The Neurodiverse Workplace

An Employer's Guide to Managing and Working with Neurodivergent Employees, Clients and Customers

Victoria Honeybourne

• Éditeur: Jessica Kingsley Publishers
• Année: 2019
• ISBN:
  9781787750340
• Sujet: Business
• Sous-sujet: Human Resource Management

Estimates suggest that up to 20% of employees, customers and clients might have a neurodivergent condition - such as dyslexia, autism, Asperger's, ADHD or dyspraxia - yet these individuals often struggle to gain and maintain employment, despite being very capable. This practical, authoritative business guide will help managers and employers support neurodiverse staff, and gives advice on how to ensure workplaces are neuro-friendly. The book demonstrates that neurodiversity is a natural aspect of human variation to be expected and accepted, rather than a deficit to be accommodated.

Employer responsibilities are highlighted, including the 2010 Equality Act, and a range of strategies and policies are provided, including recruitment advice and the benefits of neurodiverse employees, along with advice on physical environments, interaction and communication, and working with clients and customers. This book is an ideal resource for all employers wanting to support and empower people with specific needs to help create a more inclusive workplace, benefiting both neurodiverse individuals and the companies employing them.

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 recognis...