard to ‘fit in’ and appear normal
• being overwhelmed by sensory input in the interview environment,
meaning they are unable to think clearly and show themselves at
their best
• differences with memory or concentration affecting the interview
process.

This list is not exhaustive, and nor will any one individual experience all
the difficulties listed. Each individual will have a different set of strengths
and difficulties depending on how their neurodivergent condition affects
them, their previous experiences, their confidence levels, their level of self-
awareness and the support they have received in the past. Employers can do
much to create more inclusive recruitment processes. These small changes
are likely, in fact, to benefit all applicants. In addition, employers need to be
accepting and understanding of individual adjustments that might be
needed.

INCLUSIVE RECRUITMENT PROCESSES

Recruitment processes have often been designed only with neurotypicals in
mind, and some of these processes can unintentionally exclude or
discriminate against neurodivergent individuals. This might range from job
descriptions discouraging applicants, interviewers lacking acceptance of
difference, or neurodivergent applicants being rushed through unexpected
tests or assessments. Many typical existing recruitment processes are
simply not flexible enough to allow neurodivergent candidates to properly
exhibit and demonstrate their capabilities (Haque and Gilroy 2016).
Many simple changes can be made to recruitment processes that will
benefit all applicants, not only those who are neurodivergent. Getting it
right at this universal level will enable neurodivergent applicants to
demonstrate their strengths from the beginning. For businesses, this means
being able to choose from a wider applicant pool and the opportunity to
build more diverse and creative teams. It also avoids any unintentional
discrimination from the outset, and reduces the likelihood of future
problems and difficulties.

Advertising
The recruitment process usually begins with a job advert. Even this initial
stage of the application process can discourage some potential applicants.
Some neurodivergent individuals can be unsure about confusing or vague
job descriptions, or whether a company is going to be accepting of
difference.

Job description/person specification

There can be a tendency for organisations to look to hire generalists who
appear to ‘tick’ all the boxes relating to a particular role (CIPD 2018). This
approach is likely to exclude individuals with narrower or more specific
strengths. Some neurodivergent individuals might be discouraged from
applying for such a role, as they fear they do not have all the necessary
skills.
It can be useful to go through person specifications carefully before
distributing an advert, to ensure that they are clear, specific and up to date.
Think carefully about the role in question and ensure that skills are not
placed in the ‘essential’ list if these are ‘desirable’. A neurodivergent
individual who is less confident socially, for example, might be discouraged
from applying for a data analyst role by an ‘essential’ requirement for
‘excellent communication and social skills’ even if they have excellent
information and data processing skills that are the real core components of
the role.
Be specific in the job description and ensure that it is an accurate
reflection of what is expected on a day-to-day basis. Many job descriptions
are ‘recycled’ or adapted from a generic template. Avoid jargon and state
clearly what the main tasks and responsibilities of the role are. Avoid vague
statements such as ‘Assist the line manager’ – state clearly exactly what this
would entail.
It can also be useful to state specifically the working conditions and
expectations. Some neurodivergent individuals might be very capable of
doing a job but have difficulties with other aspects of the workplace, such
as the sensory environment or lack of flexibility. Adding a short paragraph
to a job description stating the working environment or conditions (e.g., ‘a
busy, open-plan office’, ‘a quiet shop on a rural high street’, ‘the
opportunity to work from home’) can help neurodivergent individuals to
decide whether the work environment would suit them, and consider in
advance whether they will need any specific adjustments or strategies to
enable them to work at their best.
Remember – clearer job descriptions and person specifications will
benefit all applicants, neurodivergent or not. An accurate description of the
role will ensure that the most suitable candidates apply for the position,
making the process easier for employers too. Unclear job descriptions can
waste a lot of time on both sides.

Reasonable adjustments/inclusive workplaces

Including a short statement in the job advert that clearly states you are
happy to discuss reasonable adjustments gives the message that your
organisation welcomes candidates with neurodivergent thinking styles. This
might be enough to give some applicants the confidence to apply for a job
they would otherwise not have considered.
If you already have a company programme to encourage diversity and
equality, mention this on your website and in your application pack. Include
testimonials from previous employees who have gained support from the
programme.
If your organisation has gained any disability-friendly accreditation
(such as the Disability Confident scheme or as an autism-friendly
environment), include this in the company information. It will help all
applicants understand the organisation’s ethos and commitment to equality
and diversity.

Application forms and CVs

The next stage of the recruitment process is usually to ask potential
applicants to complete an application form. This stage of the application
process can also inadvertently eliminate some potentially competent
candidates.
So what can employers do to ensure application forms are a helpful and
useful method of filtering out the most suitable candidates, while not
potentially discriminating against those with neurodivergent thinking
styles?
• Keep it clear and simple: Only include questions that are essential
at this point (this will have the added advantage of making
application forms quicker to read and to filter through).
• Use plain English: (There is detailed information about what
constitutes ‘plain English’ in the next chapter, ‘Communicating for
Neurodiversity’.) Make sure questions are clear and that everybody
reading the form knows exactly what is required.
• State clearly how much information is required: Give an
approximate word count or length (e.g., ‘No more than 300 words’,
‘No more than two pages’).
• If the application is less structured – such as asking for a cover
letter or CV – outline clearly what information you need to see.
 Provide a bullet list of the essentials.
• Add structure to longer, more open questions on the form. Rather
than ‘Explain why you would be the ideal candidate for this role’,
break this down into smaller steps.
• Consider using more specific questions to ask about previous
experiences and skills.

Less typical employment histories

For some applicants it is not the actual application form that causes
difficulties, but the information they are expected to provide. Some
neurodivergent candidates are more likely to have less typical employment
histories than their more neurotypical counterparts.
In her book, Great Answers to Tough CV Problems, Jenny Rogers
(2011, pp.178–189) outlines some typical employer worries about common
issues. Some examples include:

A career which has been a series of low-level, short-term jobs.

Employer worry: The candidate is immature and unlikely to have the
discipline to settle down to a proper job.

You are over-qualified for the job. Employer worry: The applicant is
desperate; won’t stay; is running away from something; could cause
trouble by being annoyingly bossy or patronising.

A period of unemployment. Employer worry: The candidate has lost the

habit of work; they lost their job for some sinister reason.

You were dismissed. Employer worry: The applicant was sacked for
good reason.

Although these issues affect the general population, there are specific
reasons why they might be more prevalent on the CVs of neurodivergent
individuals. Some might have experienced harassment or discrimination in
previous roles, meaning they left earlier than intended, possibly without
securing references. Others might have encountered less understanding and
accepting managers or colleagues. Some might have realised they were in a
job role for which they were not best suited or that was contributing to their
increasing anxiety. Many neurodivergent individuals find themselves over-
qualified for the roles they end up taking (CIPD 2018; Feinstein 2019;
Vibert 2018). They might be highly qualified and experienced but lack the
confidence to apply for more senior roles. Others might have excellent
knowledge of a job or industry but have been perceived to have difficulty
with relationships with colleagues, for example, meaning they have been
overlooked for promotion or managerial roles.
It is also important to consider that individuals might have grown in
self-awareness and have developed more successful coping strategies as
time goes on. Some might have been undiagnosed on entering the job
market and have only become more aware of their differences and
difficulties as they have spent longer in the workplace. Increased awareness
and understanding gained over time might have enabled them to consider
their strengths and weaknesses and make more informed decisions about
the sort of roles and environments they are best suited for. On paper, this
might appear that they have been ‘job hopping’ or less committed than
others. Always base decisions on the candidate at the current time, not on
their past experiences and actions.
Gaps in employment history caused by ill health or disability can also
be off-putting to employers. One survey suggested that roughly one-third of
employers routinely reject anybody who has had a period on disability
benefits and is now trying to return to work (Rogers 2011). Neurodivergent
conditions in themselves (such as Asperger’s, dyslexia, ADHD or
dyspraxia) are unlikely to be a cause for long-term work absence. There is,
however, evidence that some neurodivergent individuals – without the right
support – might be more likely than their neurotypical counterparts to
experience mental illness such as depression, stress and anxiety (Attwood
2003), and employers should be considerate of this.
Other neurodivergent individuals might have had difficulties
demonstrating their potential in formal educational settings, particularly if
they did not receive relevant support. Although some qualifications are
essential for some jobs, for others, relevant experience and skills gained
through other activities can be just as important. If your organisation asks
for a generic degree, consider whether this is really necessary. Some
neurodivergent individuals will have the skills for the role but might have
been discouraged from spending several more years in formal education if
they found this difficult.

Equal opportunities monitoring

Asking questions about health or disability before offering an employee

a job is unlawful. This prohibition is to prevent disability or health
issues being used to reject a job application without first providing an
opportunity for the candidate to demonstrate the necessary skills. (Rich
2016, p.52)

Employers must not ask potential candidates about a disability (or any other
‘protected characteristic’) at any stage during the recruitment process.
Employers can only ask about health or disability if:
• there are necessary requirements of the job that cannot be met with
reasonable adjustments
• the employer is finding out if someone needs help to take part in a
selection test or interview
• the employer is using ‘positive action’ to recruit a disabled person
(Gov.uk 2018).

If your organisation collects information on separate equal opportunities

monitoring forms, you must ensure that the person/people selecting and
interviewing candidates do not see these forms.
You might also be at risk of indirectly discriminating against
neurodivergent applicants if you outsource recruitment to an agency. Good
practice would be to discuss with the agency their policies for screening
candidates and the steps they take to eliminate potential discrimination.

Interviews
Following submission of an application form, the candidates considered
most suitable for the role are likely to be invited to interview – another
stage of the recruitment process that some neurodivergent individuals can
find difficult.
Making an interview useful for both the employer and potential
employee is a real skill. Indeed, some organisations choose to bypass the
interview stage altogether, choosing instead to ask all candidates to
demonstrate their skills in a real-life task. As Henry Stewart, CEO of Happy
Ltd, puts it, ‘People [at interview] are tested not on their ability to do a job
but on their ability to talk about it. It is not surprising that a lot of
companies end up recruiting the wrong people for the job’ (Stewart 2013,
p.76).
The idea of asking candidates to demonstrate their abilities rather than
to talk about them might be particularly advantageous for neurodivergent
applicants who might be skilled at the job in question but have difficulty in
talking about their abilities or whose social communication skills means
they do not present themselves in typical ways.

CASE STUDIES
Case study: Auticon is an award-winning IT and compliance
consulting business where all employees are on the autism spectrum.
The organisation recognises that a focus on CVs and interviews
emphasises only a candidate’s past achievements and how well they
perform in social situations. Auticon does not interview but has
developed a range of assessments that test a candidate’s skills in
situations relevant to the role.
Case study: Organisations such as DXC Technology and SAP® have
specific autism hiring programmes that supplement or replace
traditional interviews with practical work assessments.

Offering short work trials or more practical trials is one way of being more
inclusive in the recruitment process – and a good way for employers to see
which candidates can actually do the job the best.
Other suggestions to create more inclusive interview practices can
include the following:
• Let candidates know in advance if there will be written tests or
tasks, and what these will involve. Ask if candidates require any
adjustments (such as coloured paper, use of a reading pen or extra
time).
• Consider if timed tests are really necessary for the role. These can
be a test of processing speed rather than skills and knowledge.
• Ensure any tests are compatible with assistive technology and
software that candidates might use (such as screen readers or
voice-text software).
• Allow any reasonable adjustments in the interview and testing
process that will be available in the actual job. For example, if the
employee will be able to access and use voice-text software when
in the role, do not insist on a handwritten test at interview – the
potential employee is being tested on a skill that has little relevance
to the role.
• Ensure that the methods used for selection at interview match those
required for the actual job.
• Manage the sensory environment – too much noise and bright
lighting can cause sensory overload for some individuals. Use
natural lighting where possible and eliminate as much background
noise as possible.
• Ask in advance if any reasonable adjustments are required for
individuals. You might make some suggestions so that candidates
know what has been helpful for others in the past and that your
organisation is welcoming of diversity.
• Ensure that all information and instructions sent out in advance are
clear and comprehensive, outlining the structure of the day and
what candidates can expect.
• Consider giving interview questions to all candidates in advance –
either sent out with the interview information or giving candidates
time to think about the questions before going in to the interview.
This will enable all candidates to give more considered, thought-
 out responses, rather than being a test of who can think ‘on the
spot’.
• If you give out any pre-reading materials, ensure that these are
printed clearly, spaced out and try to avoid black-on-white.
• Avoid asking questions with multiple clauses, as these can be more
a test of memory and can lead to incomplete answers. Instead, ask
each part of the question separately. This will benefit all
candidates, as many become nervous in the interview situation.
• Avoid ambiguous questions. Be as clear and as explicit as possible,
and avoid hypothetical questions when possible.
• Be aware of the bias of first impressions. Do not focus on less
typical eye contact or patterns of movement. Many of these might
appear more apparent in an interview situation than when ‘on the
job’, due to increased nerves and anxiety.
• Encourage all candidates to take as much processing time as they
require before giving their responses.
• Allow candidates to look at their notes to prompt them if needed.
• Avoid jokes and sarcasm that could be misinterpreted.
• Recognise that interviews are generally more a test of social
competence than the ability to perform specific aspects of a job.
Consider how else candidates could demonstrate their abilities.
• Consider a candidate’s attitude (towards work and towards their
neurodiversity) as well as their skills or qualifications. A candidate
who is willing to learn, wants to overcome challenges and is able
to ask for help can be more suitable for the job than somebody who
isn’t.

DISCLOSURE
Unfortunately, there can still be an element of stigma around
neurodevelopmental conditions. Many neurodivergent employees are
concerned about disclosing their condition, fearing a negative reaction from
colleagues or believing it could limit their career prospects (Haque and
Gilroy 2016). This can result in some not receiving the support or
adjustments they need to be able to achieve their potential in the workplace.

When does an employee have to disclose their condition?

An employee can choose whether or not to disclose their condition. Some
might feel their condition has little or no impact on the job that they do. If
employees do decide to disclose, they have the right to do so at any point
before, during or after the recruitment process. Some employees might only
first become aware of their difficulties once in a role and adult diagnoses
can be lengthy – and in some cases, costly – processes.

Advantages of disclosure
Possible advantages of disclosing neurodivergent conditions can include:
• Employees might feel they no longer have to be so concerned
about concealing some of their difficulties. They might feel they
can be more open and honest about what they find hard and why.
This can reduce anxiety and feel liberating.
• Employees might feel that employers, managers and colleagues
will be more supportive and understanding of their differences
once they understand more about neurodivergent conditions.
• Some employment support programmes will only support
individuals who have disclosed their differences in the workplace.
• If an employee requires ‘reasonable adjustments’ under the
Equality Act 2010, a disclosure of their condition needs to be
made.
• Following disclosure, colleagues might be more understanding that
a neurodivergent employee socialises and makes friendships in a
different way.
• Some feel that disclosing their condition at the beginning of the
application process will be an advantage, as it might explain any
differences on display during an interview and can ensure that they
 get the support they need during the recruitment process (e.g., extra
time for dyslexic candidates to complete a written exam).
• Disclosure can be an opportunity for employees to discuss any
difficulties with their employer and any adjustments or change that
could improve their performance in the workplace.
• Disclosure might be prompted by circumstances in which an
employee believes their condition will be unfavourable (e.g., at the
introduction of a new workplace policy or process).
• Disclosure might mean that employees become aware of support
they did not realise existed or that they were entitled to.
• Disclosure can be an opportunity to dispel stereotypes and
prejudice about neurodivergent conditions.

Disadvantages of disclosure
Possible disadvantages of disclosing neurodivergent conditions can include:
• Some individuals might not wish to disclose for fear of being
thought stupid, lazy or making excuses about their performance.
Some might fear colleagues believe they are seeking favourable or
preferential treatment.
• Some do not disclose their condition when applying for a job as
they feel this will put them at a disadvantage during the
recruitment process. They might fear employers are ill informed
and will instantly disregard their application.
• Neurodivergent individuals might feel more comfortable if their
colleagues do not know about their differences. They might not
want to feel any more ‘different’ or that they are being treated any
differently to everybody else.
• Some individuals can fear being met with prejudice and
stereotypes. Disclosure does not guarantee that managers and
colleagues are informed about neurodivergent conditions. Some
might feel that disclosure will not lead to understanding and
acceptance and might make issues in the workplace worse.
 • For some who have developed successful coping strategies, others
might not immediately recognise their difficulties and might
assume they are making excuses for unacceptable behaviour or
trying to avoid certain aspects of a role (Holliday Willey 1999).
• Some might fear disclosure will disadvantage them when it comes
to applying for promotion or increased responsibility.
• Other anxieties can be fears of unfair dismissal or being treated
less favourably than others (e.g., being given a longer probationary
period or less challenging tasks).
• Some individuals might have had negative experiences in previous
roles that led to reluctance to disclose their condition.

Impact for employers and recruiters

The issue of disclosure brings up a number of potential issues for employers
and recruiters:
• Some neurodivergent employees do not necessarily know that they
have a neurodivergent condition, as they might not have received a
diagnosis during childhood or might have developed enough
coping strategies to get through life so far. For this reason, it is
important for employers to create work environments in which all
employees – whether identified as neurodivergent or not – are
accepted and given opportunities to work to their strengths
(Bewley and George 2016).
• When employees have made a disclosure there can be confusion
about the degree to which this information had been passed on to
colleagues (Bewley and George 2016). When employees do
disclose, it is important to be clear about who will be told, what
they will be told and how they will be told. The employee should
be able to take the lead in how they want the information passed on
and what they want people to know in order to mitigate any further
frustration, prejudice and misunderstanding.
• Positive experiences of disclosure with clear communication and
successful outcomes are likely to lead to others feeling confident to
 disclose and the individual having more successful future
experiences in the workplace.
• If a manager suspects that an individual has a neurodivergent
condition, the issue needs to be brought up with care and
consideration. Some individuals might not be aware of their
differences; others might have strong emotions around these – for
example, anger that their differences were not spotted earlier.
Experts stress that employers should not focus on gaining a
diagnosis (which can be difficult, time-consuming and costly), but
instead should focus their efforts on understanding the individual’s
strengths and weaknesses and focus on how to support them
(Bewley and George 2016).

INCLUSIVE INDUCTION PROGRAMMES

Once an employee has been appointed, they are likely to begin the role with
some sort of induction. Depending on the size and scope of the
organisation, this might be a short chat with the employer and a tour of the
premises or it could be a formal induction programme over several months.
Having clear expectations and instructions from the beginning can support
many neurodivergent employees for the rest of the time at the company, and
can prevent future problems from occurring.
An inclusive induction programme might include:
• tours of the physical premises, including staff rooms, bathrooms,
car parks and kitchens. A map of larger premises might also be
helpful
• the opportunity to discuss daily routines and procedures (such as
where to park, how to sign in, where to leave personal belongings,
what to do if the employee is going to be late/absent)
• familiarising the employee with where s/he will be working and
the physical environment. Discuss any equipment needed and
where this can be found
• induction on any frequently used technology, equipment or
machinery (including computer software, photocopiers, etc.)
 • an introduction to line managers, colleagues and other departments
the employee might need to contact (e.g., ICT, HR, site
management)
• providing a written induction pack of useful policies, procedures
and contact details for the employee to read
• the opportunity to spend time shadowing or observing more
experienced colleagues before beginning to work independently
• the opportunity to ask questions throughout the induction process
and afterwards
• clear guidance on who to ask for help in the early days on the job
and after
• an explanation of the ‘unwritten rules’ such as tea and coffee rotas,
what colleagues do at lunch times and other expectations in the
workplace
• clear indications of how and when their work will be reviewed, and
who to speak to for support in the meantime.

Remember that there is often a lot to take in during the first days and weeks
in a new job. Ensure that new colleagues are not overwhelmed, have several
opportunities to ask questions and have information repeated. Provide an
opportunity after the first few days for new colleagues to meet with their
line manager or employer and reflect on the induction process. Do they
have any other questions now that they have become more familiar with the
workplace? Is there anything they are finding difficult because of their
neurodivergent condition? What strategies might they like to try?

RECRUITMENT CHECKLIST FOR EMPLOYERS

Do you:
Have a clearly worded job advert and job description?
Ensure that job descriptions are accurate and up to date?
Ensure that person specifications are specific and completely relevant
to the role?
Remove general, vague statements from job descriptions?
Make it clear that you welcome applications from individuals with a
range of neurodivergent thinking styles and from those who might
need reasonable adjustments?
Include in your job advert or application pack information about
neurodiversity or disability programmes on offer, or information about
any disability accreditation achieved by the organisation?
Provide a clear application form written in plain English?
State on the application form exactly which information is needed?
Send out clear and sufficient information about the interview process
to candidates?
Consider other alternatives to traditional interviews such as trials in the
workplace or work-related tasks?
Ask candidates if they require any adjustments to written tests or other
interview tasks?
Ensure that all tests and tasks are relevant to the role to be undertaken?
Remember that interviews are often testing social competence rather
than ability to do a job?
Allow candidates to use assistive technology or other aids in tests?
Consider whether timed tests are absolutely necessary?
Allow candidates sufficient processing time in an interview?
Ensure that questions are worded clearly and give just one part of a
question at a time?
Consider giving out interview questions in advance?
 Avoid allowing less typical body language or eye contact to influence
your decision about how well a candidate could do a job?
Ensure that interviewers do not use information on confidential,
anonymous equal opportunities monitoring forms to influence their
decisions?
Ensure that any recruitment agencies used also have inclusive
recruitment processes?

CHECKLIST FOR NEURODIVERGENT APPLICANTS APPLYING

FOR A NEW POSITION
Have you:
Considered what you are looking for in a job? Consider your
qualifications, skills, experiences, strengths and weaknesses, as well as
your values and priorities.
Considered the physical environment in which you wish to work? Are
there environments you would find difficult or impossible to work in?
Do you have any coping strategies to help in environments that do not
suit you? Which environments would you not negotiate on?
Read the job description and person specification thoroughly to ensure
that you know the skills and experiences you might be asked about on
an application form or at interview?
Read the application form carefully and ensured that you have given
relevant answers in the format required, sticking to any word limits
advised? Avoid apologising or over-explaining about previous
negative experiences on application forms or CVs; leave any
explanations for the interview and be brief and factual.
Asked another person to proofread your application form to check for
errors and typos if necessary?
Considered your relative strengths and weaknesses in relation to the
position?
 Decided if and when you want to disclose your neurodivergent
condition? If you are going to disclose, how are you going to do this in
a positive light? Which of your strengths can you highlight? Can you
give examples of successful coping strategies you are able to put into
place and how you have overcome any difficulties in the past?
If you will need any reasonable adjustments under the Equality Act
2010, are you clear about what you will need and how these will help?
If you need any reasonable adjustments for the interview process, have
you told the company about these in advance?
Researched the company to discover their priorities and ethos, as well
as what the job entails?
Prepared for the interview or selection tests? Consider the questions
you are likely to be asked and prepare possible answers. Practise with
a friend if possible.
Considered how you will discuss any gaps in your employment
history, periods of unemployment or jobs that did not work out for
you? Remember to mention any training or other activities undertaken
during your period out of work.
Prepared for the practical aspects of the interview process such as
ensuring you know where you are going and how long the journey will
take.

KEY POINTS
– Recruitment processes have often been designed with only neurotypicals in mind.
There is often an emphasis on face-to-face interviews and social competence
rather than on how well a candidate can do a job.
– Many neurodivergent individuals can struggle to get through the application
process, even when they would be the best candidate for the job. Difficulties might
arise when deciphering job adverts, filling in application forms, attending
interviews or at other stages during the process. Some neurodivergent individuals
can be unintentionally discriminated against because recruitment processes fail to
take into account their strengths and skills. Some might be overlooked due to less
typical employment histories.
– Disclosure can be very helpful for neurodivergent employees but needs to be
handled carefully. A working environment in which all employees are accepted
 and able to work to their strengths is key. Neurodivergent individuals have the
right to disclose their condition at any time before, during or after the recruitment
process. They also have the right not to disclose if they do not wish to.
– Many small changes to recruitment processes can be helpful to all applicants as
well as helping neurodivergent candidates. More inclusive recruitment processes
will ensure that the right people are found for each role, and that any unintentional
discriminatory practices are eliminated from the outset.
6

COMMUNICATING FOR
NEURODIVERSITY

In this chapter you will:

• become aware of differences neurodivergent individuals can
experience with written and/or spoken communication
• identify common difficulties and misunderstandings in the
workplace
• learn how to ensure that communication in the workplace is
effective and inclusive for all.

Communication is central to everything we do. Regardless of job role, in a

typical day most employees will communicate with others in some of the
following ways:
• speak to colleagues
• talk to customers or clients face-to-face
• speak on the telephone to colleagues, customers or clients
• take part in meetings
• give a talk or presentation to staff or potential customers
• listen to briefings, talks or presentations
• negotiate and compromise with colleagues and customers
 • teach or mentor colleagues and new staff
• take part in video conferencing
• read and write emails
• read and respond to messages and memos in a variety of formats
(including instant messaging, SMS, online forums, voicemail,
sticky notes, social media)
• read letters, instructions, reports and other written materials
• produce written material for others to read, such as minutes from a
meeting, instructions, reports, letters, notices, website content,
leaflets or posters
• promote services and products through producing printed materials
(posters, leaflets, etc.) or online materials (a website, social media,
etc.)
• maintain relationships through effective social communication.

The ability to communicate clearly and effectively is an important skill,

essential to all job roles and levels. The most commonly given answer to
the question ‘What makes a good manager?’ is ‘communication’ (Stewart
2013). Communication is often one of the main differences for
neurodivergent individuals. Some might experience difficulty with written
forms, some with spoken forms, some with both, and others with social
communication.

KEY TERMS
Speech: The ability to articulate sounds and use them correctly within
words. It also refers to fluency and clarity.
Language: The system and rules that govern the way we assemble
words to create sentences and longer narratives. This includes
grammar and structure.
Communication: Intentional interaction between people that can be
both verbal (using language) and non-verbal (gesture, facial
 expressions, etc.). Communication can be written or spoken. Newer
ways of communicating – including using emojis and instant
messaging – mean there are often less clear boundaries between
verbal, non-verbal, written and spoken forms. Communication can be
one-way (giving a lecture) or two-way (having a conversation).
Non-verbal communication: The communication we do apart from the
actual words we are using. This includes using body language, facial
expressions, gestures, eye contact or body position. This can also
include tone of voice, intonation, volume and pace (sometimes called
‘paralanguage’).
Social communication: How we use and understand language in a
range of social situations. Social communication skills include turn
taking, politeness, formality, appropriateness, relevance, maintaining
the topic, beginning and ending conversations, following ‘unwritten’
rules of conversation, using body language and adapting language
according to the situation and audience.
Receptive language: Somebody with receptive language difficulties
finds it hard to understand and make sense of language they are
reading or hearing.
Expressive language: Somebody with expressive language difficulties
finds it hard to use language clearly and coherently to express
themselves.

COMMUNCIATION DIFFERENCES
There are various ways in which neurodivergent individuals might
experience difficulties or differences with communication:
• Some individuals might be extremely effective oral communicators
but be slower, less accurate readers and writers. These individuals
might have excellent spoken communication skills but find it hard
to get their ideas onto paper.
• Some might find it difficult to understand and use some social
communication skills. For example, some might appear ‘socially
 awkward’ or find it difficult to ‘read between the lines’, taking
what is said literally. Others might have difficulty in identifying
what the listener or reader already knows and what they need to
know.
• Some individuals are effective communicators through written
means but can find the social demands of face-to-face
communication more difficult and anxiety-inducing; there is more
than simply the language to process. Communicators must also
take into consideration eye contact, facial expression, body
language, tone of voice and context. Whereas communicating face-
to-face requires an immediate response, communication by written
means gives the receiver additional time to process and understand
the information and to formulate their response.
• Some individuals might find it easier to communicate on a one-to-
one basis than to follow the dynamics of group conversation.
Group conversations can be more difficult to follow, as it is harder
to recognise whose turn it is to speak next and there are multiple
viewpoints to consider.
• Some people can find telephone conversations particularly difficult
due to the lack of contextual clues to support communication.

Differences with communication will vary greatly from one neurodivergent

individual to another. It is important not to make assumptions about what a
person can or cannot do.

‘I need longer than others to read and process written materials. In one
job I had we were given reports to comment on as we went into
meetings. I couldn’t speed-read and process the information in that
environment as my colleagues could, so felt I couldn’t contribute to
meetings. I would read the information later and realise there were
questions I would have liked to bring up.’ (Marie, diagnosis of dyslexia)

‘I am a confident public speaker and enjoy talking in front of a large

audience. I find face-to-face conversation much more difficult because
of its two-way nature. I can prepare for talks and presentations, but in
 conversation I find it exhausting to constantly be trying to make sense
of other people’s language, body language and intentions.’ (Jade,
diagnosis of Asperger syndrome)

‘When I first started work I was terrified of the phone ringing or of

making phone calls. I would walk away from a ringing phone or pretend
I couldn’t hear it. I found it difficult to know what to say and to deal
with unexpected questions. Over time, I’ve grown much more confident
with telephone conversation. I make a list of points I need to cover
when I make a phone call and I listened to the phrases colleagues use
when answering the phone.’ (Claire, diagnosis of autism)

‘I find it very difficult to listen for long periods. My attention wanders

and I’m unable to make sense of what is being said. It helps if I make
notes and diagrams as I’m listening, though I was once told I was being
rude in a staff meeting for not concentrating on the speaker.’ (Connor,
diagnosis of ADHD)

‘I communicate well with customers, as I’ve learned a sort of “script” to

use. I also feel more confident with customers, as the interactions have a
definite reason and a clear outcome. Communicating with colleagues is
much harder as there is a lot of small talk and banter which I don’t
understand the purpose of.’ (Sam, diagnosis of Asperger syndrome)

‘I listen to my managers and colleagues but don’t always process what

they mean straight away. Sometimes I have to send them an email or
speak to them later on to clarify some points or ask them to explain in
another way.’ (Paula, diagnosis of dyslexia)

‘A lot of conversation just seems pointless to me. I’ve been told I don’t
communicate well enough but most of the time I just don’t want to
bother people with what isn’t important or relevant.’ (Elizabeth,
diagnosis of Asperger syndrome)

The rest of this chapter discusses what can be done in the workplace to
support communication. There are many small and inexpensive changes
that can be put into place that will not only help neurodivergent employees
but will also help many others too. There are plenty of ‘neurotypical’
individuals who do not always communicate as clearly as others would like.
Effective communication strategies for neurodiversity are almost always
effective communication strategies for all, and will certainly not
disadvantage any ‘neurotypicals’.

WRITTEN COMMUNICATION
Written communication includes communication methods on paper (printed
reports, etc.) and on-screen (emails, websites, etc.). Some differences that
can be experienced by some neurodivergent individuals when reading can
include:
• slow reading speed
• visual distortions or visual stress when reading
• needing additional time to process written information
• inaccurate reading
• misreading similar-looking words
• keeping track of where they are up to in longer texts
• feeling overwhelmed when having to read large amounts of text,
especially if under time constraints or pressure
• embarrassment at having to read aloud
• understanding what is being read if they have to concentrate so
much on simply deciphering the words
• reading ‘between the lines’ and picking up on implied meanings
• understanding idioms and non-literal language.

Differences that can be experienced when writing can include:

• inconsistent or untidy handwriting
• slow writing speed
• inaccurate spelling
 • letter reversals
• difficulties keeping up with note-taking and dictation
• difficulty with structuring clear and coherent sentences
• difficulty organising thoughts, sentences, ideas and paragraphs
logically
• using an appropriate level of formality
• including what is relevant and what the reader needs to know.

Note! Using digital technology can be helpful but does not automatically
guarantee complete accuracy. Spelling predictors and on-screen tools are
only as good as the user, who must still make choices between similar-
looking words and when to ignore automatic corrections. On-screen
proofreaders are no substitute for the human eye, as many people are
finding out when using predictive texting on mobile devices. In addition,
digital spell-checkers usually only highlight incorrect spellings, not the
incorrect use of a word. These examples were not flagged up by onscreen
spell-checkers, as there are no official spelling errors:

An employee’s email to the rest of the department:

Unfortunately, I am unable to attend the meeting this evening. I
apologise for any incontinence this might cause.

A business email to clients:

This is just a genital reminder that all invoices must be paid within
thirty days.

General written communication strategies in the workplace

The following strategies can be put into place in any workplace or
organisation and will improve effective communication with neurodivergent
individuals as well as other employees. These are strategies to be used by
all and do not stigmatise individuals.
• Give employees sufficient time to read and respond to written
materials. Ensure that agendas and reading materials for meetings
 or training sessions are distributed several days before the meeting.
This will enable all employees to read, process and make sense of
the information. It also encourages more meaningful discussion at
the meeting itself.
• If written materials are given out during a meeting or briefing, be
clear that you do not expect an immediate response, as it is
important that employees digest the information fully. Build in
time at the following meeting for employees to bring up any
questions that have arisen.
• Many workplaces are becoming ‘paper-free’ zones, with printing
discouraged. Some people, however, find it easier to read from
paper than from a screen. Reading on paper means the reader is
more likely to engage at a deeper level with the text (Carr 2010).
Underlining, highlighting and annotating can improve
understanding. Employees should not be discouraged from printing
if this enables them to better understand important reports and
information.
• Consider the presentation of written materials in the workplace.
This includes reports, briefings, instructions, posters, notices and
information displayed on-screen during presentations:
− Use a clear sans-serif font such as Arial, Verdana, Tahoma,
Calibri, Century Gothic or Trebuchet (BDA 2017). It only
takes a second to change the font of an entire document; this
small change can make writing much easier to decipher.
− Ensure that text is well spaced. Change the ‘line spacing’ on
documents to a distance that allows greater ease of reading.
Leave a clear gap between paragraphs.
− Use clear headings and sub-headings to break up text.
− Avoid using text in BLOCK CAPITALS, as this can be more
difficult to read (BDA 2017). Underlining and using italics
can also make some letters appear they are merging in to each
other. Try using bold for emphasis instead.
 − Black text on a white background can be particularly difficult
to read. Try changing the screen colour of presentations to
cream or a pastel shade instead. Printing documents onto
pastel paper can increase ease of reading and makes a pleasant
change for all employees.
− Left-justified text with a right ragged edge can be easier to
read.
− Avoid narrow newspaper-like columns.
− Stick to the important information. Remove any information
that is irrelevant or unnecessary.
− Use clear, simple sentences. Say what you mean and don’t
expect all employees to be able to ‘read between the lines’.
Give sufficient information in a logical order.
− Use bullet points or numbered lists when appropriate.
• Use the above guidelines when creating electronic communication
such as emails, ebulletins or staff intranets. Ensure that there is
sufficient time during the working day for employees to read and
respond to any electronic communications. Not everybody will be
able to process and formulate written responses immediately.
• Keep noticeboards clear and uncluttered. Display only relevant and
up-to-date information. This makes it easier for all to pick out the
key points and to focus on what is most relevant.
• Ensure that employees who are required to produce written
materials (emails, reports, letters, notices, etc.) are given sufficient
time to do this effectively during the working day. Having
templates available (e.g., of an example email to customers or of
how to report meeting minutes) can support employees who are
unsure where to start. Templates are also useful for new staff and
can ensure consistency across an organisation.
• Be aware that not all individuals are able to take quick notes, such
as minutes, in a meeting. Print and distribute important information
 rather than expecting employees to make copious written notes,
which some might not be able to make much sense of later.
• Spending long periods at a computer screen can be difficult for all
employees, leading to eye strain and lack of concentration. This
might be even more pronounced in those individuals with specific
reading needs. Consider a policy that allows all employees to take
regular breaks from working at computer screens or to alternate
screen work with other tasks when possible.

Using plain English in the workplace

Using plain English does not mean over-simplifying your message or
patronising the recipient. It just means writing clearly so that everybody can
understand more quickly and easily. How often have you had to re-read
something because too much jargon was used or because sentences were
too long and overcomplicated? Getting into the habit of using plain English
and expecting colleagues to do the same will support better communication
within the team, as well as with clients and customers.
Here are some guidelines for using plain English:
• Write short sentences of no longer than 20–25 words.
• Have just one main idea in each paragraph.
• Avoid jargon, acronyms and technical language when not
necessary.
• Use simple words rather than a longer equivalent (e.g., ‘if’ rather
than ‘in the event of’, ‘because’ rather than ‘by virtue of the fact
that’).
• Keep to the main points. Think carefully about what the recipient
needs to know rather than including unnecessary detail.
• Use the active voice (‘The dog bit the man.’) rather than the
passive voice (‘The man was bitten by the dog.’). The active voice
is easier for readers to process.
• Give clear instructions.
 • Break up information by using bullet points or numbered lists.
• Use sub-headings to make it easier to find information.
• Check your vocabulary use and spelling. Words that look or sound
similar can have very different meanings (e.g.,
complimentary/complementary, discreet/discrete,
resistant/resilient). Using the wrong word can confuse the reader
greatly. If you are unsure, check in a dictionary or choose a simpler
phrase.

Strategies for individual employees to support written

communication
The strategies listed above are general strategies to put into place across an
organisation and to benefit all colleagues, as well as support those with
specific difficulties. Some individuals might also need additional, more
specific strategies to support them in the workplace. Many of these are
inexpensive and easy to implement. Some examples include:
• Using screen-reading software: Screen-reading software is now in-
built into most PCs, laptops, tablets and mobile devices. These
programmes simply read aloud the text that is highlighted on-
screen and can be useful for individuals who find reading a
frustrating and time-consuming process but have a good
understanding and memory for spoken information. Many
individuals without any specific reading difficulties also prefer to
listen to information – there has been a huge increase recently in
the popularity of ebooks and podcasts. A small pair of headphones
is all that is needed. Most screen-reading facilities allow the user to
change voice, accent and speed.
• Use a reading pen: A reading pen is the size and shape of a normal
pen and contains a small screen. The pen is used to highlight
printed text (on paper or in a book) and reads the word(s) aloud.
These are useful to support readers who have difficulty decoding
occasional longer or unfamiliar words.
• Read in a quiet place: Some individuals find they can concentrate
more effectively and read more accurately without distractions. See
Chapter 8, ‘Neurodiverse-Friendly Environments’, for further ideas
on creating more positive physical environments.
• Interact with written materials: Some employees might find that
they can make more sense of materials they have had a chance to
highlight, annotate and underline.
• Change settings on the computer or mobile device screen:
Individuals with specific reading needs can easily change the font
size, font type and background colour of the screen to aid ease of
reading.
• Use voice-text software: Voice-text software is built in to most
computers and devices. Specific apps and software can also be
purchased (e.g., Dragon®). Voice-text software requires a small
microphone and transforms the spoken word into written text on-
screen. Again, many individuals without reading difficulties also
prefer the speed and ease of voice-text software, especially if their
typing speed is slow. Some software requires ‘training’ to
recognise individual voices and accents, and it is always useful to
read back what has been produced to check for words that have
been misheard and to add punctuation. Employees who regularly
use this software might benefit from sitting in a quieter area so that
background noise does not interfere with accuracy.
• Listen back to what has been written/typed: Less confident writers
or spellers can benefit from listening back to what they have typed
on-screen using a screen-reader and headphones. They might be
able to ‘hear’ errors and typos that they were unable to spot on-
screen.
• Use a mentor or buddy: Individuals with identified specific
difficulties might feel more confident if there is a colleague or
mentor who is given dedicated time to proofread any written work
before it is circulated more widely.
 • Use of an anti-glare screen: Supplying an anti-glare screen filter
can be beneficial for those employees who experience visual stress
on-screen.

Communicating numerical data

Understanding and interpreting numerical data can be difficult for many
individuals, not only those with dyscalculic or dyslexic-type difficulties.
Once again, encouraging good habits in the workplace can benefit all:
• When presenting numerical data, include only the essentials and
remove unnecessary figures or words (i.e., make the message clear
and provide clear visual representations such as pie charts or bar
charts). Ensure that tables and charts are clearly labelled. Talk
through any numerical data that is presented on paper or on-screen.
• Give employees sufficient time to interpret numerical data.
Circulate this information in advance of meetings or training to
allow all to process and understand it.
• Encourage employees to use calculators. Provide desktop
calculators for ease or ensure that all can access the calculator app
on PCs, mobile devices and tablets.
• Provide specific training on number-related aspects of the job (e.g.,
filling in an expenses form, using a cash register, reading
timetables and rotas).
• Encourage employees to use speed-dial if telephone numbers cause
difficulty.
• Provide templates for expenses forms and other forms that are
automatically set up (e.g., using a spreadsheet) to calculate totals.

SPOKEN COMMUNICATION
Spoken communication includes talking face-to-face with others, speaking
on the telephone and giving or listening to talks, meetings and
presentations. Some differences that can be experienced by neurodivergent
individuals when communicating through spoken means can include:
 • processing quickly what is being said
• remembering and understanding instructions
• understanding implied information (what is ‘not’ being said)
• understanding idioms and non-literal language
• taking things literally (e.g., ‘I’ll be back in five minutes’)
• understanding and using appropriate body language and facial
expressions
• recognising and identifying how intonation and tone of voice can
alter meaning
• knowing when to take a turn in group conversations or meetings
• following the dynamics of group conversation
• expressing oneself clearly and logically
• using conversational skills appropriate to the situation and context
• finding eye contact uncomfortable
• appearing socially awkward
• understanding and using small talk
• recognising the perspectives, thoughts and feelings of other people
• adapting language and communication to different audiences and
contexts
• remembering what has already been said
• being able to eliminate background noise and distractions
• finding it more difficult to communicate effectively when under
pressure or experiencing anxiety.

As with written communication, differences will vary from person to

person. It is important not to make assumptions about a person’s difficulties
or abilities based on a label or diagnosis they might have.
General spoken communication strategies in the workplace
The following strategies can be put into place in any workplace or
organisation to improve effective communication with neurodivergent
individuals as well as other employees. These are strategies to be used by
all and do not stigmatise individuals.
• Give clear and concise instructions to groups, teams and
individuals. Back these up with a written memo, diagram, flow
chart or demonstration.
• Communicate instructions and important information in a quiet
environment with few distractions. Many individuals find it
difficult to filter out background noise or environmental
distractions. Ensure that meeting rooms are fit for purpose and that
everybody in the room is able to hear what is being said. When
delivering training sessions or briefings, ensure that people
speaking are loud enough, and that they speak slowly and clearly.
• Avoid lengthy meetings and talks. Stick to the main points. This is
something that all colleagues will appreciate.
• Encourage employees to make notes if this helps them to process
and remember what is being said.
• Not all individuals are confident or able to speak spontaneously in
front of colleagues and groups. Some need additional time to
process and make sense of what has been said before being able to
formulate their response. If you have an upcoming meeting in
which you wish to include employee discussion, distribute the
agenda in advance and make it clear what thoughts you would like
people to bring to the meeting. This gives all the opportunity to
think through their ideas and give a more considered response.
• A simple flow chart of the stages of common workplace tasks can
be helpful to all. These can be displayed next to the relevant
equipment (e.g., photocopiers, machinery) or given to colleagues.
These sorts of notes and flow charts are also useful to all new
employees and could be included in an induction pack for new
starters.
• Have clear action plans. Ensure that minutes of meetings are
distributed in a timely manner to all. Make it clear who is
responsible for which task and when these need to be completed.
• For colleagues working in customer service, whether face-to-face
or on the telephone, it can be helpful to role-play situations during
training sessions. Having some outlines of ‘scripts’ available for
colleagues to refer to can also be beneficial.
• Be aware that not all individuals are comfortable participating in
group discussions. Some need time alone to reflect on their ideas,
while others express themselves more clearly through written
means. Provide a range of ways in which employees can contribute
their ideas at meetings and training sessions.
• Some individuals find the social interaction of the workplace
overwhelming. They might prefer to spend break and lunch times
alone. This gives them time to ‘recover’ and recalibrate. Some find
the social chit-chat and small talk of the staff room difficult and
uncomfortable. Ensure that there are quieter areas available for
those who need them. This means it is important that break and
lunch times are not used as an extension of the working day or as
informal meetings. Those colleagues who need to spend these
times somewhere quieter can find they miss out on important
information that has been discussed informally over lunch rather
than in an official meeting.
• Do not confuse an individual’s social communication difficulties
with a lack of enthusiasm or inability to do the job. Many
employees find it difficult to socialise with colleagues in ‘typical’
ways. Just because an individual chooses not to join in with social
events or does not engage with social chit-chat does not affect their
ability to do a job well. Ensure that all team members understand
this and that they do not isolate or ostracise individuals with
different social preferences.
• Some individuals might not be comfortable with sustained eye
contact. They might be listening well but cannot listen and
 maintain eye contact comfortably. Do not assume that these
individuals lack interest or are deliberately being rude.

Strategies for individual employees to support spoken

communication
The strategies above can be put into place across an organisation and will
be beneficial in supporting effective communication among all colleagues,
as well as supporting those with specific differences. Some individuals will
also benefit from more specific strategies to support them in the workplace.
Many of these are inexpensive and easy to implement. Some examples
include:
• Use note-making and other memory techniques: Individuals who
have difficulty remembering and processing verbal instructions and
information might benefit from taking notes (written or in a note-
making app), making voice memos, creating flow charts or other
visual reminders such as using sticky notes. Encourage individuals
to develop a way of remembering and retaining information that
works for them.
• Rehearse, role-play and use prompts: Some individuals might need
extra support while learning effective communication strategies,
such as when using the telephone or dealing with customers. These
colleagues could benefit from additional training sessions or the
opportunity to role-play and rehearse with a mentor or supportive
colleague. Some might benefit from writing down notes or a
‘script’ of what to say during a telephone conversation.
• Support social communication skills: Some individuals might have
difficulty with social communication expectations in the
workplace. For example, some might stand too close to colleagues
or interrupt frequently with seemingly off-topic comments. Others
might simply appear quiet and withdrawn and experience difficulty
joining in with conversations or small talk. Understanding and
acceptance from colleagues can often go a long way to supporting
these differences. Some individuals might also benefit from
mentoring or being given clearer guidelines about the expectations
 of the workplace (e.g., having a specific colleague to approach
with queries or going outside for a movement break in order to
avoid distracting others).

COMMUNICATION CHECKLIST FOR EMPLOYERS

Do you:
Send written materials out to employees in advance of meetings and
training sessions?
Give employees time to digest written information and the opportunity
to feedback at a later date?
Allow employees to print materials for ease of reading?
Ensure that all written and typed materials in the workplace are
produced in a clear font with adequate spacing?
Produce written materials that are broken up with headings and sub-
headings and use bullet points or numbered lists when appropriate?
Use bold text for emphasis rather than underlining or italics?
Prepare on-screen presentations with a cream or pastel-coloured
background and print materials onto cream or pastel-coloured paper?
Ensure that written materials are clear, concise and contain just the
important information?
Use clear, simple sentences in written materials?
Ensure that all noticeboards and walls contain only up-to-date, relevant
information?
Provide templates for written communications such as letters, emails
and minutes of meetings?
Encourage use of screen-reading technology and provide small
headphones?
Have reading pens available?
 Ensure that employees are able to complete reading and writing tasks
in a quiet environment free of distractions?
Encourage use of voice-text software and provide small microphones
for this?
Allow employees who have disclosed a reading difficulty access to a
mentor or colleague who can support proofreading?
Back up verbal instructions with a written overview, diagram or
demonstration?
Stick to the main points in meetings and talks, ensuring that
information given is clear and concise?
Build in time for employees to plan and prepare responses before
expecting contributions at meetings and training sessions?
Provide flow charts of the stages of common tasks in the workplace for
reference?
Provide scripts or opportunities for rehearsal for those in customer
service roles?
Ensure that quiet areas are available for employees to make use of at
break and lunch times?

COMMUNICATION CHECKLIST FOR EMPLOYEES

If you are an employee, you might like to use this self-assessment checklist
to rate your own communication skills. This might help you to identify
areas you find difficult and to consider strategies that could be helpful in
overcoming these difficulties.

I have no Generally, I would This is a

difficulty I am okay like more real
with this with this help with difficulty
this for me
In the workplace I:
Read materials (emails, reports, letters, etc.)
quickly
Read materials accurately
Understand the materials that I read
Read materials without developing eye strain or
headaches
Can pick out the important information in
documents and written materials
Produce written material (emails, letters, notices,
reports, etc.) confidently
Use spelling, punctuation and grammar
confidently
Know how to proofread my written work
effectively
Understand verbal instructions and information
given by managers and colleagues
Remember instructions and what has been
discussed
Follow what is happening in meetings
Participate in meetings
Ask for help and support when I need it
Communicate clearly with customers or clients
Understand what customers or clients are asking
Communicate effectively with colleagues
Understand the social communication
expectations of the workplace

Consider your answers to the above questions. For each one, identify
examples of when you have found this difficult. Looking back at this
chapter, can you identify any possible strategies that could help you?

KEY POINTS
– Communication is at the heart of every daily interaction. Whether written or
spoken, communication is an integral element of almost all job roles.
– Neurodivergent individuals can experience many differences with communication
– these might be with written communication, spoken communication or both.
Others might experience differences with non-verbal communication or social
communication skills.
– Many general strategies can be employed in the workplace to improve
communication for all colleagues, not only neurodivergent individuals. These
include using plain English, producing clearly presented written materials, giving
clear instructions with visual back-up and allowing sufficient time for employees to
read, process and respond to information. Getting into good habits on an
organisation-wide scale will reduce difficulties for many.
– Some individuals might benefit from more specific strategies. These might include
the use of resources such as a reading pen, voice-text software or screen-reading
software.
7

POLICIES AND PRACTICES

FOR NEURODIVERSITY

In this chapter you will learn how to:

• identify common problems faced by neurodivergent individuals at
work
• respond to harassment and discrimination in the workplace
• reflect on prejudice and stereotypes relating to neurodiversity
• help other employees to develop more helpful attitudes
• develop more inclusive policies and practices
• support neurodivergent employees.

COMMON PROBLEMS IN THE WORKPLACE

Difficulties relating to communication styles and to sensory differences are
discussed in the respective chapters (Chapter 6, ‘Communicating for
Neurodiversity’ and Chapter 8, ‘Neurodiverse-Friendly Environments’).
Other difficulties in the workplace for neurodivergent employees can
include:
• being the victim of direct or indirect harassment or discrimination
from managers, colleagues or customers
• a lack of understanding and acceptance of difference from
managers or colleagues
• feeling isolated from colleagues or ‘not fitting in’ socially
• individual ways of working not being encouraged
• experiencing stress or anxiety related to workplace difficulties
• policies that discriminate or cause confusion
• ‘rules’ and regulations not being applied consistently.

‘I am intelligent, with lots of skills and abilities. However, the ability to

relate to other people has held me back in the workplace. I don’t intend
to be unfriendly but that is how I must come across to other people.
When I’m concentrating, I just don’t have the energy or inclination to
socialise.’ (Lucy, diagnosis of dyspraxia and Asperger syndrome)

‘My self-esteem and confidence have been the biggest barriers in

getting and retaining a job. When I’m overwhelmed I come across as
being “difficult” when really I am just struggling.’ (Clara, diagnosis of
an autism spectrum condition, ADHD, dyspraxia and dyscalculia)

‘I have found colleagues in previous jobs really lacked understanding.

Comments such as, “We’re all on the spectrum somewhere” and jokey
statements such as, “You know I need to colour-code my notes; that’s
my OCD”, make me feel my differences aren’t really taken seriously.’
(David, diagnosis of autism)

‘Due to my sensory differences I’ve struggled to find appropriate work

clothes that I feel comfortable in. When I feel uncomfortable, I can’t
concentrate. I also dislike wearing make-up and jewellery. I always look
clean and smart but it has been hinted at that my appearance wasn’t
“professional” enough for a particular workplace.’ (Sarah, diagnosis of
dyspraxia)

‘I read the employee induction pack carefully and there was a dress
code which included “No leggings”; however, I’d see many of my
 colleagues wearing leggings and contravening other aspects of the dress
code on a daily basis. It caused me much frustration and confusion.
Why have a rule if it can be broken? Did this mean that I should
disregard all the other “rules” too? I also didn’t want to associate with
those colleagues wearing leggings in case I got into trouble by
association.’ (Jayne, diagnosis of Asperger syndrome)

‘When training to be a teacher I was placed with a very unsupportive

mentor. I dropped out devastated, very depressed and at breaking point.
It scares me that these people might be teaching autistic youngsters but
were unable to accept me as an autistic adult.’ (Tracy, diagnosis of an
autism spectrum condition)

‘I began work in a restaurant kitchen. The job was going well. I got on
well with my colleagues and did everything to the best of my ability. I’d
had nothing but positive comments about my work. One day, the
restaurant manager dismissed me out of the blue. The reason he gave
was that I’d not told him I had a diagnosis of Asperger syndrome and
ADHD. He didn’t know anything about these conditions but had
discussed it with his wife who thought it would be dangerous to have
“people like me” around knives in the kitchen. I was distraught and it
took me a long time to build up the confidence to apply for another job.
I didn’t even think about reporting it as unfair dismissal, as I wasn’t sure
what my rights were. I’m more informed now.’ (Joanne, diagnosis of
Asperger syndrome and ADHD)

HARRASSMENT AND DISCRIMINATION

What is discrimination at work?
Discrimination at work can come from employers, colleagues and other
employees, or employment agencies. Unlawful discrimination is when an
individual is being treated differently because of a characteristic protected
under the Equality Act 2010 (including disability). (See the section on
‘legal responsibilities’ in Chapter 9 for more information about the Equality
Act 2010). Discrimination in the workplace can include (Citizens Advice
2018c):
 • being treated differently in relation to terms and conditions of
employment
• discrimination during the recruitment process
• being treated differently because of who you are, who people think
you are or because of somebody you are connected to – this is
called ‘direct discrimination’
• applying a policy, rule or way of doing things that puts a person at
a disadvantage compared with others – this is called ‘indirect
discrimination’
• being treated badly because of something connected to a disability
• failing to make reasonable adjustments for an employee who has a
disability
• being treated badly because of complaining about discrimination,
or because people think you complained about discrimination
• being treated in a way that is offensive, frightening, degrading,
humiliating or distressing – this is called ‘harassment’.

What is harassment?
Harassment can be a one-off event or a series of events. Harassment at work
also includes incidents that take place at work-related trips or social events
(Citizens Advice 2018c). Examples of harassment can include:
• spreading malicious rumours
• unjustified criticism aimed at undermining another person
• anti-disability comments or jokes
• pranks
• unjustified threats about your job
• physical violence
• humiliating behaviour
• unfair treatment
 • insults
• exclusion or victimisation.

The impact of harassment at work cannot be underestimated. Victims of

harassment can find it affects their health and wellbeing as well as their
work performance. Stress and anxiety can lead to sickness-related absence
and competent individuals might resign or seek work elsewhere as a result.
In the long term, individuals who have been victims of harassment might
find it has a negative impact on their self-esteem, wellbeing and confidence
in future employment.

Dealing with harassment and discrimination in the workplace

Allegations of discrimination or harassment in the workplace need to be
treated seriously and in a timely manner. Employees have three months
from the date of discrimination to make a formal complaint in an
employment tribunal, should a complaint be taken so far.
Employees might complain informally to their line manager or HR
department in the first instance and the complaint might be able to be
resolved internally. It is a good idea for any complaints to be made in
writing so that there is a written record that the complaint has been made. If
an employee complains about discrimination from another employee, it is
the employer’s responsibility to deal with this.
Some discrimination might be able to be resolved by negotiation with
the employer, mediation, conciliation or through the help of a trade union.
These methods may mean that legal action is not needed.
If the problem cannot be resolved by a discussion between the employer
and employee, employees might make a formal grievance, following the
employer’s grievance procedure. In the UK there is a code of practice on
grievance and disciplinary procedures produced by Acas (Advisory
Conciliation and Arbitration Service) that should be followed by employees
and employers.

HELPFUL POLICIES AND PRACTICES

Neurodivergent employees can often find the workplace difficult, not just
because of direct harassment or discrimination, but due to policies or
practices that place them at a disadvantage or that do not take into account
their way of interpreting and relating to the world. Helpful policies and
practices can include:
• Have clear and up-to-date policies for employees: Go through
workplace policies (such as dress codes, expectations and
workplace routines) and remove any that are no longer relevant or
helpful. Word policies clearly and unambiguously. Ensure that they
are implemented consistently. Some neurodivergent individuals
will be frustrated or confused by rules that are inconsistently
applied or that do not seem to apply to some colleagues. Check that
there are no policies that could indirectly disadvantage
neurodivergent employees. For example, some neurodivergent
employees might have sensory issues relating to clothing. Do not
insist that colleagues wear high heels/a suit/a skirt, unless this is
absolutely necessary for the role in question. Some neurodivergent
individuals experience difficulties in understanding the ‘unwritten
rules’ of the workplace – try making these explicit to all colleagues
to reduce frustration and misunderstandings.
• Have line managers who are good with people: Too often in
workplace, employees are promoted into managerial roles because
they are good at a job or because of length of service, the logic
seeming to be that if they are good at a job, they will also be good
at supporting and encouraging people. In reality, this is not always
the case, and a poor manager can create difficulties for
neurodivergent employees if they feel their individuality is not
recognised or understood. Ensure that the right people are in the
right positions and that those with responsibility for leading
neurodivergent colleagues have both the right attitude and the right
training.
• Give all staff the opportunity to work in their own ways:
Neurodivergent individuals in particular often have different
methods of completing tasks and activities due to their ability to
see situations from different angles and experiences of ‘thinking
outside the box’. The answer that most people – neurodivergent or
 not – give as to when they are able to work at their best is most
often when they are trusted and given the freedom to carry out the
job in their own way (Stewart 2013). Giving staff the power to
change and improve the way that they work will help all to feel
more trusted and valued. Consider your workplace carefully – do
you have a set of rules that must be obeyed, or do you have
systems that enable people to use their judgement and work in a
way that suits them?
• Ensure that all know where to get support: Explain clearly what is
expected to all employees, where staff can go to for advice if they
are unsure about anything and who they should think about
consulting. Again, clear systems can reduce misunderstandings and
frustration.
• Help employees to feel supported: Try moving away from a
‘managing’ model to one of coaching and supporting. Give
employees time and space to discuss new approaches or solutions
with a manager.
• Build on strengths, not weaknesses: Neurodivergent individuals –
as any others – will have strengths and weaknesses. Help people in
the workplace to do what they do best and to develop their
strengths further. Too often managers can focus on developing
weaknesses that bring the focus to these areas. If individuals are
motivated to develop their weaker skills, then development and
training opportunities can be beneficial, but it can often be better to
play to their strengths. For an employee on the autism spectrum,
for example, continually focusing on encouraging them to socialise
with colleagues if they find this difficult is going to be time-
consuming and demoralising, especially if this does not affect their
ability to do the actual job.
• Have a workplace culture that celebrates mistakes: Again, this will
benefit all employees, not only those who are neurodivergent. Give
employees the freedom to experiment with what works for them, to
try new things and to move outside their comfort zone. This will
enhance creativity and reduce stress that can be created from
 employees feeling restricted or that failure of any type is
unacceptable.

PREJUDICE AND STEREOTYPING WITHIN THE WORKPLACE

Are you prejudiced against certain groups? Do you stereotype? Most people
would want to answer those questions with a resounding ‘no’, yet the truth
is that many of us do hold false beliefs or have biased opinions. Often these
have been formed by what we’ve been exposed to in the media, from the
people around us, or are based on current societal norms.

Activity 1: True or false statements

Before reading this book, what would you have thought about each of the
following statements – true or false?
1. Autistic people do not enjoy socialising with others.
2. Dyslexic people cannot read.
3. People with ADHD are constantly hyperactive and ‘on the go’.
4. Adults ‘grow out of’ conditions such as autism and ADHD.
5. Autistic people also have learning difficulties.
6. A dyslexic person can never be taught how to read and spell.
7. Autism and ADHD have to be diagnosed in childhood.
8. Dyscalculia is caused by not having been taught maths well.
9. Only people with speech difficulties (such as a stutter) have
difficulties using and understanding language.
10. Speaking slowly will help dyspraxic, dyslexic and autistic people
to understand.
11. Printing onto yellow paper means dyslexic people can read.

Answers:
1. False. Some autistic people prefer their own company and do not
enjoy socialising; however, many do want to socialise but find it
 difficult in typical settings. Some enjoy socialising with small
groups or individuals they know well or in comfortable settings. It
is very much an individual matter.
2. False. Dyslexia is often associated with reading difficulties but it is
much wider than this. It is a difficulty with processing information,
which also affects working memory and sequencing. Some
dyslexic individuals learn to read well or develop effective coping
strategies to help them.
3. False. There are different types of ADHD. Some individuals have
difficulties with hyperactivity, while others experience ‘attention
deficit’ difficulties, meaning they find it difficult to focus and
might appear to be daydreaming.
4. False. Neurodivergent conditions are lifelong. However, by the
time many individuals reach adulthood they have developed
various coping strategies and gained in confidence and self-
awareness that might ‘hide’ some of their difficulties.
5. False. Autism is a wide spectrum. Some individuals might also
have significant learning difficulties but many, such as those
diagnosed with Asperger syndrome (or ASD Level 1) are of
average or above-average intelligence. Many do extremely well
academically and become experts in their field.
6. False. There are many schemes and methods available that some
dyslexic individuals have found very useful in helping to improve
their reading and spelling.
7. False. Although autism and ADHD – like all other neurodivergent
conditions – are lifelong, so difficulties will have to have been
present in childhood, the reality is that many individuals remain
undiagnosed until adulthood, depending on services in their
geographical area.
8. False. Dyscalculia is not caused by poor maths teaching or missed
schooling. It is a difficulty acquiring the number system and
number concepts, despite appropriate teaching having been put into
place.
 9. False. The terms ‘speech’ and ‘language’ are often misused. People
with speech difficulties (such as a stutter) do not necessarily have
difficulties using or understanding language. Many people who
speak clearly do have these difficulties that can be hard to spot.
10. False. Slowing down slightly might help lots of people, especially
if you tend to speak quickly and give lots of instructions at once.
However, speaking too slowly is likely to cause offence to many
people and can be interpreted as being patronising or assuming
unintelligence.
11. False. Some individuals who experience visual stress find it easier
to read when text is printed onto a yellow background. Other
people have different colours that help them.

Discussion: Did your initial thoughts give you an insight into any false
beliefs you held prior to reading this book?

Activity 2: Match the job

Match the person on the left to the job you think they do.
A male with a diagnosis of ADHD Teacher
A female with a diagnosis of dyslexia Writer
A male with a diagnosis of dyspraxia Nurse
A male with a diagnosis of Asperger syndrome Journalist
A female with a diagnosis of Asperger syndrome Photographer

Answers:
A male with a diagnosis of ADHD: Writer
A female with a diagnosis of dyslexia: Teacher
A male with a diagnosis of dyspraxia: Photographer
A male with a diagnosis of Asperger syndrome: Journalist
A female with a diagnosis of Asperger syndrome: Nurse
Discussion: Assumptions are often made – such as that people with
Asperger syndrome are not suited to the caring professions, or that
somebody with dyslexia would not be able to be a teacher. In reality,
neurodivergent individuals are found in a range of professions and do well
in a range of professions. It can be easy to assume that all individuals with a
diagnosis of Asperger syndrome work as solitary computer analysts or that
those with ADHD are unable to hold down regular employment. What jobs
spring to mind when you think of different groups? Reflections of this kind
can yield a lot of insights into how easily we all use preconceived notions
and stereotypes to discriminate among and against people (Pedler,
Burgoyne and Boydell 2013).

Many neurodivergent individuals do not let their differences hold them back
from what they want to be doing. Celebrities with a diagnosis of ADHD
include Olympic swimmer Michael Phelps, British comedian Rory Bremner
and US singer Justin Timberlake. Celebrities with a diagnosis of dyslexia
include chef Jamie Oliver, actor Keira Knightley, film director Steven
Spielberg and talk-show host Whoopi Goldberg. Those with Asperger
syndrome include wildlife presenter Chris Packham, singer Susan Boyle
and US actor and comedian Dan Ackroyd, while famous people diagnosed
with dyspraxia include photographer David Bailey and Harry Potter actor
Daniel Radcliffe.
We can all makes mistakes and discriminate against people on irrelevant
and illegitimate grounds such as gender, sexual orientation, social class,
skin colour, age, disability, religion, and so on, at personal cost to them but
often also at great loss to organisations (Pedler et al. 2013, p.103). As a
manager or employer, it can be useful to be aware of your own beliefs and
stereotypes towards various labels and conditions and reflect on how these
impact on your decisions or attitude towards staff. These types of activity
can also be useful to give to colleagues. Encourage them to reflect on where
their beliefs might have arisen and if they tend to make generalisations
based on one person they have met or one media representation they have
seen.
SUPPORTING NEURODIVERGENT EMPLOYEES IN THE
WORKPLACE
How can employers support neurodivergent employees in the workplace?
• Avoid direct and indirect discrimination.
• Avoid unhelpful prejudices and stereotypes.
• Ensure that policies and practices do not inadvertently
disadvantage some groups.
• Provide necessary and helpful support to individuals.

Simply becoming aware of any personal prejudices or stereotypes can be

the first step in creating more inclusive policies and practices within the
workplace. If decisions are made free from prejudice and stereotyping, then
there is a lower risk of any particular group being disadvantaged and
therefore less chance of an individual feeling that they have been
discriminated against (Beardwell and Thompson 2014). This awareness
might lead to difficult personal or organisational questions if it is realised
that false beliefs and assumptions have possibly led to direct or indirect
discrimination in the past. It is also important to remember that equality in
the workplace is more than just about avoiding discrimination; it is also
about making the most of all people and creating a culture of fairness and
inclusion. The following questions encourage deeper reflection about your
organisation.

In your organisation:
• Consider the people in the most senior roles. What is the
male:female ratio? What about ethnic background, social class and
religion? What about the number of individuals in these roles with
disabilities or neurodivergent conditions?
• Consider the employees in the lowest-paying roles in your
organisation and ask yourself the same questions. Are there any
discrepancies?
• In your current recruitment processes who is likely to be
discriminated against and why? Consider all groups, not just those
 who could be considered neurodivergent.
• In your current promotion processes who is likely to be
discriminated against and why?
• How could this discrimination be avoided?
• Have there been any previous cases of discrimination reported in
your organisation, from any employees (e.g., because of sexual
orientation, religion, gender, disability or neurodivergent ways of
thinking)?
• How effectively were these cases handled? Did they lead to greater
awareness and positive changes being made in organisational
policy?
• How were those who made the complaints treated or perceived by
managers and colleagues?
• How does your workplace culture inadvertently disadvantage those
who think, learn and relate differently to others?
• Does your organisation have an open and honest culture where
employees feel confident and supported if they bring up difficulties
and differences?

Active listening for managers

One of the most useful skills for line managers is that of communicating
and listening effectively with those they manage. (See also the previous
chapter for a more detailed discussion of communication differences.) We
now consider the skill of ‘active listening’, useful at many times, but
especially when listening to employees who might be bringing up a
complaint, wanting to disclose a neurodivergent condition or wanting to
discuss possible changes that could help them be happier and more
productive in the workplace.
The concept of ‘active listening’ is often used in counselling, coaching
and mentoring. This skill can be practised in many situations. Active
listening means orientating your whole attention towards the speaker so that
you ‘hear’ everything they say, including messages they might be
transmitting with non-verbal means. Active listening helps the speaker to
express himself or herself without feeling judged, dismissed, criticised or
rushed.

Active listening – how to do it

All too often it is easy to listen ineffectively in the workplace. There are
myriad distractions – both external (interruptions from colleagues, the
telephone, email, etc.) and internal (thinking about all the things to do that
day or another unresolved problem) – as well as time constraints and
environments that are not conducive to listening well. There can also be a
tendency for some line managers to want to jump in with solutions or to
dismiss an employee’s concerns because they perceive it as a criticism or as
irrelevant.
Active listening involves:
• considering your body language. Preferably sit at an angle to the
speaker rather than across a desk, which can appear intimidating,
and avoids the possibility of staring
• maintaining an open posture. Crossing arms and legs might be
perceived as a sign of defence, indicating to the speaker that you
are not totally open to what they are saying (The Skills Network
2018)
• avoiding distractions. Put away mobile phones and other devices.
Avoid clock-watching or doing other tasks at the same time as
listening
• being aware of internal distractions. It is easy for attention to
wander and to begin to think about other things you have to do that
day or things that have happened earlier. If you notice you have
lost track of the speaker, bring your awareness back to what they
are saying. Ask for repetition or clarification if needed
• maintaining appropriate eye contact and a relaxed position to put
the speaker at ease
• showing you are listening by using minimal encouragers (such as
‘um-hum’ and nodding)
 • asking questions for clarification but avoiding asking other
questions that could lead the conversation or prevent the speaker
from telling their story the way that they would like to
• avoiding saying too much. This is a time for listening, not for
expressing your own opinions or anecdotes
• being aware of your thoughts. As you are listening, notice if you
are judging or making an opinion. Listen as open-mindedly as you
can
• ‘listening’ to the speaker’s body language, posture and facial
expression as well as the words they are saying and how they are
saying them
• reflecting back the main points of what the speaker has said to
check you have understood and not missed anything. This
paraphrasing helps the speaker to feel understood and encourages
them to elaborate
• keeping a calm and neutral tone of voice.

Active listening and neurodiversity

When listening to neurodivergent employees, there are a number of
differences to take into consideration:
• Some might find eye contact uncomfortable. Do not confuse a lack
of eye contact with a lack of honesty. Ensure that your own eye
contact reflects that of the employee. Do not make excessive eye
contact if you think the employee could be uncomfortable with
this.
• Some neurodivergent employees need additional time to process
language or to express themselves clearly. Ensure that employees
do not feel rushed to respond or to continue.
• Some might have different preferences about the amount of
personal space they are comfortable with.
• Some might have less typical gestures or patterns of movement.
Try not to let any unusual movements distract you from what the
 employee is saying.
• Some might generally be less expressive in their facial expressions
and tone of voice than others. For these individuals try not to
compare to how a ‘neurotypical’ would express the same feelings
or emotions. Check your understanding of how the individual is
feeling and what they are saying.

Moving the conversation on

Active listening is often the first skill required when responding to
employee concerns. Being listened to effectively can help the individual
feel valued and understood. Listening well can also help managers to reflect
accurately on what has been said and what the concerns are.
The next steps are likely to depend on the individual’s concerns and
complaints, but might include:
• further discussion to put into place helpful support in the
workplace or to make positive changes
• referral to a specialist within the organisation – such as a mentor,
an equality and diversity officer HR specialist
• referral to an external source of support such as the Access to Work
scheme (see later in this chapter)
• investigation into discrimination or prejudice within the workplace.

During further discussion with employees, it can be helpful for managers to

maintain open communication and treat the employee as the expert of their
own condition and needs. Some helpful strategies can include:
• Use appropriate questioning techniques: Closed questions can be
easily answered with ‘yes’, ‘no’ or a very short phrase (e.g., ‘Have
you read the information?’ ‘What time is it?’). Sometimes closed
questions are required to elicit specific information, but they
should generally be avoided. Leading questions invite the listener
to agree with a certain point of view, and again should be avoided
where possible (e.g., ‘That would be helpful, wouldn’t it?’, ‘Don’t
you think playing ping-pong is boring?’). Try instead to use open
 questions. These cannot easily be answered with a ‘yes’ or ‘no’
answer and can help the employee to explore their thoughts and
feeling in more detail (e.g., ‘What would be most helpful to you?’,
‘How could your workspace be made more comfortable?’).
• Work to an employee’s strengths and existing skills: Ascertain what
is going well in the employee’s work situation and what their
strengths and skills are. Sometimes, helpful question to ask is,
‘When has this not been a problem? What was different?’ or ‘In
which situations do you feel more comfortable/productive/valued?’
Help the employee to identify strengths they could use to help
them change a situation.
• Use solution-focused techniques: Rather than discussing an issue
aimlessly, try having a specific goal in mind. Ask the employee
what the ‘ideal’ solution would look like from their point of view.
Help break down the issue into smaller steps. Ask questions such
as, ‘What is one thing that could be done to move one step closer
to the ideal situation?’
• Be prepared to use ‘trial and error’ and to experiment with
different solutions: Some solutions might look good on paper but
not be viable in practice. Various options might need to be tried
before the most effective solution is found. It might also be
necessary to ‘think outside the box’.
• Treat the employee as the expert of their own condition:
Neurodivergent individuals are just that – individuals. It is not
always helpful to make statements such as, ‘All autistic people
need…’ or ‘This will help you because you are dyslexic.’

CASCADING TO COLLEAGUES
The implementation of change in the workplace needs to be consistent and
organisation-wide. Strategies used consistently are likely to become habit
and part of the general ethos of an organisation. Good practice for
neurodivergent individuals is more often than not simply good practice for
all. Cascading good practice to all employees within an organisation can be
hugely beneficial.
Cascading effective communication strategies within an
organisation
• Lead by example: If you are a manager or team leader, implement
the general effective communication strategies in your own speech
and writing. Modelling these will encourage others to behave in a
similar way.
• Make good practice the norm: Have clear guidelines that you share
with your team and expect all to follow (e.g., all materials will be
circulated at least 48 hours before meetings; reports will be written
in plain English).
• Ask for ideas: Dedicate a team meeting to a discussion of how
communication can be made more effective and inclusive within
the organisation.
• Think organisation-wide: Share good practice and successful
strategies with other teams and managers.
• Think outside the box: One line manager successfully used ‘toilet
door training’ with her team. Each week she displayed a fact or
strategy on the back of each toilet door (e.g., ‘Did you know that
over 10 per cent of the population might have a reading difficulty
such as dyslexia? You can help by using clear font, spacing written
material and changing the background of presentation slides to
cream or a pastel colour.’ ‘Using plain English is easier for
everybody to understand. Readers will be able to process and
understand your message with greater ease.’ ‘Eye contact can be
uncomfortable for many people. Accept that they might be
listening even if they are not able to maintain eye contact.’)
Sharing ideas in more unusual ways can be eye-catching and more
effective than simply circulating another memo.

Cascading information about individuals who communicate

differently
Many useful strategies can be put into place across an organisation without
having to label or stigmatise individuals. This good practice will help many
individuals to participate and contribute and can reduce the number of
difficulties and frustrations many face. However, there might be some
individuals who have more significant differences. You might feel that
colleagues would be more understanding if they knew of these individuals’
diagnoses or difficulties. How do you go about sharing this sort of
information in a professional, discreet and empathetic manner?
Ultimately it is a decision for individual employees whether or not they
disclose a diagnosis (see the section on ‘recruitment’ in Chapter 5 for more
information on disclosure). Be respectful of those who do not wish to –
prior negative experiences or worry about future consequences might
discourage them.
Some individuals feel perfectly confident talking to colleagues and
managers about their differences and difficulties. Some might even be
happy to talk in a training session or meeting about how their diagnosis
affects them and how they interpret the world. First-hand accounts can often
open the doors for greater insight and understanding.
Other individuals might want only their immediate line manager to
know of their diagnosis. In some environments, and with the right strategies
in place, this might not be a problem at all. General training on
neurodiversity or communication differences might also be enough to
increase colleagues’ understanding and acceptance. If external trainers are
brought in to deliver sessions to staff, always bring this up with those
employees who have disclosed difficulties in order to ensure that they feel
comfortable, and to ascertain whether there are any particular difficulties or
differences they would like colleagues to learn more about.
But what can be done if an employee does not want their diagnosis or
differences disclosed and is causing considerable frustrations in the
workplace; for example, unintentionally irritating others or being the cause
of complaints from colleagues, clients or customers?
• Remember the usefulness of general good practice, and ensuring
that helpful strategies are deployed consistently across the
organisation.
• Suggest some specific strategies to the individual in question and
support them to implement these.
 • Consider some general training or information for all to support
understanding and tolerance.
• Speak to the individual about your concerns directly. Choose a
non-threatening location and ensure that the discussion is focused
on helping rather than criticising. Listen to the difficulties the
individual is facing. Some small changes in workplace practices
might go a long way.
• Get support. Larger organisations might have a member of HR
who specialises in equality and diversity. Arrange a meeting for the
employee. The specialist might be able to implement useful
strategies or offer mentoring and advice. Also consider outside
support. The Access to Work scheme in the UK might be able to
offer support such as a job coach or mentor for individuals, support
services for mental health conditions or awareness training for
colleagues, as well as specialist equipment. Local organisations
and charities might also be able to provide support or advice (see
the ‘Further Resources’ at the end of this book).

HELPING OTHER EMPLOYEES

Unhelpful attitudes
Unhelpful attitudes from colleagues can contribute to neurodivergent
individuals feeling uncomfortable, undervalued or misunderstood.

Unhelpful attitude Consider

‘We never had dyslexia Attitudes towards difference do change over time, but colleagues with
and things when I was outdated attitudes would usually benefit from some up-to-date training to
younger. She just needs raise their awareness and knowledge of neurodivergent conditions.
to try harder.’
‘He can’t have autism. Most neurodivergent conditions are on a spectrum, with every individual
He’s nothing like my affected differently. Training in neurodiversity can be helpful to dispel
next-door neighbour’s prejudice and stereotypes.
son who can’t
speak/the guy on
television with special
abilities.’
‘She only got the job A clear, honest and open recruitment policy is needed to reassure all
because of her employees that candidates are awarded the role on their merits and
disability.’ abilities. If your organisation does have an active drive to recruit people
from under-represented groups, then the reasons for this need to be made
clear. You cannot appoint a candidate who is less suitable for the job just
because they have a ‘protected characteristic’, but if two candidates are
equally suitable, the candidate from the under-represented group can be
appointed if you are trying to address under-representation of that group.
However, decisions must be made on an individual basis (Gov.uk 2018).
‘He’s just trying to get This can be an unhelpful attitude to the individual in question. Usually
out of doing certain individuals will not be trying to get out of an aspect of the role, but there
aspects of the job.’ might be aspects of the job that they are finding difficult. One suggestion
might be a ‘skills swap’, where colleagues swap some parts of the job that
they find challenging (e.g., a colleague who finds it difficult to proofread
their written work might ask a colleague to do this in return for taking on
a job that the colleague does not enjoy but that they do).
‘She gets preferential This sort of attitude needs investigating. What sort of ‘preferential
treatment.’ treatment’ do colleagues believe the individual in question is getting? Try
offering the same adjustments to all colleagues so that there can be no
accusations of unfair treatment (e.g., allowing all access to a quiet room
or use of voice-text software). In reality, most colleagues will not want to
take up the offer of use of these resources.
If complaints are made about one employee being allowed to work more
flexibly than others, managers need to investigate whether this is a just
policy. Giving flexible working patterns only to certain members of staff
will likely cause resentment. Flexible working is about all staff and
managers finding what works best for every individual and the
organisation as a whole.
‘He can’t do the job as Reassure any individuals with this attitude that all employees are subject
well as the rest of us.’ to the same expectations and appraisal procedures, and that managers are
there to help if any individual is finding any aspect of a job difficult.
‘She distracts me.’ This needs investigating. If this is the case, there are many easy solutions
such as changing a seating plan or offering employees the chance to work
in a separate room or quieter area. If an individual really is preventing
others from concentrating, then the causes for this need to be found (e.g.,
if they have a lot of questions, could they be given a specific mentor?).
‘S/he will make more Elicit from the employee exactly what extra work they believe the
work for me.’ individual will create. It is unlikely a neurodivergent employee will create
more work for anybody else unless they have asked for a mentor who has
undertaken this role specifically and as part of their job description.
‘I don’t know what to Colleagues don’t need to say or do anything special, just be themselves
say around him/he.’ and act as they would around anybody else. Showing understanding and
acceptance of difference is helpful, as is avoiding jokes and sarcasm at the
expense of those with neurodivergent conditions.
‘S/he doesn’t socialise Some individuals – neurodivergent or neurotypical – simply do not wish
so mustn’t like us.’ to socialise with colleagues outside of the work environment and this
 should be respected. Some might experience specific difficulties, such as
needing more time alone during the day, or finding group conversation
overwhelming – again, these needs should be respected and should not be
taken personally.
‘I find him/her Personality clashes are an inevitable consequence of the workplace –
irritating.’ whether between neurotypicals or neurodivergent individuals – and
should not be allowed to interfere with a professional working
environment. A change of seating plan might be all that is needed to ease
a situation.

In reality, the majority of neurodivergent employees will fit into a

workplace if given the right support and placed with understanding
colleagues. Many will not even need to disclose their condition if they feel
it does not impact on their role. If there are difficulties between
neurotypical colleagues and their neurodivergent counterparts, various
strategies to increase understanding can be tried:
• formal training sessions on neurodiversity, delivered by external or
internal specialists
• online training in neurodiversity offered to colleagues
• informal training delivered in the workplace, possibly with
neurodivergent colleagues talking about their experiences if they
wish to do so
• sharing useful websites or information sheets about neurodiversity
with colleagues
• buddying or mentoring schemes, placing a neurodivergent
employee with a supportive and more experienced colleague
• offering support such as counselling or mediation.

When providing staff training on neurodiversity, some points to take into

consideration include:
• Have you informed any neurodivergent individuals in advance?
Some might wish to be present, while others might not. Check with
those affected what they would like to be included in the session
and what they think would be most useful for colleagues to know
 about their condition. Ask if any individuals would be willing to
take part and talk about their own experiences.
• Ensure that any training materials reflect neurodiversity accurately
– the strengths and benefits as well as differences. Check that the
trainer focuses on presenting neurodiversity as a difference rather
than a deficit.
• Consider offering training in neurodiversity rather than individual
training sessions in different conditions (such as dyslexia, then
autism, then ADHD). Too many different sessions can make the
topic feel overwhelming and colleagues feel that they have to be
doing lots of different things.
• Consider using other expertise within your team. As well as
colleagues with neurodivergent conditions, some might have
children, siblings or friends who are neurodivergent and who
would be willing to contribute.

External support for employees in the workplace

Many neurodivergent employees will be able to do well in the workplace,
either using coping strategies they have developed or with the support of
‘reasonable adjustments’ put into place by the employer. However, some
individuals might need more support if the help they get from reasonable
adjustments is not enough.
One scheme available in the UK for employees affected by their health
or disability is the Access to Work scheme. A grant might be offered for
help such as specialist equipment, adaptations to equipment, a support
worker or job coach, or disability awareness training for colleagues. For
more information see the Access to Work website (given in ‘Further
Resources’ at the end of the book).
Neurodivergent employees might also be able to access relevant support
from various charities or organisations relating to their neurodivergent
condition (see the list in ‘Further Resources’).

KEY POINTS
– Neurodivergent employees can be indirectly discriminated against by policies and
practices in the workplace that fail to take into account their ways of relating to the
world.
– Some neurodivergent individuals can find workplace policies confusing or can
have difficulty understanding the ‘unwritten rules’.
– There are many commonly held negative stereotypes relating to neurodiversity.
These prejudices can cause bias and might mean that neurodivergent individuals
are inadvertently discriminated against or unable to demonstrate their potential.
– Reflecting on the makeup of an organisation can help to identify where indirect
discrimination is taking place.
– Harassment and discrimination at work can take many forms and should be
treated seriously.
– Active listening is one strategy that can help managers to develop their
understanding of neurodivergent employees.
– Raising awareness of neurodiversity among colleagues can be helpful – if done
thoughtfully and considerately.
– External support – such as the Access to Work scheme in the UK – is available to
support neurodivergent individuals in the workplace.
8

NEURODIVERSE-FRIENDLY
ENVIRONMENTS

In this chapter you will:

• understand how the physical environment might help or hinder
neurodivergent employees in their work and wellbeing
• learn how to develop more neurodiverse-friendly environments
• understand how workplace expectations can unintentionally
discriminate against neurodivergent individuals
• identify how to create more inclusive workplace environments and
practices.

PHYSICAL ENVIRONMENTS AND NEURODIVERSITY

Our physical environment makes a huge difference to our concentration,
focus and wellbeing. Have you ever attended a meeting or conference in a
room unfit for the purpose? Perhaps there was lots of background noise
coming from outside, the room was too cold or too stuffy, the chair
uncomfortable or the table wobbly? Maybe you couldn’t see the
presentation and couldn’t hear the speaker very well? Perhaps the room was
too crowded and you felt your personal space was invaded or the room was
too bright without any natural light? It is likely you were finding it hard to
focus and couldn’t wait to leave. You might have found your frustration and
irritation levels rising and your tolerance levels being quickly depleted?
 You might have experienced the same effect if you looked forward to
going out for a quiet meal or coffee with a friend but found yourself in a
crowded and echoey cafe with noisy diners at the next table, children
running around and a loud coffee machine whirling behind you. You
probably couldn’t filter out the background noise to concentrate on the
conversation and relax fully.
Or perhaps you have tried to work from home and found that constant
interruptions from children, pets or the neighbour’s lawnmower meant your
output was reduced and you found it hard to re-focus after each distraction?
You can see how the environment has a significant effect on our
concentration, focus, attitude and wellbeing. Some neurodivergent
individuals process sensory inputs in different ways and can be even more
severely affected by milder inputs. Sensory discomfort may not only be off-
putting for them, but can also be uncomfortable, overwhelming or even
painful.

Sensory overload
Individuals might be hyper-sensitive (over-sensitive) to:
• lights, particularly brightly lit rooms with fluorescent strip lighting
• visual stimulus, especially ‘busy’ patterns, lots of clutter,
untidiness or noticeboards containing too much information
• noise. Some individuals can find it difficult to eliminate
background noise and to concentrate on a conversation.
Background noise might appear to be the same volume as the
conversation, making it hard to ignore. Other individuals might
feel that noise is amplified, so somebody who is talking in a loud
voice seems to be shouting, or quiet background music sounds
intrusive
• touch. Some individuals might find it uncomfortable to touch
certain materials or find that clothing feels ‘itchy’ or ‘scratchy’.
Some can be sensitive to touch from other people. A gentle tap on
the arm might feel painful, and a hug might not feel comforting but
suffocating
 • taste and smell. Some individuals might be over-sensitive to certain
tastes or smells
• personal space. Some individuals have a need for considerable
personal space due to difficulties with proprioception
(understanding where they body is in space). This can mean that
people ‘feel’ uncomfortably close to them. Some might also have
difficulty in maintaining balance and sensing distance and
proximity. These people might appear ‘clumsy’, frequently trip
over objects or might need to hold on to objects in order to feel
grounded.

Other individuals can be hypo-sensitive (under-sensitive) to sensory input.

For example, some might stand too close to others without realising, or
need a very firm hug to feel comforted.
Everybody has sensory preferences and dislikes, but for those who are
over-sensitive, sensory input becomes not only uncomfortable but also
painful. The input can be overwhelming, making concentration and focus
on other things impossible. Some individuals find that they become
withdrawn and quiet (going into shutdown), while others might find they
cannot control their behaviour and start to scream, cry or rock (going into
meltdown). Individuals will be affected in different ways. Some might find
their productivity decreases, others might feel anxiety rising or that their
ability to communicate diminishes.

Open-plan offices

‘I’ve never been able to work in an open-plan office. I’m more than
capable of doing the tasks but just can’t concentrate with so much going
on. It takes me a long time to re-focus and I get irritated with constant
interruptions from other people. My brain seems to spend so much time
trying to filter out background noise that I don’t have any brain power
left to focus. What I can do in an hour at home, takes me eight in an
open-plan office.’ (Judy, diagnosis of Asperger syndrome)
Open-plan offices can be particularly difficult for some neurodivergent
individuals and, indeed, for many others. Some difficulties can include:
• Constant background noise from people speaking, office
equipment and telephones can appear amplified and uncomfortably
loud. Research suggests that even for neurotypicals, listening to
just one side of a conversation can be more distracting than
listening to two-way conversations, which might explain why so
many people finding overhearing others talk on the telephone
particularly distracting (Association for Psychological Science
2010).
• Individuals can be unable to concentrate on a telephone or face-to-
face conversation because of background noise.
• Constant interruptions during a task from colleagues, telephones,
incoming emails or announcements can cause issues. Some
neurodivergent individuals can experience difficulty in shifting
attention quickly from one task to another, meaning it takes longer
to re-focus. Research suggests that interruptions such as answering
emails or checking messages might only take a few seconds in
themselves but can mean our brains take minutes to get back on
task. These sorts of constant interruptions also scatter our thoughts,
weaken memory and increase anxiety (Carr 2010). For
neurodivergent individuals, these difficulties might be particularly
evident.
• Hot-desking can be difficult for some. Some individuals find that
change increases their anxiety levels. Not knowing where they will
be sitting each day can increase worry and take focus away from
the job. Individuals who find personal organisation more difficult
might also benefit from having their own desk and keeping their
personal belongings organised around them.
• The social interaction of an open-plan office can be more
demanding than other workplaces. Often there is the unwritten
expectation that colleagues engage in social chit-chat and
conversation with colleagues throughout the day. Some
 neurodivergent individuals find this exhausting and uncomfortable
as well as finding it distracts them from the task in hand. In
addition, some neurodivergent individuals might appear aloof,
unsociable or different to their colleagues, which can lead to
feelings of isolation.
• Neurodivergent employees who work best with regular movement
breaks, who have individual ways of organisation or who have
unusual movement patterns (such as flapping, rocking or apparent
‘clumsiness’) might frustrate or distract colleagues.
• Some neurodivergent individuals might lack the confidence to do
things in a way that works for them as they can feel pressure to ‘fit
in’ and complete tasks in the same manner as others. Others can
dislike the feeling of being ‘watched’ by managers and colleagues,
as this can increase anxiety. For example, those with motor skills
difficulties might find that they become less coordinated when
being watched or under pressure.
• The ‘unwritten rules’ of the workplace might not be obvious to
some neurodivergent individuals and can often cause frustration or
misunderstandings. ‘Unwritten rules’ might include the tea and
coffee procedures in a workplace, or how people in positions of
authority are communicated with differently.

Inclusive physical environments in the workplace

Many small changes can be made to workplace environments that support
neurodivergent individuals, but, again, which also benefit many others and
do not disadvantage anybody. Most of these are inexpensive and easy to put
into place.
• Natural light is often more comfortable to work in. Try opening
blinds and turning off electric lights when possible. This will also
save money on electricity bills and is better for the environment! If
possible, use lighting systems that allow a degree of control (e.g.,
lights that can be dimmed or turned on in just one part of a room).
• Turn off office equipment when it is not in use. The ‘hum’ of a
projector or of a computer can appear amplified and distracting to
some. Once again, turning off unused equipment also saves
electricity and the environment!
• When investing in new equipment, look for quieter, more efficient
models that are less distracting.
• Try to eliminate as much background noise as possible. Closing a
door or window might help. Turn telephones and mobile phones to
a lower volume or place them on vibrate or flashing modes instead.
Ask employees to turn personal mobiles and devices to silent if
these are not required for work. Doors that are constantly banging
can be a distraction – using a doorstop can be a simple but
effective measure. Encourage colleagues not to put callers on
speakerphone and to use headphones when they are listening to
something. Position noisy equipment such as photocopiers in a
separate room if possible, or as far away from desks as possible.
• Consider carefully whether background music will be played or
not. This can be distracting for some. A compromise is to allow
employees to listen to music through headphones while they work
if they wish to, so that everybody is catered for.
• Consider creating some small workstations that have an element of
privacy or even a ‘quiet room’ where anybody can work when they
require silence and wish to be free from distractions.
• Look for unused space in the environment – infrequently used
conference rooms, for example – and suggest that employees make
use of these.
• Ensure that useful equipment and resources (such as anti-glare
screens or microphones for use with voice-text software) are easily
accessible and available to all.
• Keep the office environment clear and uncluttered. Have
designated lockers or spaces for employees to keep personal
belongings. Dispose of broken and unused equipment. Keep
resources and equipment in set places. Ensure that there is
 sufficient storage space on or under desks. Keep walkways clear.
This has the added advantage of saving space and ensuring quick
exits in the event of an emergency.
• Consider the walls and notice boards. Keep these clear and
uncluttered. Remove any out-of-date, irrelevant or unnecessary
information. Once again, this will benefit all employees. If walls
are kept clear, colleagues are more likely to notice and read
important information that is displayed.
• Consider spacing and layout of an open-plan office. Different
people have different senses of personal space and can feel
uncomfortable if chairs and desks are too close together. Consider
placing employees who need to make frequent phone calls at one
end of the office and those who engage with quieter tasks at the
other end. Position colleagues with particularly loud voices
strategically to avoid distracting others.

Strategies for individuals with sensory sensitivities

The strategies above can help everybody. Many individuals find they can
work much more effectively once these small changes have been put into
place. However, some individuals might have specific needs and might
require a more individual approach. Some possible strategies could include:
• the use of headphones or ear defenders to block out background
noise. Some individuals might prefer to use a white noise/ambient
noise app
• the use of tinted lenses or glasses to reduce glare and visual
sensitivities
• adapted office equipment or chairs that will support motor
difficulties. Funding for these could come from a scheme such as
Access to Work in the UK (see ‘Further Resources’)
• a strategically positioned desk in a quieter area with fewer
distractions – for example, not in the middle of a walkway with
people constantly passing behind
 • a workstation screen to block out distractions
• allow flexi-time – some employees might prefer to come in earlier
or stay later when the office is quieter. Another option might be the
opportunity to spend some time working from home.

NEURODIVERSE-FRIENDLY ENVIRONMENTS
‘I work as an art teacher, do my job well and teach enjoyable lessons.
However, many times I have been reprimanded for forgetting to attend
meetings and failure to meet report-writing deadlines. I have difficulty
with organisation and the classroom policy is that staff are not allowed
to use phones or computers while teaching. Being able to add reminders
and alarms to my phone would help greatly.’ (Jon, diagnosis of
dyslexia)

It is not only the physical environment of the workplace that can cause
difficulties for some individuals but also the employment environment itself
– the expectations and atmosphere within the workplace and of how the
work is expected to be completed. Some differences that some
neurodivergent individuals might experience can include:
• coping with change and unexpected events
• time management, particularly during longer projects
• organisational skills
• shifting attention and focus – some might find it difficult to sustain
attention on a single task for extended periods, while others might
find it impossible to shift attention quickly from one task to
another.

Be aware that an individual’s ability to cope may vary from day to day, or
even from hour to hour. An individual might find it harder, for example, to
cope with change when feeling overstimulated by sensory information
compared to if the same change was introduced when they were feeling
more relaxed and comfortable. This can make some individuals appear
unpredictable or even as if they are over-exaggerating or ‘making up’ some
of their difficulties. We all find things easier to cope with when relaxed,
awake and free from anxiety. When we are tired, hungry, anxious or
worried, we can all find we overreact to small issues. For neurodivergent
individuals, the ability to cope can be affected by environmental and
sensory inputs as well as frustration and anxiety levels.

General strategies to create more inclusive working practices

and environments
Many general strategies can be put into place across the workplace and will
not stigmatise or draw attention to individuals with different ways of
working.
• Do not to expect constant multi-tasking or instant replies to emails.
Some employees will work better if they focus on one task at a
time, and then dedicate a set time, perhaps at the beginning or end
of the working day, to responding to emails.
• Inform employees in good time of any upcoming changes or
unexpected events (e.g., new policies being put into place, a fire
drill, new members joining the team).
• Encourage employees to use personal organisation strategies, such
as displaying a flow chart or timetable next to their desk. Ensure
that all employees have access to electronic calendars and/or paper
diaries. Post-it® notes or checklists can also be useful.
• Encourage movement and stretching breaks for anybody who
needs them. Although these are particularly useful for individuals
who are of a hyperactive nature, all employees will benefit. Long
periods sitting at a desk have been shown to have a detrimental
effect on posture, breathing and musculoskeletal problems.
• Colour-coding files, paperwork and emails can support
organisation and efficiency for all.
• Ensure that all employees are clear about deadlines for set projects
and tasks. Check in at regular intervals for employees to share
progress and highlight any barriers they are facing. Timelines with
step-by-step due dates can be useful for all.
Strategies for individual employees
Some employees might benefit from individual strategies to support their
differences. Some examples could include:
• Setting a timer or alarm might help some employees focus on a
task and move on to the next when required.
• Setting an alarm for five minutes before meetings can aid time
keeping.
• Offering more frequent ‘check-ins’ or supervision can be helpful
for some employees.
• Encouraging the use of helpful apps such as white noise apps,
organisation apps, to-do lists, scheduling apps or voice-text
software can be beneficial.
• One-to-one support could focus on supporting an employee to
break down a larger task into smaller, more manageable chunks, or
buddying an employee with an organised colleague.
• Some employees might find it helpful to keep a list of questions or
points that occur and bring them up in one go with a mentor rather
than constantly having to distract colleagues.
• Share organisational strategies such as dividing work tasks into
‘urgent’ and ‘non-urgent’ to aid prioritisation.

INCLUSIVE ENVIRONMENT CHECKLIST FOR EMPLOYERS

Consider your workplace environment. Do you:
Use natural light and turn off electric lighting when possible?
Turn off electric equipment when not in use?
Eliminate background noise as much as possible?
Turn phones and mobiles to silent, vibrate or lower volumes?
Have quieter areas available for employees to work in when
necessary?
 Provide headphones for employees in order to reduce noise levels?
Position employees and departments strategically to reduce
distractions and noise levels?
Keep walkways clear?
Have a clear and uncluttered office environment?
Provide adequate storage spaces for personal belongings, office
equipment and other items?
Ensure that walls and noticeboards contain only relevant, necessary
and up-to-date information?
Leave sufficient space between desks, chairs and tables?
Provide workstations or table-top screens to help block out
distractions?
Inform employees in advance about upcoming changes, policies and
what is happening within the organisation?
Encourage movement and stretching breaks?
Share deadlines, mini-deadlines and timetables of events?
Encourage use of beneficial software, apps and organisational
strategies?
Provide mentoring or buddying systems for employees who would
benefit?

KEY POINTS
– The physical environment can have a major impact on our concentration, focus
and wellbeing.
– Neurodivergent individuals can be over- or under-sensitive to sensory inputs such
as light, noise, taste, texture and touch. Individuals might not only be unable to
concentrate or communicate but also feel physically uncomfortable, overwhelmed
or in pain. Open-plan offices might be particularly difficult.
– Some neurodivergent individuals might have difficulties with workplace
expectations such as personal organisation, time management or understanding
 written rules.
– Many general strategies that are inexpensive and easy to implement can help all
employees and create calmer, more pleasant workplaces, as well as being of
particular benefit for neurodivergent employees. Other individuals can benefit from
specific strategies such as using specialist equipment or resources.
9

WORKING WITH
NEURODIVERGENT
CUSTOMERS AND
CLIENTS

In this chapter you will learn about:

• common difficulties for neurodivergent customers and clients
when dealing with businesses, services and other organisations
• legal responsibilities for businesses and organisations relating to
customer service
• the benefits for businesses of implementing more inclusive
customer service policies
• how to create a neurodiverse-friendly business.

DIFFICULTIES FACED BY NEURODIVERSE CUSTOMERS AND

CLIENTS

‘There are certain shops I avoid just because the lights are too bright or
they are too crowded.’ (Katrina, diagnosis of Asperger syndrome)
 ‘I’ve been put off joining a gym throughout my adult life as school PE
teachers were not considerate of my coordination and balance
difficulties. I’m worried fitness professionals will be the same.’ (James,
diagnosis of dyspraxia)

‘I rarely get my hair cut because I can’t cope with the constant chatter
and small talk of the stylists. I don’t find it a very relaxing experience at
all.’ (Meera, diagnosis of an autism spectrum condition)

‘I went to a yoga class but wasn’t comfortable with the instructor

making physical adjustments so I have never been back.’ (Paul,
diagnosis of Asperger syndrome and ADHD)

‘I’m not good at communicating on the telephone. I hate it when my

utility companies call. I just can’t make sense of the information and
feel pressurised. I’d much rather they wrote or emailed me instead.’
(Vicki, diagnosis of autism)

‘I find it difficult in coffee shops with all the questions I’m asked. It’s
overwhelming. What do you want to drink? Tall or short? Milk? What
sort of milk? Any syrups? Sugar? Sprinkles? Normal blend or festive
blend? Drink in or take out? Any snacks or pastries to go with that?
Card or cash? Loyalty card? What’s your name? Where will you be
sitting?’ (David, diagnosis of Asperger syndrome and dyslexia)

‘I avoid most public places. In talks and theatres, the chairs are too close
and I feel other people are invading my personal space. Most places are
just too loud. Cafes are uncomfortable because of all the noise and
people moving about. I go in to a shop or business and am bombarded
with questions when I’d just prefer to browse or have some time to
think about things.’ (Chris, diagnosis of dyspraxia and autism)

THE IMPORTANCE OF CLIENTS AND CUSTOMERS

All businesses and organisations exist because of their customers, clients or
service users. Without a pool of customers, most businesses would cease to
function. As discussed earlier in this book, some estimates suggest up to 20
per cent of the population could be considered neurodivergent in one way or
another. That doesn’t just mean one in five employees, but also one in five
customers, clients or service users too.
Businesses and organisations that do not cater for this proportion of the
population miss out on a larger client base and increased sales. When
customers are happy with the care and service received, they are more
likely to use the business again in the future. Many neurodivergent
individuals do not return to an organisation following a negative experience
or misunderstanding. Customers and clients do not always give a reason for
not returning, so many businesses and organisations might be unaware that
their policies, practices or environments have (often inadvertently) caused
distress or discomfort to neurodivergent clients.

Why is it so important to cater for neurodivergent customers

and clients?
There isn’t only a business case for catering for neurodivergent customers,
but also a ‘social case’. Many would argue that all businesses and
organisations should be more inclusive because it is the ethical thing to do.
Businesses often find it easier to ‘see’ physical disabilities. A bank, for
example, might not hesitate to install a ramp so that customers with
mobility difficulties can access their premises. Neurodivergent conditions
are often more ‘invisible’ but individuals affected can be equally
disadvantaged against. Often, small adjustments are all that is needed to
make many neurodivergent customers feel more welcomed and accepted.

If these conditions are invisible, how do we know which

customers and clients to support?
Most customers or clients will not feel they need to, or should have to,
‘disclose’ neurodivergence every time they buy a coffee, go into a shop, use
public services or make an enquiry at a call centre. Many, however, feel
they are met with a lack of understanding and acceptance. Research
suggests that an average of 85 per cent of all potential business is lost due to
poor customer care – such as staff’s apparent lack of interest, lack of
attention to customers’ needs and failure to meet customers’ expectations
(Wellington 2010). Anecdotal evidence suggests that this figure could be
even higher for neurodivergent customers, who can often feel
misunderstood or that their needs have not been recognised. Inclusive
strategies for neurodivergent customers and clients are more often than not
helpful for everybody. Having these in place as general policies will benefit
all and stigmatise nobody.

But surely there aren’t really all that many neurodivergent

customers and clients?
It’s not only about the estimated 20 per cent of the population who could be
considered to be neurodivergent. If somebody is unhappy with a product or
service received, they typically tell around ten others (Wellington 2010).
With social media, however, one click is now all that it takes to spread this
information to an entire community. It doesn’t take much for the message to
get out that your organisation doesn’t cater for individual needs.
So it is especially important for businesses and organisations to be
‘neurodiverse-friendly’. By expecting and accepting that a neurodiverse
population of customers and clients will be walking through your doors
(phoning your call centre, visiting your website, etc.), your business will
become more inclusive, benefiting not only your organisation but also
millions of neurodivergent individuals.
As when working with neurodivergent colleagues and employees, most
of the time small and inexpensive changes can make a big difference. Most
of these changes will benefit everybody and disadvantage nobody. Some
individual customers or clients might need something more specific. This is
always easier to put into place when there is already an inclusive ethos in
the organisation.

POTENTIAL DIFFICULTIES FOR NEURODIVERGENT

CUSTOMERS AND CLIENTS
So what sort of difficulties might customers and clients have
when accessing my organisation?
Difficulties for neurodivergent customers and clients will vary from
individual to individual and will depend on the nature of the business they
are dealing with. However, some common difficulties can include:
• sensory overload in physical environments, including:
− lighting too bright or unnatural
− too much unnecessary clutter
− too many overwhelming visuals
− noisy environments
− inability to filter out background noise
− background noise (such as the humming of electrical
equipment) sounding loud and intrusive
− overwhelming smells, tastes or textures
− too much input at once (e.g., television screens on, music
playing, people talking, people moving around)
− sensory overstimulation leading to the inability to concentrate,
focus, communicate or relax
− sensory overload leading to ‘shutdown’ or ‘meltdown’.
• differences navigating physical environments:
− needing more personal space than others (e.g., finding that
tables and chairs are placed too close for comfort)
− feeling others are passing or standing too close
− differences with spatial awareness making it difficult to
navigate crowded spaces without bumping into objects and
people
− difficulties following physical routines (e.g., understanding
where to queue and in which direction).
• difficulties with motor skills and coordination:
− differences with motor skills and coordination meaning more
time, space or support is needed for everyday tasks (e.g.,
loading up shopping bags, carrying a tray of drinks over to a
table)
 − finding everyday equipment difficult or frustrating to use
(e.g., cash machines, touch-screen computers, keyboards and
mouses)
− ‘clumsiness’, leading to frequent spills, breakages or personal
injury.
• difficulties with written communication:
− needing longer to read written information
− being an inaccurate reader
− finding it difficult to keep track of longer texts
− concentrating so hard on deciphering text that the meaning is
lost
− finding reading frustrating
− needing longer to produce written text, such as when filling in
forms
− being an inaccurate speller
− having untidy or illegible handwriting
− lacking confidence with reading or writing tasks
− having good verbal skills but being unable to get these down
on paper.
• differences with spoken communication:
− needing longer to process spoken information
− requiring more time to formulate a verbal response
− having a literal understanding
− difficulties understanding figurative language, idioms or
metaphors
− difficulties understanding implied meaning
− having difficulty in putting together a clear or coherent
narrative of events
 − finding telephone conversations particularly difficult
− being able to express oneself more clearly through written
means.
• differences in social communication:
− difficulties starting, maintaining or ending a conversation
− finding eye contact uncomfortable
− difficulty ‘reading’ body language and facial expression
− using less typical facial expressions, gestures or movements
− uncertainty about following the dynamics of group
conversation (e.g., when is it time to take a turn, how to
interrupt politely)
− being too honest or direct and appearing inappropriate
− difficulty adapting language and communication to the
audience and situation
− talking at length about certain interests
− difficulties recognising what information the other person
already knows or does not know
− lack of confidence interacting with new people.
• difficulties with mathematical understanding:
− difficulties following maps, directions and timetables
− difficulties making mental calculations
− difficulties understanding bank statements, credit statements,
budgeting and spreadsheets
− requiring longer to undertake number-related tasks.
• differences with memory and concentration:
− difficulties remembering long lists of verbal instructions
 − difficulties remembering strings of numbers or information
(e.g., passwords and pin codes)
− difficulties ‘holding’ and manipulating information at the
same time (e.g., when doing mental maths)
− a need to be constantly moving and ‘doing’
− limited tolerance of waiting around or sitting still
− being unable to shift attention quickly from one task to
another
− finding it difficult to maintain concentration for a long period
of time.
• difficulties coping with new experiences and changes in routine
• low self-esteem
• feeling misunderstood
• negative previous experiences of interacting with businesses,
organisations and customer service assistants.

LEGAL RESPONSIBILITIES FOR BUSINESSES

Do businesses have a legal requirement to meet the needs of
neurodivergent customers and clients?
The Equality Act 2010 (discussed in more detail in Chapter 4) not only
protects individuals from discrimination by employers but also from:
• businesses and organisations that provide goods or services such as
banks, shops and utility companies
• health and care providers like hospitals and care homes
• those who rent or sell property such as housing associations and
estate agents
• schools, colleges and other education providers
• transport services like buses, trains and taxis
 • public bodies such as government departments and local
authorities (Citizens Advice 2018a).

As with employees, the Act also protects those who are treated differently
because they are perceived to have a protected characteristic or because
they are associated with those who do. Businesses have an obligation to
make reasonable adjustments to help disabled customers access their goods,
facilities and services (Government Equalities Office 2010). Discrimination
can occur in the form of direct discrimination, indirect discrimination and
discrimination arising from disability.
• Direct discrimination: An example would be if a disabled
customer was asked to leave a cafe as staff thought his presence
would upset other customers.
• Indirect discrimination: A dental surgery insists that all customers
must make appointments by phone. This would make the service
inaccessible to deaf customers. This might be indirect
discrimination unless the company can prove the policy is
‘objectively justified’ as a proportionate means of meeting a
legitimate aim. If a policy is discriminatory, a legitimate aim
simply of reducing costs is likely to be unlawful (Government
Equalities Office 2010).
• Reasonable adjustments: A restaurant that has large-print copies of
a menu has made a ‘reasonable adjustment’ for customers who
have sight impairments.

How can I be sure I am not discriminating indirectly and without

intending to? How do I know if customers need ‘reasonable
adjustments’?
As a general principle, the Equality Act is really about ensuring that you are
being fair and reasonable. If you have policies or practices in place that
could be discriminatory to certain groups, then you will have to show that
you looked into less discriminatory alternatives when you made your
decision.
 Many ‘reasonable adjustments’ can be anticipated in advance (such as
restaurants and cafes having available some large-print menus). The rest of
this chapter discusses some measures that can be taken to anticipate and
meet various needs.

BENEFITS OF ADOPTING THE NEURODIVERSITY PARADIGM

What sorts of changes are beneficial to neurodivergent
customers and clients?

CASE STUDIES
Case study: In July 2018 UK supermarket chain Morrison’s launched
a weekly ‘quieter hour’ across all of its 493 stores. The quieter hour
takes place every Saturday from 9am to 10am and sees lights dimmed,
background music switched off, loudspeaker announcements avoided,
and other noises such as the beeping at checkouts turned down. The
National Autistic Society states that, ‘Morrisons’ Quieter Hour is a
step in the right direction for autistic people and their families, making
shopping more autism-friendly’ (National Autistic Society 2018).
Case study: Many UK cinema chains, including VUE®, ODEON,
Cineworld and Showcase, offer ‘autism-friendly’ screenings at certain
times in the week. These screenings often include the sound turned
down, lights left dimmer, adverts removed, a chill-out zone and a
relaxed atmosphere where the needs of autistic adults and children are
recognised and accepted (Dimensions 2018).

These case studies show measures that some organisations and businesses
have taken in order to cater for the needs of neurodivergent individuals. The
benefits of making such changes include:
• attracting a wider customer and client base including those who
might otherwise have been discouraged from using the service
• enabling a more comfortable experience for neurodivergent
customers and clients
 • becoming known as an inclusive organisation or business that
meets the needs of a diverse population.

Note that changes such as the examples outlined above do not disadvantage
any other section of the population. Indeed, many of these changes benefit
the majority of customers and clients. A significant number of people, who
are hard of hearing or who use hearing aids, for example, complain that
many public places are just too noisy for comfort so also prefer a quieter
environment. Equally, very few people are likely to complain that their
weekly trip to the grocery store has been ruined because the beeping at the
checkout is quieter than it used to be.

So is a weekly ‘quiet hour’, for example, enough to make my

organisation neurodiverse-friendly?
Although changes such as the case studies above are a step in the right
direction, for many proponents of the neurodiversity paradigm, these do not
go far enough, or fail to truly grasp what the neurodiversity paradigm is
about. Challenges and criticisms to such initiatives can include:
• Having an ‘autism-friendly hour’ or ‘quieter hour’ limits certain
customers to using a business or organisation at a set time each
week and implies that the rest of the time the service is not
‘autism-friendly/neurodiverse-friendly’. A more inclusive policy
would be to implement these changes for the majority of the time,
especially if these changes would actually be more comfortable for
most people (dimmer lights, less background noise, etc.).
• Focusing on just one group of people ignores other groups or
suggests that one group is more important than others. For
example, focusing on making a place ‘autism-friendly’ ignores the
fact that many individuals with other diagnoses (such as dyspraxia
or ADHD) also experience sensory differences or find the service
or organisation difficult to access.
• Having an ‘autism-friendly’ hour might imply that non-autistic
individuals (neurotypicals) are not as welcome during this time or
 should manage at ‘normal times’ rather than this being a truly
inclusive policy that values diversity.
• Policies such as these suggest that neurodivergent individuals
require something wildly different to neurotypicals and that the
two are mutually exclusive.
• Many changes such as ‘autism-friendly screenings’ are often aimed
at children or at parents of neurodivergent children rather than at
neurodivergent adults. This fails to take into account that
neurodevelopmental conditions are lifelong and do not ‘disappear’
once an individual reaches adulthood. Not every individual with
the same diagnosis will have the same needs.

So how can my business or organisation really embrace

neurodiversity?
Some guiding principles to take into consideration could include:
1. If the change would benefit most and disadvantage nobody, put it
into place for the majority of the time. It is useful to use the
analogy of a caretaker shovelling snow from the entrance to a large
office block on a winter’s day. He begins by clearing the steps. He
turns to an employee who uses a wheelchair and explains, ‘I’ll
clear the steps first so that the others can go in and then I’ll clear
the ramp for you’. The employee responds by saying, ‘But if you
clear the ramp first, we can all go in together’.
If a small alteration (such as turning off unnecessary background
noise or dimming the lights) would make little or no difference to
the majority but would help a minority, there is no reason not to
put it into place. This is inclusion at its best – putting into place
changes that support all and stigmatise nobody.
2. Different customers will have different preferences. Consider which
of these can be met without discomforting others. Imagine a
waiting room at a dental practice. Some customers might enjoy
loud background music while for others this could be sensory
overload, leading to meltdown or shutdown. The majority of
 customers are likely to fall somewhere in-between, perhaps liking
some music, but not too loud and intrusive, only enjoying music to
their taste, or perhaps not even noticing if music is playing or not.
Who do you cater for? Some people with sensory sensitivities will
find loud background music uncomfortable and perhaps painful,
but it is unlikely to be so much of an issue the other way around –
there are far fewer people who would say no music or quiet music
means they feel physical pain or have to leave the room. Equally,
most people nowadays have mobile devices, MP3 players and
headphones to listen to music when they are on the go.
Consider social norms, practicalities and how everybody’s
preferences and needs could be met without causing distress to
others. In this example, no, or low, background music might be
most inclusive. It is impossible for somebody to sit in a noisy
waiting room and ‘not hear’ loud background music. Sitting in a
public place with large ear defenders or with hands over their ears
is more likely to make somebody stand out or appear different than
somebody listening to music through headphones and their mobile
phone. If there were two customers, one with a preference for loud
music and one with sensory sensitivities, the first could easily
listen to their music on a personal device while causing no
discomfort to the other – and the needs of both are met.
3. Create a business culture where it is normal to have individual
needs. Embracing neurodiversity means recognising individual
needs and accepting all as equally valid. Some customers, for
example, might be comfortable with ‘social chit-chat’ while you
are cutting their hair; others might not be. Do not force it on those
who are uncomfortable. Simply try offering an alternative (‘Would
you like a magazine to read while I am doing your hair?’) and
accept all customer preferences.
Get into the habit of asking every customer or client about their
preferences (‘Are you comfortable with me making physical
adjustments in Pilates class or would you prefer me to tell you how
to alter your position?’, ‘Would you like me to go through the main
 points of the contract with you or would you prefer to take it away,
read it by yourself and then come back with questions?’). Treat
customers or clients as experts of their own needs.

CREATING A NEURODIVERSE-FRIENDLY BUSINESS OR

ORGANISATION
Neurodiversity is so wide-ranging – where do we begin?
Creating a more inclusive physical environment
The physical environment can be one of the first encounters a potential
customer or client has with your organisation. Many neurodivergent
individuals can find some environments not only uncomfortable, but also
actually physically painful, the overstimulation meaning they are unable to
concentrate, focus, communicate or relax. Physical environments can
include anywhere you might welcome customers: shop floors, offices, cafes
and restaurants, customer bathrooms or changing rooms, waiting rooms,
treatment rooms, gyms, outdoor areas, training rooms, cinemas, theatres,
lecture halls, libraries, customer service centres, museums, exhibitions, craft
fairs, community centres, hotels or railway stations. So how can you ensure
that physical environments are as inclusive and as comfortable for as many
people as possible?
• Consider the lighting: Bright lighting, such as fluorescent strip
lighting, can be extremely uncomfortable. Use natural lighting
when possible, opening curtains and blinds. Turn lights on only
when it is necessary to do so rather than out of habit. Only turn on
as many lights as are needed and experiment with dimmer lighting
or use lamps. This usually creates a calmer and more welcoming
atmosphere for all.
• Consider the level of noise in the environment: If you play music
or have television screens on, consider setting them at a quieter,
more comfortable volume. Do an audit of your premises and
reduce or eliminate any unnecessary noise. If doors bang, hold
them open with a doorstop. Turn off unnecessary beepers, phones
or alarms. Turn off electrical equipment when not in use. Close
doors or windows to reduce background noise.
• Consider where customers and clients are positioned in relation to
noise and distractions: Try to position your waiting area away
from loud machinery. For example, think carefully about where to
position noisy coffee machines or telephones that are in frequent
use.
• Consider ease of movement: Ensure that there is enough space for
customers and clients to move freely along aisles and walkways.
This is also good practice when considering how to create more
inclusive environments for those with limited mobility, pushchairs,
assistance dogs and children, for example. Make aisles as wide as
possible and ensure that there is comfortable spacing around tables
and chairs so that clients do not feel their personal space is being
invaded. Keep aisles and walkways clear, removing any
unnecessary furniture or objects.
• Provide sufficient space for customers to complete necessary tasks:
Ensure that tables, counters, fitting rooms, toilet cubicles and other
areas are sufficiently spacious.
• Provide a quiet area: If customers are likely to spend considerable
amounts of time in your business or organisation (such as in an
airport, railway station or hospital), provide a quiet room. Some
individuals will appreciate the opportunity to remove themselves
from a busy environment and ‘recalibrate’ after experiencing
sensory overload. Ensure that any quiet areas are kept quiet and not
used for other purposes. Keep these places quiet, calm,
comfortable and clutter-free. Make sure all customers know they
are available and can be used by anybody who needs them.
• Make the environment easy to navigate: Clear signage will help
customers and clients find their way around more easily. Make it
obvious where customers should wait and in which direction they
should queue. Tape on the floor or moveable barriers can
demarcate different areas. Ensure that toilets and other facilities are
clearly signed.
 • Consider customers and clients who have differences with motor
skills: If you have ever struggled to unwrap an item or to remove a
lid from a jar you have, to some extent, experienced what those
with motor skills difficulties experience on a daily, if not hourly,
basis. Imagine the frustration that comes with being unable to
complete everyday tasks easily. For some people, tasks such as
turning a key in a lock, removing packaging, opening a tin, lifting,
carrying, using scissors, holding a ruler straight or cooking can be
difficult tasks that do not come naturally. Constantly dropping
items, spilling food and drinks or bumping into heavy objects can
lead to injury and damage to property as well as frustration and
annoyance. Support customers and clients by ensuring that fixtures
and fittings (such as light switches and locks on toilet cubicles) are
easy to use and not easily breakable. Locks that require twisting
and pulling at the same time, for example, can be difficult for many
users.
• Consider any technology used: Many businesses now rely on
automated technology or screens to allow customers to complete
transactions without assistance (e.g., automatic ticket machines,
cash points, information screens, self-service checkouts). If this
applies to your organisation, ensure that screens and keypads are
large enough for all to use. This will also benefit those with
mobility and movement difficulties (such as arthritis) as well as
those with visual impairments.

Communicating more inclusively

Communication with customers, clients and service users is key to most
organisations, and the effectiveness of your communication will likely have
an impact on whether or not customers return. Your business or
organisation might communicate with customers and clients through
different means:
• face-to-face conversations or appointments
• telephone calls
• online instant chat
 • sending and responding to emails
• writing letters
• web enquiries
• posters
• leaflets and flyers
• downloadable or printed information packs
• social media feeds
• a website
• other online media including blogs, vlogs, videos, webinars and
podcasts.

Neurodivergent individuals often experience differences in the way they

communicate. How can you ensure your business or organisation
communicates as inclusively as possible with as many customers as
possible?

WRITTEN COMMUNICATION

• Write in plain English (for more detailed information on this, see

Chapter 6). Avoid jargon and technical language. Keep sentences
simple and aim to get your message across as clearly and as
concisely as possible.
• Use a sans-serif font that is easy to read. Leave clear spaces
between lines and paragraphs. Use bold rather than italics or
underlining for emphasis. Use wide margins and leave a ragged
right edge rather than justifying text.
• Break up longer pieces of text into paragraphs, using bullet points
or numbered lists when needed. Include helpful visual support such
as diagrams or flow charts.
• Stick to the essential information and remove anything that is out
of date or unimportant.
 • Ensure that key information (such as opening times or contact
details) is easy to locate on websites, social media pages, in letters
and on posters.
• Use a pale or pastel background screen colour rather than black-
on-white for information to be displayed on-screen.
• Ensure that any forms customers and clients are expected to
complete are also written in plain English and request only
essential information. Ensure that there is sufficient space for
customers to write in their answers. Check that the wording of
questions is as clear as possible. Give completed examples if
possible. Try to ensure that customers do not feel rushed when
filling in paperwork. Offer an alternative, where possible, for those
who are less confident writing (e.g., the opportunity to fill in
paperwork at their leisure and return it to you, completing forms
on-screen, scribing answers customers dictate to you).

SPOKEN COMMUNICATION
Ensure that all employees working with customers and clients (whether
face-to-face or on the telephone) are aware of how to communicate
effectively for neurodiversity. This often means simply getting into good
communication habits when talking to all customers and demonstrating
acceptance of difference. Consider the following points:
• If you have a habit of talking quickly, slow down to a pace that is
more comfortable to listen to. Be particularly aware when talking
on the telephone – the listener does not have the contextual clues
of face-to-face interaction to aid understanding.
• Stick to the main points you need to convey, and express these as
clearly and concisely as possible.
• Pause frequently to give listeners the opportunity to process and
understand what you are saying.
• Do not expect a response straight away. Give listeners the
opportunity to process what you are saying and to formulate their
reply. Try not to make customers or clients feel rushed to give an
 immediate answer. Get into the habit of waiting for up to ten
seconds before you jump in. The extra wait can seem
uncomfortable at first, but is easy to get used to.
• Some individuals will have difficulty understanding figurative
language such as metaphors and idioms. Watch for signs you are
not being understood. If you recognise this, try to express yourself
more clearly. This can also be useful when speaking with
customers for whom English is an additional language.
• Be aware that some individuals might find it difficult to express
themselves clearly and coherently. Allow additional time for this.
Check your understanding with them if you are not sure: ‘So, can I
just check I’ve understood? What you would like to know is…?’
• Be aware that some individuals are uncomfortable with eye contact
or might demonstrate less typical movement and gesture patterns.
Do not take it personally if a customer does not catch your eye. Try
to ensure that you do not come across as ‘staring’ – glance away
every few seconds. It can sometimes be easier to sit at an angle to
customers and clients rather than directly opposite.
• Listen and be ‘present’. Remember that neurodivergent individuals
might view things from different perspectives and have different
views than the majority. Do not assume that you have understood
or that all customers and clients want the same thing. Try to avoid
distractions when listening and tune in to exactly what the other
person is saying.
• Remove distractions from the environment when conducting face-
to-face conversations. Some people find it difficult to eliminate
background noise. Have quiet areas available for conversations
with customers and clients.
• Offer alternative methods of communication. Not everybody is
comfortable speaking on the telephone, so ensure that people can
also contact your organisation via email, letter or web enquiry.

Inclusive products and services

Ultimately, the aim of most businesses and organisations is to sell or deliver
a product or service to its customers or clients. If this product or service
does not meet the needs of neurodivergent individuals, they are unlikely to
repeat their custom, even if the physical environment is satisfactory and
they are communicated with positively.
A book such as this is not able to cover every product and service that
could be available, but some general principles to be taken into
consideration can include:
• Ensure that instructions or information included with products are
written in plain English and easy to read. Provide visual back-up
such as diagrams or flow charts whenever possible. Online videos
or demonstrations can also be useful.
• Consider the packaging that is used on physical products. Is it easy
to remove for those who might have motor skills difficulties?
• Be honest about the product or service you are selling. Some
neurodivergent individuals might have a literal understanding of
language, so try to avoid ‘sales techniques’ of over-exaggeration.
• Provide effective customer service for those who wish to make a
complaint or return a product. Coping with situations such as these
can be particularly difficult for some neurodivergent individuals
who have difficulty expressing themselves or with social
interaction. Ensure that staff working with customers are trained in
communicating considerately with a range of individuals.
• Some neurodivergent individuals experience memory and
organisational difficulties. Reminders of appointments sent by text
message or email might be useful for some if they agree to being
contacted.
• Some neurodivergent individuals find it difficult to cope with
change and prefer to speak to the same person each time they have
contact with a business or organisation. If a customer or client is
due to see a staff member who is absent, inform them of this in
advance, as they might prefer to postpone their appointment rather
than see somebody else.
How does your business or organisation collect feedback from
customers, including those who are neurodivergent?
The importance of gathering feedback from customers and clients and,
more importantly acting on this feedback, cannot be underestimated.
Businesses and organisations might use a variety of methods to collect this
information, including:
• online surveys
• requesting feedback via email or text message
• written feedback forms or cards
• asking customers face-to-face
• setting up customer focus groups
• using ‘mystery shoppers’ or ‘mystery clients’
• social media polls.

With some small adaptions, collecting customer feedback can be a great

way to gather the views of neurodivergent customers and clients too.
Depending on the size and nature of your organisation you might consider:
• asking for customer focus groups, stating specifically that
customers and clients from a diverse range of backgrounds and
those with neurodivergent conditions are especially welcome
• adding an optional question on to anonymous questionnaires that
asks, ‘Do you have any specific needs (e.g., dyslexia, dyspraxia,
ADHD, Asperger’s, autism)? If so, how did you find our service
today? Do you have any suggestions as to how we could improve
this to better meet your needs?
• asking any customers or clients who have disclosed their
neurodivergent condition directly about their experiences of your
organisation.

Remember that collecting feedback is only the first step in creating a more
inclusive business. Next, ask yourself:
 • What is going well in how we cater for neurodivergent customers
and clients?
• What is not going so well?
• What suggestions for improvements have been made?
• What else could we do to improve the experiences of
neurodivergent customers and clients?
• What steps are we going to take to achieve this?

CHECKLIST FOR SUPPORTING NEURODIVERGENT

CUSTOMERS AND CLIENTS
Do you:
Ensure that all employees, especially those in customer-facing roles,
have received training in how to communicate with and understand the
experiences of neurodivergent customers and clients?
Consider customers and clients with sensory differences using your
premises by:
Reducing background noise?
Using natural lighting?
Removing unnecessary distractions?
Providing quiet areas where appropriate?
Consider customers and clients with movement, coordination and
motor difficulties by:
Ensuring that the physical environment is easy to navigate?
Providing sufficient space for movement and other physical
tasks?
Providing technology that is easy to use?
 Have a website that is clear and concise, written in plain English and
easy to navigate?
Produce written materials (whether printed or distributed
electronically) that are clear in layout and written in plain English?
Speak to customers and clients clearly and coherently, allowing
sufficient processing time?
Give customers and clients sufficient time to express themselves?
Use active listening skills when listening to customers and clients?
Provide easy-to-follow instructions for your products and services?
Ensure that the packaging of your products is easy to remove?
Offer various methods of communication for customers and clients to
contact your business?
Collect feedback from all customers, including those who are
neurodivergent, and act on this feedback?

KEY POINTS
– Current estimates suggest that up to 20 per cent of the population could be
considered neurodivergent in one way or another. This includes around one-fifth
of customers, clients and service users too.
– Many neurodivergent individuals are discouraged from using businesses and
services because they feel their needs are not met or understood. This means
they have less access and choice than others. Businesses also miss out on their
custom.
– The Equality Act 2010 also protects customers, clients and service users with
‘protected characteristics’ (including disability) from discrimination. Organisations
are expected to make ‘reasonable adjustments’ when necessary.
– Many small and inexpensive changes can make a huge difference to
neurodivergent clients and customers. Expecting and accepting that a diversity of
customers and clients will be using your business helps everybody and promotes
more inclusive attitudes in general. Most helpful changes will benefit everybody
and disadvantage nobody.
– Considering the physical environment of your business or organisation can mean
neurodivergent customers and clients are more comfortable. Ensuring that all staff
know how to communicate for neurodiversity can also support customers to feel
 understood, accepted and confident to be themselves and express their individual
needs.
– Consider how your organisation collects feedback from customers and clients and
how you act upon this.
FURTHER RESOURCES

Acas (Advisory Conciliation and Arbitration Service): Works with both

employers and employees to solve workplace problems
www.acas.org.uk

Access to Work: UK scheme for help at work for individuals who are
disabled or who have a health condition
www.gov.uk/access-to-work

ADHD Foundation: Organisation working to improve awareness of

ADHD and support individuals with these differences
www.adhdfoundation.org.uk

Autism West Midlands: Organisation based in the West Midlands (UK)

working to support individuals on the autism spectrum.
www.autismwestmidlands.org.uk

British Dyslexia Association: Employer section

www.bdadyslexia.org.uk/employer

CIPD (Chartered Institute of Personnel and Development): Professional

body for HR and people development which has an informative website
www.cipd.co.uk
The Codpast: Contemporary online publication for students and adults
with dyslexia
https://thecodpast.org

Dyspraxia Foundation: Organisation working to raise awareness of

dyspraxia
https://dyspraxiafoundation.org.uk

Equality Act 2010: Information for the public, businesses, public and
voluntary sectors. Various documents available
www.gov.uk/government/publications/equality-act-guidance

Equality Advisory Support Service: Discrimination helpline

www.equalityadvisoryservice.com

Equality and Human Rights Commission: Includes information on the

Equality Act 2010, public sector equality duty and disability discrimination
www.equalityhumanrights.com

Information Commissioner’s Office (ICO): Online guide to the General

Data Protection Regulations (GDPR)
https://ico.org.uk/for-organisations/guide-to-the-general-data-
protection-regulation-gdpr/

NAPLIC: Organisation supporting language and communication

development
www.naplic.org.uk

National Autistic Society: UK organisation working to raise awareness

and understanding of autism spectrum conditions, including Asperger
syndrome
www.autism.org.uk
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INDEX

Acas 105
Access to Work scheme 119, 122, 131
Ackroyd, Dan 110
active listening 112–3
ADHD Institute 44
Allen, J 16
anti-glare screen 92
application forms 64–5
Asperger Syndrome 21, 40, 109
Association for Psychological Science 128
attention deficit hyperactivity disorder (ADHD) 24, 43–5
Attwood, T 43, 48, 67
Auticon 68
autism spectrum disorder (ASD) 39–43
level 1 21, 40, 109
level 3 21
see also Asperger Syndrome
autism-friendly screenings 145

Bailey, David 111

Beardwell, J 26, 111
Bewley, H 73
Blume, H 19
Boydell, T 110
Boyle, Susan 110
Bremner, Rory 110
British Dyslexia Association (BDA) 20, 32, 88
Brownlie, E 45
Burgoyne, J 110

Campbell, MD 48
Carr, N 87, 128
CIPD 24, 25, 26
Citizens Advice Bureau (CAB) 54, 103, 104, 144
Clegg, J 45
communication 49, 81–100
checklists 97, 153–4
differences 83–5
non-verbal 83
social 83, 95, 142
spoken 93–4, 142, 153–4
strategies 87–9, 90–2, 94–5
written 85–92, 141, 152–3
Communication Trust, The 20
Criminal Justice Act 2003 54
curricula vitae (CVs) 64–5
customers, neurodiverse 137–40

data protection 55–6

data, special category 56
Developmental Co-ordination Disorder (DCD) 36–7
see also dyspraxia
Developmental Language Disorder (DLD) 45–7
digital technology 68
Dimensions 145
Disability Confident Scheme 64
Disability Discrimination Act (DDA) 51
disability, models of 14–6
affirmative model 16
medical model 14–5
rights-based model 16
social model 15
disclosure 71–4
discrimination 52, 103–4
arising from disability 52
direct 52, 103, 144
indirect 52, 103, 144
Dray, M 48
dyscalculia 38–9
dysgraphia 31
dyslexia 32–4
dyspraxia 36–7
Dyspraxia Foundation, The 36

Elder Robison, J 19, 20

Employease 55
employment history 65–7
environments 125–6, 141
checklists 134–5
inclusive 129–30, 132–4, 149–51
Equality Act 2010 24, 51–3, 71, 103, 144, 145
equal opportunities monitoring 67–8
Exceptional Individuals 24
executive functioning 49
eye contact 96, 114

feedback 155
Feinstein, A 23, 24, 66
French, S 16, 21

gender differences 21, 43

General Data Protection Regulations (GDPR) 55–6
George, A 73
Gilmore, LA 48
Gilroy, S 24, 25, 62
Goering, S 15
Goldberg, Whoopi 110
Government Equalities Office 144
Grant, D 21, 31, 48

Haque, L 24, 25,62

harassment 52, 104
hate crime laws 54
Hodkinson, A 14, 16, 22
Holliday-Willey, L 73
Honeybourne, V 48
Hudson, D 31
Hurley, E 43

induction programmes, inclusive 74–5

International Classification of Diseases and Related Health Problems, Version 10 (ICD-10) 24
interviews 68–70
Irlen Syndrome 31

job descriptions 63–4

Johnstone, D 16

Knightley, Keira 110

labelling 20–1, 21, 30–1, 47–8

language
expressive 83
impairment 45–7
receptive 83
legal requirements 24, 144–5

Meares-Irlen Syndrome 31
memory 143
techniques 96
working 48
mental health conditions 48
Missiuna, C 48
motor skills 37, 141
Myttas, N 48

National Autistic Society (NAS) 20, 23, 24, 39, 40, 145
National Health Service (NHS) 20
neurodivergent 18
neurodiverse 18
neurodiversity 13
benefits in workplace 24–6
paradigm 17–9
statistics 20, 44, 45
neurodiversity-at-work programmes 25
note-making 96
number difficulties 38–9, 143
numerical data 92–3

Office for Disability Issues (ODI) 52

offices, open plan 127–9
Oliver, Jamie 110
Oliver, M 15, 22
O’Regan, F 44

Packham, Chris 110

Pedler, M 110
person specifications 63–4
Phelps, Michael 110
plain English 65, 89–90
prejudice 107–11
processing speed 48
products, inclusive 154
Public Sector Equality Duty 53

questioning techniques 115

Radcliffe, Daniel 110

reading difficulties 85–6
see also dyslexia
reading pen 91
reasonable adjustments 53, 64, 67, 69, 145
recruitment 59–67
checklists 76–7
Rich, C 67
Rogers, J 65, 66
Rose, J 32
rules, unwritten 75

screen-reading software 90–1

scripts 95, 96
sensory differences 37, 42, 45, 126–7, 140–1
sensory environments 69, 126-30
Simone, R 43
Singer, J 13
Skidmore, D 14
Skills Network, The 113
Slorach, R 17
Smythe, IS 48
Snowling, M 45
Solomon, M 43
specific learning difficulties 31
Spielberg, Steven 110
Stewart, H 68, 82, 106
Swain, J 16, 21

terminology 18, 21, 140–1

Thompson, A 26, 111
Timberlake, Justin 110
Tomblin, J 47

van Wijngaarden-Cremers, PJ 43
Vibert, S 24, 66
victimisation 52
visual stress 31
voice-text software 91

wellbeing 26
Wellington, P 139
work, benefits of 23
working memory 48
workplace challenges 33, 35–6, 37, 39, 42–3, 45, 46–7. 60–2, 101–3
writing difficulties 86–7
BY THE SAME AUTHOR

The Neurodiverse Classroom

A Teacher’s Guide to Individual Learning Needs and How to Meet
Them
Victoria Honeybourne

Paperback: £14.99 / $22.95

ISBN: 978 1 78592 362 3
eISBN: 978 1 78450 703 9
192 pages
With specific learning difficulties more prevalent than ever in mainstream
schools, this is the essential guide for teachers wishing to create inclusive
and successful learning environments in diverse classrooms. Focusing on
promoting acceptance and self-esteem of each child rather than on labelling
their difficulties, it shows how to make good use of simple resources and
meet a wide range of needs, including children with ADHD, autism, OCD,
dyslexia and special speech and language needs.
The practical advice and strategies in this book enable schools to
become more accepting places for all pupils, and embrace neurodiversity as
the new ‘normal’ in education today.
Victoria Honeybourne is a writer, trainer and senior advisory teacher in
the field of special educational needs. She is the author of A Practical
Guide to Happiness in Children and Teens on the Autism Spectrum.
A Practical Guide to Happiness in Adults on the Autism
Spectrum
A Positive Psychology Approach
Victoria Honeybourne

Paperback: £16.99 / $24.95

ISBN: 978 1 78592 577 1
eISBN: 978 1 78450 988 0
192 pages
Clear and engaging, this book offers a refreshing positive psychology
approach to mental health and autism. Moving away from neurotypical
views of happiness, it sets out simple techniques to help adults on the
spectrum improve their mental health.
Packed with helpful exercises for individuals and groups, it covers
topics such as recognising character strengths, dealing with negative self-
talk, building communication skills and self-awareness, and forming coping
strategies for the workplace. Autistic individuals and professionals who
work with them will find flexible and practical solutions to recurring
negative thoughts, helping clear the path to a successful and happy future.
A must-read for anyone on the spectrum or those who support them.
Victoria Honeybourne is a writer, trainer and senior advisory teacher in
the field of special educational needs. She lives in Worcestershire, UK.
A Practical Guide to Happiness in Children and Teens on the
Autism Spectrum
A Positive Psychology Approach
Victoria Honeybourne

Paperback: £16.99 / $22.95

ISBN: 978 1 78592 347 0
eISBN: 978 1 78450 681 0
216 pages
Full of simple strategies for happiness in children and teens with autism,
this book is a must read for anyone dedicated to the wellbeing of a child on
the spectrum.
Bringing a refreshingly positive approach to mental health and autism,
the guide is full of practical ideas for helping children strengthen their self-
worth, optimism and receptivity to happiness. It also reveals how children
can build resilience and better understand their feelings, giving them the
skills to flourish and thrive and to ward off negative thoughts. The activities
are ideal for all learning levels and can be done individually or in groups, at
home or in the classroom. Talking about mental health in autism is all too
often reduced to ways of ‘curing illness’ - this book helps to prevent poor
mental health by making happiness a priority and an attainable goal.
Victoria Honeybourne is a writer, trainer and senior advisory teacher in
the field of special educational needs. She is a member of Nasen’s 11–25
Advisory Group and has previously published Educating and Supporting
Girls with Asperger’s and Autism.
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ACKNOWLEDGEMENT

With many thanks to The Society of Authors whose K Blundell Trust

Award made the writing of this book possible.
First published in 2020
by Jessica Kingsley Publishers
73 Collier Street
London N1 9BE, UK
and
400 Market Street, Suite 400
Philadelphia, PA 19106, USA
www.jkp.com
Copyright © Victoria Honeybourne 2020
All rights reserved. No part of this publication may be reproduced in any material form (including
photocopying, storing in any medium by electronic means or transmitting) without the written
permission of the copyright owner except in accordance with the provisions of the law or under terms
of a licence issued in the UK by the Copyright Licensing Agency Ltd. www.cla.co.uk or in overseas
territories by the relevant reproduction rights organisation, for details see www.ifrro.org.
Applications for the copyright owner’s written permission to reproduce any part of this publication
should be addressed to the publisher.
Warning: The doing of an unauthorised act in relation to a copyright work may result in both a civil
claim for damages and criminal prosecution.
Library of Congress Cataloging in Publication Data
A CIP catalog record for this book is available from the Library of Congress
British Library Cataloguing in Publication Data
A CIP catalogue record for this book is available from the British Library
ISBN 978 1 78775 033 3
eISBN 978 1 78775 034 0
by the same author

The Neurodiverse Classroom

A Teacher’s Guide to Individual Learning Needs and How to Meet Them
Victoria Honeybourne
ISBN 978 1 78592 362 3
eISBN 978 1 78450 703 9

A Practical Guide to Happiness in Adults on the Autism Spectrum

A Positive Psychology Approach
Victoria Honeybourne
ISBN 978 1 78592 577 1
eISBN 978 1 78450 988 0

A Practical Guide to Happiness in Children and Teens on the Autism Spectrum

A Positive Psychology Approach
Victoria Honeybourne
ISBN 978 1 78592 347 0
eISBN 978 1 78450 681 0

of related interest

Autism Equality in the Workplace

Removing Barriers and Challenging Discrimination
Janine Booth
Foreword by John McDonnell MP
ISBN 978 1 84905 678 6
eISBN 978 1 78450 197 6

An Employer’s Guide to Managing Professionals on the Autism Spectrum

Marcia Scheiner with Joan Bogden
Illustrated by Meron Philo
ISBN 978 1 78592 745 4
eISBN 978 1 78450 513 4