Hi lovely people!
I’ve found an assumption in my thinking…
These moments are exciting because they allow me to re-evaluate my own perspective and re-consider ideas from a new angle. Let me explain.
In K-12 education, teachers can spend more time thinking through learning strategies to meet all learners’ needs than planning out the content itself.
Supporting students who are neurodivergent is an essential responsibility in the classroom. Teachers take into account new methods of engagement, supportive tools and choices for accessing knowledge, and creative units that encourage multiple ways of mastering material.
As I’ve been exploring learning communities, I’ve focused on how audiences connect with each other and with the content.
My assumption at first was that the audiences in question are all neurotypical learners.
In my classroom, I spent so much time thinking, planning, and iterating on learning strategies for students with neurodiveristies. Yet, that wasn’t translating into my conversations about workplace development.
What happens to supportive learning when students who are neurodiverse become adults?
A Bit of Context
Neurodivergent is defined as someone whose brain processes information in a way that is specific to that person, often associated with people who are on the autism spectrum, learning disabilities (dyslexia, dysgraphia), ADHD, OCD, anxiety disorders, and Tourette’s syndrome, to name a few.
About 15-20% of the U.S. population are neurodivergent. Discrimination against people who are neurodivergent is outlawed under the Americans with Disabilities Act (ADA | read more about specific protections here).
Students who are neurodivergent are protected under the Individuals with Disabilities Education Act (IDEA). PreK-12 schools are required under IDEA to implement supportive strategies via Individualized Education Plans (IEPs).
However, IEPs do not follow students to college.
Colleges, under ADA, are required to provide accommodations and support at the student’s request. In higher education institutions, the student assumes the responsibility of disclosing and advocating for their accommodations.
Workplaces are also legally responsible to protect employees from discrimination and provide reasonable accommodations when necessary. There are multiple reasons that employees might not report their condition to employers, including significant stigma and bias that make employees fearful of declaring their condition.
Neurodivergent inclusivity for adult learners is a social justice issue at the core.
Acknowledging general work culture around inclusivity is a great place to start- there are incredible strategies for building an inclusive company culture.
Yet, there’s an opportunity to think about how to support adults who are neurodiverse in professional development or in lifelong learning.
More specifically than general company culture, the question I’m exploring is how inclusive strategies for learning are taking place.
Some questions I’m investigating:
What do people need? What do people want?
How are companies currently supporting adults who are neurodivergent in their learning?
Where are there opportunities for new tools or platforms that embed inclusive practices into learning?
Who is thinking about this need? Who is building for this need? What already exists?
Message me on LinkedIn if this sparks ideas, questions, stories, or connections.
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Resources I’m diving into:
JAN - Job Accommodation Network
EARN - Employer Assistance and Resource Network on Disability Inclusion
Zavikon - Recruitment, workplace readiness & job accommodation advocacy
Genius Within - Inclusivity support for individuals and organizations
Shimmer - ADHD Coaching
Potentia - Neurodivergent employment services
Link Talent - neurodivergency consultancy services to support employers and employees
Mentra - Neurodiversity employment network and hiring platform