How to be Accessible for Neurodivergent people
Remote Accessibility for Neurodivergent Clients, Tutors, Employees and Workers
Elinor Rowlands MA FRSA of Magical Women, is a Specialist Mentor and Study Skills tutor at universities across London. She has also taught at every educational level. She is available for mentoring, writing support, and consultancy. She leads a team of highly experienced Neurodivergent artists who inform and shape practice so Neurodivergents can thrive.
This guide is for Organisations and the artists and young people they work with across all functions, who want to learn more about neurodiversity, the benefits for their organisation, and how they can support neurodivergent people to be comfortable and successful at work during Remote Working and Beyond.
This guide provides a starting point for greater awareness and action around creating access and understanding for a neurodivergent workforce.
What does Diversity of Thought mean?
‘Diversity of thought’ is where different perspectives and experiences will be more innovative and creative to a company or organisation than simply expecting people to follow regular methods and systems and be absolutely fine with them. In a sense, neurodiversity may be one of the most challenging areas within diversity and so-called inclusion because it is complex, nuanced, and often invisible, and this is because neurodivergent people literally think differently.
Their behaviour is often really exacerbated by barriers, structures and systems and this could be why they do not last very long in jobs or careers, end up being bullied or they might never be employed – only 15% of autistic people of the neurodivergent population are in paid employment.
There are ways of being able to meet their access needs before their fight, flight and freeze mechanisms occur and this guide can create useful information if you would like to meet your students/employees or participants in a way that feels safe, relaxed comfortable and even exciting for them!
Misconceptions about Neurodivergent (mainly autistic/ADHD) Artists/People
One of the biggest misconceptions of neurodiversity and neurodivergent people is that they actually do thrive on being challenged – but thriving on challenges is different to being challenged for poor behaviour, strange behaviour, weird mannerisms and perhaps even talking out of turn, blurt outs and taking things very literally.
This is not to say that not all neurodivergent people are good, kind, nice people, but giving them the benefit of the doubt or simply asking them what they mean is easier to work with than questioning their motives.
Often the words “manipulative”, “unempathetic”, “rude”, “egotistical” or “unprofessional” is thrown around a lot, and the kind of words people hear on a daily basis can affect them so much that they daren’t express themselves or open their mouth, they often might go mute, or find other ways to express themselves, such as through music, performance or the arts for example.
‘A lack of awareness and understanding has led to hiring processes, management practices and workspaces being designed only with neurotypicals in mind.’
- The power of Neurodiversity
Including neurodivergent people might feel time consuming yet once their access needs are met - and it might feel longer to meet their access needs, you will have employees, students, clients and collaborators such as artists, writers and musicians producing work on a far faster scale than ever before. Tracks and Artworks become exciting and experimentation is fast, fluid and energetic.
The Social Model of Disability in relation to Neurodivergent people
The social model of disability posits that impairments must be seen in the context of their environment and therefore it is not hard to see why a conventional job interview could be particularly challenging for an autistic job applicant, a messy spreadsheet or fast powerpoint presentation could be problematic for certain dyslexic individuals, or lots of speaking and asking of questions is impossible for someone with auditory processing delay whilst static work might not suit an ADHDer.
Neurodivergent people have a range of challenges that may make aspects of the workplace uncomfortable, or certain tasks may be harder to pick up. The neurodivergent individual may appear more problematic and they will often be perceived as difficult but when this is occurring it is often because the neurodivergent person is meeting an access barrier.
How to be clear and meet the access needs of a neurodivergent person:
Timetables/Schedules
When working remotely it is always best to send a schedule at least 5 days in advance, and then a prompt reminder 1 or 2 days before the action or event, a check in on that day can be helpful too – but it doesn’t have to be a meeting, a simple text is fine too.
If the neurodivergent person is always late or finds it difficult to organise their time - sometimes a quick text or check in in the morning to remind everyone of the day’s schedule will support that individual to attend their meetings on time.
Likewise, if the individual emails or texts to ask if the meeting is now or today - never signpost them to the timetable or email - simply reply whether it is, and what time it is starting, or if it is not happening any more.
One of the biggest access barriers a neurodivergent individual often stresses about is when they ask their tutor or manager a question and then they are referred back to their inbox or their schedule. The neurodivergent individual would not have asked the tutor or manager if they could find the meeting time in their inbox. This if one of the biggest essentials in making things accessible for neurodivergent people:
Never assume or presume
Never try to teach the neurodivergent individual a lesson. (This is downright bullying, whether you think it is or not).
The reason for why a neurodivergent person is so forgetful is not because they’re so disorganised it is because they have so much going on in their head and they may already be experiencing sensory overload.
Giving Instructions over Zoom or Skype or Microsoft Teams
Try to provide a handout with instructions on it - no matter how little the day before the presentation.
Try to avoid only giving verbal instructions during a Zoom/Skype meeting. Instead, give the information you want people to search for:
Eg. If you want them to search for a video or some information - provide the link in the chat box.
If you want them to specifically research something, you might need to provide steps for them to do it.
This is because neurodivergent people think so differently that they might overcomplicate the process for themselves.
Asking for Feedback
Be as specific as possible - if you don’t have time to hear a long answer, say in how many words or sentences you would like feedback but always give them the option to provide feedback in another format especially if you know they need more time to communicate their views.
Neurodivergent people are all different, but they will follow instructions better if they understand what is being asked.
Many neurodivergents need information broken down to the most basic concept - even if the work they create or produce is close to genius in other respects.
Try not to ask too many questions at once, or give out too much informational orally.
Supply a Feedback form and ask for feedback in different ways.
Powerpoint Presentations
Aim to send the powerpoint presentation at least the day before.
If this is not possible send over a google drive link so they have access to it if they need to write up notes for themselves by the powerpoint slides.
This google drive link can be sent in the chat.
Try to avoid asking questions to the neurodivergent people directly - instead, ask open questions and explain that not everyone needs to share if they don’t want to.
If you don’t have time for questions or contributions, it’s always important you tell the whole group this.
Avoid asking open questions if you are expecting shorter or one word answers.
Give the direction: In one word, what did you think of that? Or In a few words, how did you feel about that?
Ensure your environment is quiet
Make sure you are in a quiet environment. Neurodivergent people find it much harder to process information so if you’re in a place where it is very loud:
Ie. people doing the dishes, a loud restaurant or cafe, people screaming or chatting around you, then you’re in the wrong environment to take their call.
Take notice of how distracted you are as well. If you’re constantly looking at other people or not really present, then it is best to choose a time and space when you are fully present.
If this is not possible, then it might not always be possible to have the meeting with the neurodivergent person.
It is all about being aware of access and if your intention is to meet people’s access needs then to be aware of time.
Start of Meetings
Always state how long the session is at the beginning and always explain the set up or structure of the meeting. If it’s relaxed, state that it is relaxed.
It is important to describe that
Font and Screen Colours
Neurodivergent people will find Arial and Comic Sans the easiest font to read and use. Whilst Comic Sans might annoy some neurodivergents - for dyslexic people, Arial and Comic Sans are the most accessible. Always ask the neurodivergent person what font they find most useful to use, if you don’t get an answer, try and introduce some text in different font so that they can let you know.
The Irlen Method is non-invasive technology that uses coloured overlays and filters to improve the brain's ability to process visual information. It is the only method scientifically proven to successfully correct the processing problems associated with Irlen Syndrome. Many neurodivergents will find that these coloured overlays and filters will be very accessible for them to read or find information on screens or whilst using glasses.
When sending emails or texts on documents to dyslexic students, always send out with a blue or dark yellow background.
Try not to write in bold - like I have done! Again, very difficult for many neurodivergents to read.
You might notice, that some neurodivergent people find it difficult to write in capital letters or even use ones at the beginning of sentences - this is because capital letters can be difficult to read.
Do not give information in italics italics are hard for dyslexic people to read.
Try to give out hand outs with some colour coding - Monday can be red, Tuesday green, Wednesday blue, Thursday purple and Friday a different green, Saturday yellow and Sunday brown.
Colour code classes and meetings and even people - this can be very helpful for people to follow especially during remote meetings!
Dyslexic people find anything underlined troubling and difficult so be aware of this too.
Emails
Avoid asking neurodivergent especially autistic people to email all the time. If you look at a neurodivergent Drafts folder, you’ll be shocked to see over 70 emails started never finished and that’s just to one person! .
Communication is a real deal breaker for many neurodivergent people, so if you want them to email - give them a template to work from or be more exact with what they can write.
Some neurodivergent people often find it very difficult to keep things short, or to be able to convey meaning in the tone or method it is intended, so whilst every neurodivergent person is different they experience very similar anxiety around communication barriers.
Be aware of the neurodivergent person’s access needs - it is redundant to ask them to fill in an Access Form and then continuously ask them their access needs or what they need day to day - it can create severe anxiety and stress for a neurodivergent person:
Collect the information you need from them:
Identify their barriers and set up what tools and strategies they might need.
Reframing the Narrative:
Remove the focus from their condition and onto access
Instead of focusing on the neurodivergent’s struggles, focus on what kind of support they need. If you don’t know how to approach a subject the best thing to ask is what do they need for this session? Sometimes - many neurodivergent people only want reassurance they can go to the toilet without having to ask or they have a notetaker keep notes for them in case they have to leave the room or can’t come back.
To support you to understand the social model of disability way of thinking in relation to neurodiversity I have broken down what neurodivergent people mean when they ask for different access support or needs: (I didn’t get to the end of this but I hope the little I managed is helpful!)
Notetaker
If they have asked for a notetaker this means they have memory, focus, concentration and often processing delay. It could also mean they find writing difficult or keeping up with the presenter, they might also struggle with simple concepts and might need the notes broken down even further.
Don’ts
Don’t ask them a question out of nowhere - this will disrupt their processing of information. It can be quite alarming and might even incite a fight or flight or freeze response.
Don’t question them or test them, this also incites stress.
Instead, ask them whether they’d like to contribute their thoughts and reflections. If there is a time limit, do be clear and say, we have three minutes for thoughts and reflections - so a minute each. Don’t be afraid of inciting stress in someone - it gives them space to know their limits and they will decide not to contribute because they know they can’t contribute within that time frame. If you can offer them more time, say that too, “Actually, changed my mind, we have more time than previously thought, go ahead (Name).”
Subtitles or Captions
This means that they can’t always hear information and need captions/subtitles to follow conversations. This does not necessarily mean they are Deaf or have a hearing impairment, instead, this might also mean that they need support to focus on the conversation or presentation.
Support Worker
If a neurodivergent asks for a Support Worker to be present this often means they need support with social interaction and communication. They might not hear tone very well or read people’s faces.
Do
Establish any triggers before the online meeting/workshop so people can prepare themselves or leave to keep themselves safe. Being able to leave a meeting or communicate that they need to be able to turn their screen off should be communicated beforehand so the meeting can then begin.
Don’ts
Don’t focus on the impairment or traits/behaviours.
Top Tips to ensure an ‘inclusive’ arts organisation has informed conversations about access
Facilitators undergo disability and access training from reputable disability-led arts organisations. Here at Magical Women we offer training and consultancy informed by Neurodivergent artists and led by them. (This is written by a Neurodivergent artist).
Facilitators could identify certain individuals within disability-led organisations or collectives like here at Magical Women, who they can call up for advice if they feel out of depth when supporting a disabled artist who has asked for a reasonable adjustment.
Before the course starts, facilitators should ask for any access needs, and consider the access needs before and during the course, residency or project because for most disabled individuals it takes time to learn or identify what they need.
It is easier to have workshop participants leave a room than to ban topics around the lived experience of disability – the arts is about challenging the system and uncomfortable topics will occur especially when marginalised voices are contributing.
Meet participants with compassion and understanding, do not shut them down or talk over them. Do not presume.
Recognise that some participants take longer to verbalise their ideas than others and if there are time constraints, be clear at the start of a workshop that you will take questions and contributions another time. Do not interrupt an individual who is speaking.
Recognise that there is internalised ableism even amongst disabled artists, so people can ask for reasonable adjustments or access needs anonymously.
Listen to every individual. Disability isn’t a blanket experience – and this is often where a lot of ignorance comes from – assuming a one size fits all approach prevents equal access.
Be aware about making anyone feel they are a burden or causing a fuss. It is best to treat anyone’s access needs like an inherent part of the job rather than a chore.
How to create accessible environments
Inclusive workshops and events produced by arts organisations must be truly accessible by creating environments that tell all attending participants that they matter.
Everyone likes to think they are inclusive and accepting, however if your behaviour is causing a disabled individual distress it is important to identify that your behaviour is a barrier. Altering your behaviour helps to reduce a barrier so access needs can be met. Remember, your behaviour has been learned from the same system that oppresses and marginalises disabled people.
Why Training is Essential for Facilitators and organisations
Finally, everyone needs to undergo training and CPD.
Disability and equality training helps you stay effective as a practitioner, facilitator and artist, it also helps you to stay up to date with current legislation so you practice safely and without prejudice and discrimination.
Remember the training you had years ago is out of date, and if you are non disabled you need to be active and proactive in your Continuing Professional Development by attending events led by Neurodivergent artists and get your training from Neurodivergents.
Magical Women is run by a Neurodivergent and Disabled led individual in collaboration with other Neurodivergent artists and musicians. We also have coaches, mentors and art psychotherapists who understand the lived experience of neurodiversity.
If you found this document useful please remember it is copyright to Elinor Rowlands Magical Women, she is a Specialist Mentor and Study Skills tutor at universities across London, and has taught at every educational level. She is available for mentoring, writing support, and consultancy. She leads a team of highly experienced Neurodivergent artists who inform and shape practice so Neurodivergents can thrive.
To book training with Elinor and her Magical Women team please contact us here.
For mentoring and study skills support, we recommend you use Access to Work to fund this if you are on low income. Unfortunately we are not funded so cannot offer these services for free. You will find our prices are competitive in comparison to other mentors and tutors. We charge £50 per session. (A session is 1 hour and 15 minutes).