Historically, people have viewed neurodivergence from a deficit model point of view. Unfortunately, I’d say that this is the prevailing view. The world is still very much neurotypical-centric. Consider that neurodivergent brains are the other side of the same human neurological coin.

Humans tend to categorize, sort, and normalize information. In short, we do this to facilitate our understanding of a complex world. This tendency to categorize makes things manageable so we can focus on what we need to do. Unfortunately, this approach fails us when attempting to understand humans. We desperately want human interaction to be simple, but it isn’t.

The double-edged sword: Medicine and mental health diagnoses

Medicine has done a fantastic job of defining medical pathologies that can be addressed and cured. How do we know when we have gone too far? For example, when does a trait become a pathology? Yet, humans must deal with the reality that what is not diagnosed and labeled is not supported or accommodated in most countries.

As humans, we pride ourselves on being unique. We show compassion that counters the survival of the fittest idea. We take care of each other, even to our detriment. We are charitable. We love and mourn in a way that we don’t see among other creatures. We see this most clearly in families and small communities. However, as the group grows, we see how people create divisions among themselves. This division happens when some interpersonal conflict has the potential to threaten the group’s status quo. The result is an us-vs-them mindset.

This situation can stabilize if the conflicting groups are well-matched in number and strengths. However, it can become a vastly different situation when there is a clear social minority. Without a proper understanding of differences, this approach can cause harmless traits to be pathologized, and those possessing those traits become marginalized.

Moving from a deficit mindset to a gifts mindset

This fact is evident if we consider the ideas behind the deficit vs. a Gifts Mindset. As mentioned earlier, medical diagnoses are inherently based on a deficit mindset, and that’s appropriate since the goal of medicine is to heal a problem. When does this go too far, though?

Do ALL aspects of a learning or sensory processing difference need to be viewed from a deficit point of view? No. They do not.

“In education, a deficit mindset is when teachers or school leaders focus on problems rather than potential.” I prefer to focus on strengths or a Gifts Mindset. A Gifts Mindset focuses on a person’s strengths first and teaches how to utilize a learner’s gifts while using specific strategies to overcome obstacles that get in the way of maximizing talent.

One can extend the experience of learners to the modern workplace. How do employers view neurodiversity in the workplace? Does it seem too much effort to accommodate so much “deficit?” Suppose an employer views neurodiversity through the limiting view of the deficit mindset. In that case, it can seem like “more effort than it’s worth.”

The Double Empathy Theory

Like so much of life, the viewpoint we choose matters. The double empathy theory purports that deficits in communication between autistics and non-autistics are a two-way street. In other words, the deficit in communication must be accounted for by both parties — instead of laying the “blame” on the autistic alone. An extension of the theory holds that the “problem” is not precisely the pathology of a neurodivergent individual but rather the setting or the environment. Consider this:

This (double empathy problem) model “suggests that a disability is more about external circumstances that impact a person, [and] less a set of personal attributes. So, the person with ADHD is disabled by a busy, loud office apartment. They themselves are not the problem.” Source: https://www.jazzhr.com/blog/neurodiversity-in-the-workplace/

The idea that the entire problem does not belong to the autistic individual is a significant change in mindset. Yet, consider the possible advantages of reviewing how we think about the communication challenge.

How the deficits model fails us in the workplace

Think of an octopus that ventured out of the water onto the seashore. It happens under some exceptional circumstances. The octopus will do OK for a few minutes. It has nine brains and eight legs, so it can make do and persist for a time, but not for long. Does this mean that the octopus has an inherent deficit or pathology? No, the environment limits the octopus’s ability to thrive in that situation.

OK, let’s take a classroom example I have seen firsthand many times through the years. Jayden is a first-grader who is doing exceptionally well in school. His parents had been concerned because he had so much energy and could barely sit still in kindergarten. In first grade, everything was coming together for Jayden. He was thriving. He loved his teacher.

Then in second grade, everything changed. Jayden’s teacher called home multiple times to complain that Jayden was distracted, bored, and exhibiting challenging behaviors. Finally, the second-grade teacher referred Jayden to special education for an evaluation. Jayden is now diagnosed and labeled. This is the same kid who thrived in first grade with a teacher who understood how he learned. Then, he went to the second grade and had a different teacher who was less tolerant of Jayden’s energy level and struggled to engage him in learning.

Is Jayden like the octopus?

Over the past four decades, countless stories and studies show how students who fail in one learning environment may thrive in a different one. So why is the child pathologized?

The child is pathologized because it’s easier to blame the children or parents than to fix a broken system. The system is broken for many reasons; however, it starts with an educational system that views children through a deficit model instead of a Gifts Mindset. A Gifts Mindset would focus on the child’s strengths instead of their deficits.

Environment plays a huge role, from microscopic to plant life, and without a doubt, humans’ ability to thrive. If the deficit point of view is maintained, accommodating neurodivergent talent in the workplace can seem impossible.

If we are to create conducive and kind classrooms and workspaces, we need to replace the deficit model thinking and embrace a ‘Gifts Mindset’ and Inclusive Dynamic Workplace Design™.

In schools, this is called Universal Design for Learning. In autistic humans, a standard defining feature is that an individual has deficits in social interaction and communication. In looking at this deficit, consider the double empathy model again. The theory holds that the communication deficit comes from both directions, autistic and non-autistic.

While this might be uncomfortable, it bears consideration. Consider marriage relationships; both parties hold some responsibility in a disagreement. It gets ugly when one party puts itself on a perfection pedestal, and the other one is always to blame.

In his article, The Double Empathy Problem, Dr. Damian Milton states, “… these issues are not due to autistic cognition alone, but a breakdown in reciprocity and mutual understanding that can happen between people with very different ways of experiencing the world.”

Why does this change in perspective matter?

Imagine a world where we lead with reciprocity and mutual understanding. Is it possible? I’d like to believe that it is possible for those who strive for it in their corner of the world — one human light at a time.

We are experiencing a world where an us-versus-them mindset leads to striations and conflict. The result is chilling. It’s tearing apart families, friendships, and countries. So, how can we be the light? Let’s start with inclusion: workplaces, like classrooms, are based on an implicit hierarchy. At the school, the teacher can implicitly and unconsciously influence the culture of the classroom. The same goes for management in the workplace.

What can management do to improve inclusivity in their workplace cultures? Work toward a company culture that includes Inclusive Dynamic Workplace Design™. Inclusive Dynamic Workplace Design™ does not only consider physical space, corporate policies, and options for individual employee success; it makes inclusion and diversity the norm.

FAQ

What is the deficit model of neurodiversity?
The deficit model of neurodiversity views differences in thinking, learning, communication, or sensory processing primarily as problems to be fixed. This mindset focuses on what a person cannot do instead of recognizing strengths, supports, and environmental factors that influence success.

What is a Gifts Mindset in education and the workplace?
A Gifts Mindset focuses on a person’s strengths first. Instead of defining students or employees by deficits, it looks at how to use their natural abilities while providing strategies and support to address challenges. This approach helps create more inclusive classrooms and workplaces.

Why does the environment matter for neurodivergent people?
The environment matters because many challenges are not caused only by the individual. Noise, lighting, communication styles, rigid expectations, and poor system design can all create barriers. When schools and workplaces change the environment, neurodivergent people are more likely to thrive.

References:

https://www.autism.org.uk/advice-and-guidance/professional-practice/double-empathy

https://www.achievementnetwork.org/anetblog/eduspeak/deficit-mindset

Neurodiversity Definition

Neurodiversity: this term refers to a general diversity of minds. It includes people who are neurotypical and neurodivergent. When I talk about promoting neurodiversity in the workplace, for example, I am referring to creating a diverse workforce representative of the broad spectrum that exists when it comes to ways of thinking, processing information, communication, and learning. Some employees may be “normal” or neurotypical while others may have ADHD, Dyslexia, Autism, or trauma impacted ways of thinking. I am not referring to any particular label or diagnosis, but rather, the concept of an environment where a diversity of minds coexist.

Neurodiverse: This word is pretty much the same as neurodiversity, but should be used as an adjective. You can say, for example, that your workplace is neurodiverse.

Be careful though, because you should never describe a person as being neurodiverse. Individual people should be described as neurodivergent.

Neurodivergent: This word describes an individual whose way of thinking falls outside of society’s defined version of normal. Oftentimes you will see it abbreviated as ND.

Many times, neurodivergent people will have a diagnosis or label you may recognize, like autism, dyslexia, or ADHD. But neurodivergent people are also those with epilepsy, different kinds of brain trauma, or simply a unique way of thinking that may not have a specific diagnosis.

Photo Credits:
Andrea Migliarini /iStockphoto Standard License
Top Neurodiversity Speaker and Expert, Susan Fitzell, M.Ed., CSP

FREE DOWNLOAD: Neurodiversity in the Workplace: Things to Consider Before You Jump On the Bandwagon

Neurodiverse hiring practices can benefit any company in any industry and in more areas than most people realize. The investment has yielded greater patenting, innovation, process improvement, efficiency, and creativity not only in technology industries but also in industries that include investment banking, insurance, and mortgage banking.

This resource explains the term “neurodiversity” and describes the potential positive impact on your business that can come from including neurodivergent individuals in your workplace.

The post Why the Neurodiversity Mindset Needs to Evolve appeared first on Susan Fitzell.

So let me ask you.

Have you ever taught a lesson that you know you taught well? You had the materials ready. Your explanation was clear. Your pacing was on point.

But then you looked at the assessment results and realized half the class still did not get it.

I have been there. It is one of the most common frustrations in teaching. We often think the problem is student capability, but it is not.

The students can learn.

The issue is that we taught the lesson in one way. When we use a single delivery method, we only reach the kids who match that specific way of thinking.

How do we fix this?

We vary the access points.

We are measuring compliance, not learning

Back when I first started teaching, we leaned heavily on talk and text instruction. You say it. You assign it. You test it. That method works for some students, but it does not work for most.

If we only teach and assess in one way, we are not actually seeing what every student knows. We are only seeing which students can handle our specific method of delivery. That is a hard truth, but it is the reality of the classroom.

When we stick to one path, we miss the potential of students who need a different entrance into the content. We end up prioritizing the process over the actual understanding of the material.

When we teach and assess in only one way, we do not measure learning. We measure compliance with that method.

Behavior is a clue, not a problem

You already know these kids. I am just going to name them.

You have the movers. They are tapping their pencils. They are shifting in their seats. They might be driving you a little bit crazy.

They are not trying to be off task. They are moving because that is how they process information.

Then you have the visual kids. They are doodling while you are talking. You might think they are not paying attention, but they are still with you. They visualize everything. If you explain an idea, they might get nothing. If you draw that same idea, the light goes on.

We also have the big picture thinkers. These kids are always asking why we are learning this or what it matters in the real world. If they do not see the purpose, they disengage.

When we reframe these behaviors as clues about how students learn, everything changes. Management gets easier. Student confidence goes up because they no longer feel like their natural way of thinking is a problem.

The silent strength of the independent processor

Then we have the quiet processors.

These are the independent learners who prefer to think first and talk later. They are reflective and self aware, but they often get overlooked because they are not the first ones to raise their hands.

In a fast paced classroom, these students can fall behind. It is not because they lack the answer. It is because they lack the time to formulate it. They are just not ready the moment you ask.

A simple shift in pacing can change their entire performance. Give them 10 seconds of wait time. They become a whole different kid. When we respect their need for quiet processing, we allow them to show us their true strength.

It is not about 27 lesson plans

I know what you are thinking. You are worried about burnout.

You think differentiated instruction means creating a different lesson plan for every child in the room. That is not what this is.

We are not looking for chaos. We are looking for structured choice.

Instead of changing the content, we change the access. We keep the same standard but provide different paths to reach it.

You can do this on Monday by offering three or four concrete ways to show learning.

You want to write it? Write it.

You want to explain it? Teach it.

You need to see it? Draw it.

You need to do it? Build it.

Instead of asking: “Which students can handle my lesson?” Ask: “How many ways can students access this idea?”

The gift of language and self awareness

Part of our job is to help students figure out what works for them.

We need to give them the language to describe their own learning patterns. When a student has the awareness to say, “I need to draw this to understand it,” the game changes. That is the goal.

This builds independence that lasts long after they leave your classroom. They stop fighting the task and start accessing it.

Once you see that immediate shift in engagement, you cannot go back to the old way of teaching. You realize that the goal was never for them to follow your path. The goal was for them to find their own way to the idea.

The Monday morning shift

You do not need to overhaul your entire curriculum by tomorrow. Start small.

Pick one lesson. Add one new way to present the content. Add one new way for students to show what they have learned. That is it.

When students finally access the content in a way that fits their strengths, the shift is immediate. They stop feeling like they cannot learn and start realizing they just needed a different door.

Do you see how this builds a student’s confidence for the long haul?

Once they realize they can succeed, they are all in. And once you see that happen, you will never want to teach any other way.

FAQ

Why are some students not getting a lesson even when it is taught clearly?
Sometimes students are not missing the lesson because of ability. They are missing it because the lesson is delivered through only one access point. When teachers vary how content is presented and how students can respond, more learners can connect to the material. That idea is consistent with differentiated instruction and UDL principles that emphasize multiple means of representation and expression.

What does differentiated instruction actually look like in the classroom?
Differentiated instruction does not mean creating a different lesson plan for every student. It means keeping the learning goal the same while offering different paths to access the content or show understanding. Education Week describes differentiation as tailoring instruction to give students what they need in diverse classrooms.

Why does wait time matter for some students?
Some students need more time to process a question before they respond. A fast-paced classroom can make reflective learners look unprepared when they actually just need more time to formulate an answer. Giving even a short pause can help students show what they really know and improve confidence and participation. This fits the broader UDL principle of offering multiple ways for students to engage and express learning.

CLICK HERE to discover a wealth of teaching strategies and resources for maximizing student success!. Bring Susan to your campus! Featured seminar – Differentiation Strategies to Reach ALL Learners in the Inclusive Classroom

The post Why Some Students Aren’t Learning Your Lessons – and How to Fix It appeared first on Susan Fitzell.

Most companies say they want to hire the best person for the job, but then they run an interview process that rewards the best performer in the interview room. There is a big difference between hiring the best person for the job and the best actor in the interview process. The two are not the same thing.

Traditional interviews often reward social performance over job competence, which can disadvantage neurodivergent candidates and cause employers to miss top talent. They also reward people who can think out loud in real time with a perfect stranger, under pressure, while being judged. If that sounds like a mini performance, it sounds that way because that is exactly what it is. And that is where many neurodivergent candidates get filtered out of the hiring process.

What Traditional Interviews Actually Measure

When we call an interview a conversation, we are not being honest. A typical interview has its own hidden rules. Candidates must be able to make small talk. They must be able to read the room, which is challenging, especially when most interviews in this hybrid world are happening via Zoom. Candidates must show the right enthusiasm, answer questions quickly, and not pause too long. 

It is often considered a ding on someone’s performance if they ask for a question to be repeated or do not answer the interviewer “correctly.” They also cannot be too direct or too detailed in their response. And depending on the person doing the interviewing, these rules can change.

None of those social requirements fit the typical job requirements. Unless it is a sales job, or a job where the candidate will be interfacing with clients or the public, these social skills may have nothing to do with job requirements or job performance.

The interview is an audition. For neurodivergent candidates, that audition can be a barrier even when their actual work is excellent.

Why Neurodivergent Candidates Struggle in Standard Interviews

The acting barrier is real

Many autistic candidates, for example, are not flat or emotionless. They are regulated. They may not display emotion in the way an interviewer expects them to. If your hiring team equates warm and animated with competent, you are going to miss people who have the right qualities to do a job but communicate in a way that is different than social norms would expect.

Processing speed gets mistaken for capability (or lack of)

Some people need a moment to think before they can answer a question. Some need to hear the full question and then organize their response before they speak. When interviews reward speed, they are not selecting people for expertise. They are selecting verbal agility under pressure. That can disadvantage people with ADHD, auditory processing differences, or anxiety, even when they know the material well..

Confidence is not competence

We all know there are candidates who can sell anything, including themselves. Heck, I was one of them. I was very good at interviewing because I have always been verbally adept. Unfortunately, not everyone has that skill. Interviews reward candidates who are verbally adept at selling themselves.

Meanwhile, many neurodivergent candidates are very literal and honest. Now I am also literal and honest, but somehow that did not hinder me in an interview. I was really good at putting on the confidence hat. Entering an interview feeling like you know everything can sometimes be an advantage. As an undiagnosed autistic woman, I had no doubts about the knowledge that I had hyperfocused on and gained over years of study.

I remember telling an interviewer that I would be an asset in the job I was interviewing for. In this case, the interviewer was offended that I would claim I was an asset and said he would make that decision. But then he hired me.

I may have been literal and honest, but I was also overly confident. Confidence does well in an interview. On the contrary, if an interview candidate says things like “it depends,” because it does, and they do not oversell their talents, they may come across as less than stellar for the job.

If your team has a bias toward confidence, you will regularly hire the best storyteller, maybe not the best contributor.

Here is the hard truth: companies often confuse “I feel good about this person” with “this person will do the job well.”

The Writer I almost Lost to “Culture Fit”

I recently interviewed a writer over Zoom. She had a flat affect. No animation. Slow, deliberate responses. Under standard corporate interview scoring, she would have been labeled “low energy,” “not engaging,” or “not a fit.”

But I have learned the hard way that those labels are often meaningless. They tell you whether someone can perform in an interview. They do not tell you whether someone can do the job.

So I ignored the social performance and gave her a skills-based assessment. Her writing was excellent.

Later she told me she is autistic and that she communicates far better in writing than speaking. That was not a surprise. It was a confirmation.

She is now one of my top-performing writers. Most organizations would have filtered her out because she did not “act” the part in a video call. That is not a talent problem. That is a process problem.

Why Fair Hiring Does Not Mean Identical Hiring

A common reason companies resist adjustments is the belief that fairness means treating everyone exactly the same. In real life, fairness means giving everyone a clear chance to show what they can do.

In my work, I talk a lot about structure. When roles, expectations, and communication are clear, people perform better. When things are vague, people guess. And guesswork causes problems. The same is true in hiring.

If your interview process is built on ambiguity and social decoding, you are not being neutral. You are selecting for one communication style.

Reasonable adjustments that actually work

You do not need a complicated program. You need a smarter design.

Here are changes that raise the signal and reduce the noise.

Provide questions in advance

This is one of the simplest fixes and one of the most powerful. It reduces anxiety and lets candidates organize their thinking. You learn what they know, not just how quickly they can retrieve it under stress.

How to Make Interviews More Skills-Based and Inclusive

If you are hiring a writer, look at writing. If you are hiring an analyst, look at analysis. If you are hiring a project manager, give them a realistic planning scenario.

The secret is simple: test the job, not the performance.

Use working sessions instead of interrogation-style interviews

Some companies do “hangouts” or working sessions instead of formal interviews. That can be a better environment for many candidates, especially if it allows them to demonstrate skill in context. Less theater. More reality.

Offer multiple response formats

Let candidates answer in writing for part of the process. Let them take notes. Let them ask to hear the question again. These are not special favors. They are basic supports that improve the quality of information you get.

The Risk of Automated Screening in Hiring

Resume filters that penalize spelling can screen out dyslexic talent. Tools that judge facial expression can penalize autistic candidates. Even if a tool is marketed as “objective,” it can quietly bake in bias.

If you want fewer bad hires, do not hand the first cut to an opaque system that was not designed for neurodivergent variance.

The Cost of Getting This Wrong

When companies filter for social performance, they lose strong technical talent. They lose original problem-solvers. They lose people who are direct, accurate, and consistent. They lose employees who often thrive with clear expectations and good systems.

They also create a workplace where people feel pressure to mask. That leads to burnout, lower engagement, and higher turnover. And they miss an opportunity that is sitting right in front of them.

Because the goal is not to “accommodate” people into the job. The goal is to build a process that measures the right things.

A Better Question for Hiring Teams

Instead of asking, “Would I like to work with this person?” ask, “What would I need to put in place so this person can do their best work?”

That shift is leadership. It is also good business.

FAQ

Why do traditional interviews disadvantage some neurodivergent candidates?
Traditional interviews often reward eye contact, fast responses, social ease, and confident delivery. Those traits may reflect interview performance rather than actual job ability, which can disadvantage neurodivergent candidates who communicate or process information differently. Guidance from CIPD and SHRM supports more neuroinclusive recruitment practices that reduce these barriers.

What is a better alternative to a standard interview?
A better alternative is to add skills-based assessments, work samples, realistic scenarios, or structured working sessions that let candidates demonstrate the job itself. SHRM and other HR guidance note that exercise-based assessments and work simulations can provide a clearer picture of talent than interview performance alone.

Can automated hiring tools create bias for neurodivergent candidates?
Yes. Automated screening tools can create or amplify bias if they penalize differences in spelling, facial expression, communication style, or response patterns. The EEOC has specifically warned that AI and related technologies used in employment decisions can create discrimination risks if not carefully designed and monitored.

CLICK HERE to learn how to Maximize Success in YOUR workplace!. Bring Susan to your organization!

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Many students with learning disabilities struggle with working memory and recall. They may forget important details, lose track of steps in a process, or have difficulty holding onto information long enough to use it for comprehension, problem-solving, analysis, and synthesis. That is why explicit memory strategies matter.

One effective Tier 2 instructional support is the use of chunking, processing, and paraphrasing to help students retain and apply what they are learning. When teachers intentionally limit the amount of new information presented at one time and then provide opportunities for students to restate and revisit that learning, students are more likely to remember it and use it successfully.

Limit Information by Chunking

Working memory is limited, which means students can only hold a small amount of new information at one time. When too much information is presented at once, many students become overloaded before they can process what matters most.

That is why chunking is so important. Chunking means breaking content into smaller, meaningful parts so students can take in and organize information more effectively. Instead of teaching too much in one long stretch, teachers can present ideas in shorter segments and group related concepts together.

Visual organization can also strengthen this process. Color coding, clear formatting, and visual grouping help students see how ideas connect. For example, if students are learning about different types of memory, related facts can be grouped by color or category so the information is easier to process and recall. When information is presented in manageable chunks, students are more likely to remember it and build understanding from it.

Paraphrase Immediately

Another effective way to strengthen memory is to ask students to paraphrase important information right after it is taught. After introducing a key concept, ask a student to explain it in their own words.

This strategy takes only a few seconds, but it gives the brain another chance to process the information. It also allows students to hear the same idea expressed in a different voice and with slightly different wording. That novelty matters. When students restate learning in their own words, they move beyond passive listening and begin actively processing meaning.

Immediate paraphrasing can also help teachers check for understanding quickly. If a student cannot explain the idea clearly, that is a signal that more modeling or support may be needed before moving on.

Paraphrase Again Later

Paraphrasing becomes even more powerful when students are asked to bring information back later in the day. When students revisit something they learned an hour earlier and restate it in their own words, they strengthen recall and deepen retention.

This simple practice helps move information from a brief classroom moment into active learning. It gives students another opportunity to connect to the content, organize it mentally, and prepare to use it in discussion, writing, or problem-solving.

Teachers can do this informally with a quick verbal review, partner discussion, or short written response. The key is not complexity. The key is repetition with purpose.

Why This Strategy Works

Chunking, processing, and paraphrasing work together because they reduce overload and increase meaningful interaction with content. Students are not expected to hold onto too much at once. Instead, they receive information in smaller pieces, process it actively, and return to it again before it disappears.

For struggling learners, this can make a major difference. When students remember more, they are better able to comprehend, apply, and analyze what they are learning. The goal is not simply memorization. The goal is to give students the support they need to build understanding and confidence.

Feed the brain small chunks at a time, and students are more likely to remember, understand, and use what they learn.

If you want, I can also add the FAQ, metadata, tags, and SEO recommendations directly onto this rewritten version so you have a single paste-ready draft.

FAQ

What is chunking in teaching?
Chunking is the practice of breaking information into smaller, meaningful parts so students can process it more easily. This supports working memory and helps reduce cognitive overload, especially for struggling learners. Research on working memory commonly suggests a limited capacity of about 3 to 5 meaningful chunks, depending on the task.

Why does paraphrasing help students remember information?
Paraphrasing helps students remember information because it requires them to restate new learning in their own words. That process deepens understanding, reinforces recall, and can improve comprehension. Studies of paraphrasing instruction have found positive effects for struggling readers and for text recall.

How can teachers support working memory in the classroom?
Teachers can support working memory by presenting information in small chunks, using visuals and clear organization, providing immediate practice, and asking students to revisit new information through discussion or paraphrasing. These strategies help students hold onto new learning long enough to understand and apply it. Working memory is strongly related to reading, language comprehension, reasoning, and problem-solving.

CLICK HERE to discover a wealth of teaching strategies and resources for maximizing student success!. Bring Susan to your campus! Featured seminar – Differentiation Strategies to Reach ALL Learners in the Inclusive Classroom

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Innovation and creativity are the lifeblood of business. To get to both of those, you need different perspectives and ways of thinking. That is why companies hire consultants and agencies.

A more effective way for businesses to gain different perspectives and divergent thinking is to hire a diverse team. Neurodiversity is just as important as other forms of diversity. A neurodiverse person’s brain is wired differently. They experience the world differently than neurotypical people and often have entirely different perspectives.

People with OCD or autism may be frustrated with systems or processes and, consequently, find ways to make them more efficient. People with sensory processing disorders may help workplaces rethink how they communicate to keep employees happy and increase productivity.

Recently, I spoke with Gregg Gregory on his podcast The Teamwork Advantage about the importance of neurodiverse teams. We discussed the challenges of neurodiversity in the workplace and its advantages.

So why is neurodiversity important in business environments?

Neurodivergence Leads to Creativity

Some of the world’s greatest minds are neurodivergent. Elon Musk and Bill Gates have Asperger’s, and Richard Branson and Charles Schwab have dyslexia. All of them credit their neurodivergence for their success. It allowed them to see the world differently and approach problems from a different angle.

Did you know the late founder of Ikea, Ingvar Kamprad, was dyslexic? It was the reason behind the unique Swedish names of all their products. He struggled with inventory numbers, so he decided to name the products.

The corporate world often gets bogged down in “the ways things are done” and fails to acknowledge that there may be better ways to do things. All it takes is a little bit of frustration and determination to find a solution. For example, businesses shifted to an open-plan office layout to encourage collaboration and create a sense of team unity. At the time, a lot of data showed that it would positively affect employee productivity. However, many thought leaders and researchers believe that the challenges outweigh the benefits for employees that dislike open-plan office space.

Rather than convert processes and spaces for one-size-fits-all solutions, consider multiple options for using the workspace. I call this Dynamic Workspace Design.

Neurodivergence Leads Us to Rethink Talent

Everyone has strengths and weaknesses in a role. One employee may be skilled at presenting and public speaking but does not have the attention to detail required to manage a project. One employee may be good at coding but constantly falls behind on their admin work. We are already aware that people have strengths and weaknesses and that a good “all-rounder” is rare to find. Yet, we still expect employees to work on their shortcomings as if they are more critical than the strengths and skills for which they were hired.

Workplaces are already familiar with the concept of fitting together different disciplines and talents to create a product or finish a project. Marketing agencies will form small groups to create a campaign; writers, designers, project managers, and lawyers will all work on a new marketing campaign to ensure each aspect of the project is completed to the highest standard. It is unreasonable to expect one person to be able to research, write, design, and check a campaign for compliance to achieve a high standard.

People with OCD or those on the autism spectrum have shown remarkable talent, especially in technical fields like software development. But many have historically failed the traditional interview test because their behavior doesn’t follow social protocols. Or worse, they are hired for their exceptional talent but leave when they are bullied or ostracized in their teams because people feel uncomfortable around them. Why? Because they are odd or quirky or don’t make eye contact.

Neurodiverse teams offer an opportunity to rethink the way businesses do things. The scope of roles could be narrowed to better fit employees’ talents. What if job-related tasks were always done by the person who was the most talented at that particular task? A Dynamic Workplace Design approach would consider what works best for the employee or team in a given situation.

Would sales increase if a business always sent the salesperson that was most knowledgeable about that particular type of client? Would technology improve if the person doing the coding was the best at that specific coding language and kind of project? Instead of forcing employees to spread their efforts over various tasks, we could laser focus them on getting the most out of their aptitudes.

Opportunity to Innovate

Neurodiverse teams offer a prime opportunity to rethink corporate culture. It forces businesses to recognize that no two employees are the same; therefore, a one-size-fits-all approach will not work. When you rework the standard operating procedures to get the most out of neurodiverse employees, it leads to getting the most out of all employees. A better way to support productivity and promote loyalty amongst employees is Dynamic Workplace Design — the opposite of one-size-fits-all!

FAQ

What is neurodiversity in the workplace?
Neurodiversity in the workplace refers to the presence of employees who think, learn, process information, and communicate in different ways. A neurodiverse workplace includes both neurotypical and neurodivergent people, and a neuroinclusive culture works to support that range of cognitive styles.

Why are neurodiverse teams valuable in business?
Neurodiverse teams can strengthen innovation, collaboration, and problem-solving because they bring together different ways of thinking and working. Employer guidance from CIPD highlights benefits tied to neuroinclusive organizations, including employee confidence, success, retention, collaboration, and creativity.

What is the difference between neurodiversity, neurodiverse, and neurodivergent?
Neurodiversity refers to the natural diversity of human minds. Neurodiverse is an adjective that describes a group, team, or workplace. Neurodivergent describes an individual whose way of thinking or processing differs from what is considered typical. That distinction is widely recommended in current neurodiversity guidance.

Neurodiversity Definition

Neurodiversity: this term refers to a general diversity of minds. It includes people who are neurotypical and neurodivergent. When I talk about promoting neurodiversity in the workplace, for example, I am referring to creating a diverse workforce representative of the broad spectrum that exists when it comes to ways of thinking, processing information, communication, and learning. Some employees may be “normal” or neurotypical while others may have ADHD, Dyslexia, Autism, or trauma impacted ways of thinking. I am not referring to any particular label or diagnosis, but rather, the concept of an environment where a diversity of minds coexist.

Neurodiverse: This word is pretty much the same as neurodiversity, but should be used as an adjective. You can say, for example, that your workplace is neurodiverse.

Be careful though, because you should never describe a person as being neurodiverse. Individual people should be described as neurodivergent.

Neurodivergent: This word describes an individual whose way of thinking falls outside of society’s defined version of normal. Oftentimes you will see it abbreviated as ND.

Many times, neurodivergent people will have a diagnosis or label you may recognize, like autism, dyslexia, or ADHD. But neurodivergent people are also those with epilepsy, different kinds of brain trauma, or simply a unique way of thinking that may not have a specific diagnosis.

Photo by Amauri Mejía on Unsplash

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