Accommodations that Work in the Secondary and Higher Education Environments

The world is filled with sensations. For almost everyone, this sensory input results in a range of experiences — some of which are amazing, some maybe not so pleasant.

For those who struggle with sensory processing, though, it can be difficult to navigate a world that is filled with so much stimulation. For sensory-sensitive individuals, many everyday situations can cause a whole spectrum of reactions ranging from overwhelm to hypo-stimulation, strong feelings of discomfort, or even pain. This is especially true for those with sensory processing issues who attend school.

Schools are hustle-and-bustle environments filled with chatter, bright lights, and a myriad of other forms of sensory input. Luckily, there are some great strategies for hypo and hypersensitive students that are helpful for regulating sensory input.

Managing Sensory Processing Difficulties

First, let’s talk about the basics.

The first line of care when it comes to managing sensory processing difficulties should always be professionally managed therapy or occupational therapy. A therapist can help you curate experiences, strategies, and coping mechanisms for when things are either difficult or easy.

After receiving expert help, however, it may still be useful to compare experiences and find out what has worked for other students.

Strategies that can Help with Feelings of Hyposensitivity or Hypersensitivity

One of the many strategies frequently used by occupational therapists is sensory diets. I know this may sound like altering the way you eat, but, the term actually refers to tailoring the activities and experiences you perform throughout the day to manage sensory sensitivity (Bennie, 2021). Tailoring your own sensory diet can help you find strategies that meet your needs in terms of adding or reducing stimulus.

A few minutes of research can quickly give you an in-depth look at extra ideas to add to your sensory menu, but here are a few that you could start with today:

1. Take scheduled short walks. Taking a stroll in nature or with headphones on can help individuals regulate sensory input while at the same time grounding themselves.
2. Engaging in proprioceptive activities. This may be as simple as wearing a weighted vest or doing exercises that work your muscles and joints. Activities such as weightlifting, running, skipping rope, or even carrying out chores like sweeping or vacuuming can help with sensory processing.
3. Engage in auditory or visual sensory activities. Reading or listening to an audiobook, listening to calming or energizing music, using noise-canceling headphones, coloring or drawing, and avoiding or seeking out bright lighting are helpful coping strategies.

Incorporating Foods into a Sensory Diet

Food textures, tastes, and temperatures are often troublesome for hypo or hypersensitive students.

It may be helpful to tailor your food diet as part of your sensory diet. Some ideas include curating distinct food textures by seeking out crunchy, soft, or smooth foods. You can do the same with the distinct tastes, (sweet, salty, savory, etc., ) or food temperatures. For some, listening to their cravings might be ideal, whereas for others, a structured diet may work best.

For example, you might want to schedule crunchy or cold food in the afternoon, if it makes you feel more energized. Likewise, you may want to choose a warm beverage in the evening, if you’re having trouble calming down.

Sensory Strategies for the School Environment

Now that we have a list of ideas on how to help regulate stimuli, it’s only natural to wonder how you can implement them in a school setting.

Staying in school can be quite challenging for those with sensory issues, but with the right strategies, hyper or hyposensitivity is manageable for most. Integrating a sensory diet into school life may require you to advocate for yourself with teachers or cafeteria staff. Most importantly, it requires you to prioritize your own wellbeing.

If accommodations allow, take scheduled breaks to go for short walks. If not, then asking to use the restroom or water fountain can work to covertly permit you to take a short walk. You may also wish to use the time in between classes to exercise intentionally with mini workouts. Starting or ending your day with exercise can help to either increase your sensory tolerance or vent the overwhelm that has built up throughout the day.

You may also want to use assistive devices in class such as noise-canceling headphones, weighted vests, weighted lap pads, or fidget toys. As long as they are not loud or disruptive, these devices are permitted in most classroom settings.

Most schools have lunch breaks or give you the option to take your break on your own time. In either scenario, it can be useful to eat sensory-friendly or desirable foods, as discussed above. For impromptu meals, it can be useful to visit the school cafeteria beforehand and familiarize yourself with the menu. This will give you an advantage when it comes to selecting your menu on the fly.

Talking to your professor or your peers can also help you to come up with or discover accommodations that are available to you. Guidance counselors can also advise you on which accommodations have been available to students with similar difficulties in the past.

Finally, taking self-care breaks is crucial. This is true even for neurotypical people but is especially important for those with any kind of neurological sensory-processing difficulty. Stepping away from school on days that are too overwhelming shouldn’t spark feelings of guilt. Engaging in things like talk therapy, good hygiene, organizational habits, and healthy socialization can help you feel your best.

In the end, prioritizing your mental health will only boost your productivity, happiness, and satisfaction with your work.

The Best Strategy for Hypo and Hypersensitive Students: Be Proactive

The best way to deal with sensory difficulties in school is to be a proactive student. Tailoring the school experience to your needs is the best coping strategy for hypo and hypersensitive students. Take breaks when needed. Implement your unique sensory diet into your school life when possible.

These strategies will help reduce the stress associated with the neurodivergent condition impacting your sensory processing. Not only that, they will also help you put your abilities in the spotlight, rather than draw attention to your difficulties.

In a world that is so filled with sensory input, putting your needs first can help you thrive in any setting.

References

Familydoctor, Sensory Processing Disorder, Retrieved September 1st from https://familydoctor.org/condition/sensory-processing-disorder-spd/

Bennie,M. (2021) What is a Sensory Diet? Published by the Autism Awareness Centre, Inc. Retrieved September 1st from https://autismawarenesscentre.com/what-is-a-sensory-diet/

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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.

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For divergent thinkers, the pandemic provided an unexpected and unprecedented opportunity to thrive. Radical changes on campus and in the workplace were implemented across all sectors of the economy in response to the nationwide shutdown. With a sigh of relief, neurodivergent (ND) students and employees experienced the benefits of finally having their needs accommodated.

They no longer had to try to fit the mold that often caused them anxiety and stress, a mold that reduced their productivity. This mold was the ‘Culture of Normal’.

The ‘Culture of Normal’ forces neurodiverse thinkers to fit into a work culture that is often in conflict with the way their brains work. The sensory overload of open office environments, noisy communal areas, poor acoustics in classrooms or conference rooms, and large noisy cafeterias are exhausting and stressful. This mismatch to their neurodivergence reduces productivity.

It’s no secret the pandemic has had devastating consequences. It only takes a few seconds of scrolling the internet to discover dooming statistics of the coronavirus outbreak.

Yet the pandemic showed us that humans have an incredible ability to adapt to extreme circumstances. From moving to a virtual workspace to adapting various safety strategies, society has proven its ability to make accommodations when it needs to.

Many of these accommodations are ones that neurodivergent folks have been asking for throughout the years. Teachers or employers rarely felt these accommodations were fair or appropriate, let alone possible.

The pandemic showed us the opposite; accommodations are fair, and everyone benefits from the flexibility these necessary changes allow. Quarantine accommodations were fundamental because we had no other options. And contrary to what the decision-makers believed; they were possible.

Things that we were told were impossible were now imperative to continue doing business.

Let’s take a look at how the primary pandemic-induced accommodation of working from home has benefited neurodivergent thinkers.

Going Virtual: Sensory Relief for Neurodivergent Students and Workers

For ND individuals, the most significant impact of the pandemic has been in the way they attend school or work. Moving to a virtual environment was an accommodation that was difficult for a lot of people, but many ND students and workers have thrived.

Going virtual through remote learning or workspaces allows the neurodivergent person to do their work in an environment in which they are comfortable. While change and adaptability can be extremely difficult for ND people, certain aspects of the move proved to be quite helpful.

Sensory Overload

Sensory environments can more easily be controlled at home. At school or work, background noise, bright lights, and chatter are next to inevitable. What can be even more frustrating is that these stimuli cannot be controlled.

In a home environment, however, it is easier for ND individuals to create a space that suits their personal needs. For example, they can have dimmer lights or quiet study space.

Social Interaction

There is a certain subsection of ND thinkers who find social interaction to be a challenge.

In a virtual space, neurodivergent folks are much more in control of when they take breaks, whether they’re called on to speak, and when they choose to interact with their peers. Of course, it’s not wise to become completely isolated, but regaining a sense of independence and personal power in social situations can make a world of difference for divergent learners.

The ability to turn one’s camera on or off as desired allows those who struggle with eye contact and body language to do what’s most comfortable for them. For those who need to constantly monitor their own facial expressions and body language, it can be onerous to do so while concentrating in a school hall lecture or a workplace meeting. Virtual spaces allow ND thinkers to take breaks from social self-monitoring.

What is “social self-monitoring” and why is it necessary?

Consider stimming. Stimming is a common form of self-expression attributed to the autistic community. But did you know that we all stim? We all do repetitive behaviors to calm ourselves. For some of us, it’s shaking our leg. For others, it’s biting our fingernails or twirling our hair.

Stigma still exists around stimming, unfortunately, and ND people often feel judged if exhibiting these behaviors in public. Most of us can pick up social cues to let us know when our behavior is disruptive or annoying but for people with autism, picking up social cues and being able to stop is a challenge, if not impossible.

Going remote creates a private space and removes physical barriers for stimming.

Physical Comfort

There are other behaviors that may not be socially appropriate in the school or work environment but are natural and soothing for a ND thinker. These have to do with the actual physical comfort of the person and their ability to focus.

A university student, for example, may choose to pace around while listening to a lecture. This is a self-stimulating behavior that many in the autistic spectrum find calming. Pacing around while listening to a lecture would be quite impossible, or at the very least, difficult, in the confines of a classroom.

Working remotely also allows divergent thinkers the ability to choose how and where they sit or stand to work. Standard desks can feel like a cage to an ND person. Having the freedom to decide how to work allows a neurodivergent student or worker a better range of motion and the freedom to meet their physical needs.

Focus and Attention

Finally, in a virtual workspace or classroom, those with attention difficulties have the freedom to take short brain breaks without fearing judgment or unpleasant consequences. For those with Attention Deficit Disorder (ADD), with or without hyperactivity (ADHD), these breaks can include leaving their workspace altogether if needed. Ultimately, this space to rest the brain and refocus helps some ND folks be more productive.

On the flip side, autistic people or those with AD(H)D, often hyperfocus on projects. When this happens, they keep going for hours on end, sometimes without even stopping to sleep. Breaking this focus is disruptive to their flow and productivity. Yet, in most university settings or corporate spaces, it’s impossible to hyperfocus for twenty consecutive hours.

Remote learning and virtual workspaces are the perfect accommodation for ND students and workers who face challenges with the “culture of normal” when it comes to their individual way of focusing.

A Silver Lining for Neurodiverse Thinkers

The pandemic has forced everyone to shift focus and reassess their priorities. We have seen the development of greater empathy for humankind and human differences. As the world changed, our perspective changed.

As we all wrestled with reorganizing our lives, even the most neuro-typical “normal” person found themselves in need of certain accommodations.

Many of us needed extended deadlines or flexibility in school or work attendance. Considering the circumstances, university professors and workplace supervisors were more willing than ever to allow accommodations that support people’s success.

The unprecedented challenges of the pandemic have led business and academic leaders to understand that those accommodations once thought unfair, inappropriate, or impossible are indeed feasible. Many of those quarantine-induced accommodations that benefit neurodivergent thinkers have become normalized.

Post-pandemic, it may be more socially acceptable to ask for the help that we need. There’s less stigma to being different. With the new “normal” of creative accommodations, we are all more successful in reaching our goals, whether it’s at the university level or in the corporate space.

When everyone realizes that accommodations bring out the best in us, it reduces the stigma and labeling that often results when they are requested exclusively by neurodivergent individuals.

A New Post-Pandemic Reality for the Neurodivergent Community

The pandemic forced us to break down the “It’s always been done this way” barrier to accommodations.

In the post-pandemic hybrid approach that universities and corporations are considering, it will be useful for divergent thinkers to have the option to choose between learning or working from home or in person. Such flexibility will allow the neurodivergent community to regain a sense of control and agency in their coursework and careers.

Overall, the pandemic has offered an opportunity for all of us to learn. It’s shown us that we can create a world in which all types of neurodivergence are welcome and accommodated. The world has proven its incredible ability to adapt. The time is now to create a future that is inclusive to all.

References

Canoníco, E.and Lup, D. (August 28th, 2020) Could telework benefit organizational neurodiversity? Retrieved July 14th from http://eprints.lse.ac.uk/106319/1/businessreview_2020_08_28_could_teleworking_benefit_organisational.pdf

Keegan, M. (May 13th, 2020) Why coronavirus may make the world more accessible. Retrieved July 14th from https://www.tronviggroup.com/workplace-empathy-during-covid-19/

Nijhof, A. Oomen, D. and Wiersema, J. (March 3rd, 2021) The psychological impact of the COVID-19 pandemic on adults with autism: a survey study across three countries. Retrieved July 14th from https://molecularautism.biomedcentral.com/articles/10.1186/s13229-021-00424-y

Definitions as Referenced in this Article:

The following definitions were created by Nick Walker, of neurocosmopolitanism.com.

Neurodiversity is the diversity of human minds, the infinite variation in neurocognitive functioning within our species.

Neurodivergent, sometimes abbreviated as ND, means having a brain that functions in ways that diverge significantly from the dominant societal standards of “normal.”

Neurotypical, often abbreviated as NT, means having a style of neurocognitive functioning that falls within the dominant societal standards of “normal.”

Neurominority, any group, such as people with autism*, which differs from the majority of a population in terms of behavioral traits and brain function

*preferred language … such as autistic people, which…

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Fostering diversity and promoting inclusion is an essential component of organizational culture. Most of us are familiar with diversity in gender, race, and physical disabilities. When I mention neurodiversity to people, most often the response is a puzzled look and a question.

“What is neurodiversity? I’ve not heard that term before.”

Neurodiversity is diversity of cognition: neurological differences in how the brain functions. Stated in plain language: Differences in how people think, process information, and communicate. Current interest in increasing innovation and problem solving on teams has this topic trending upwards. Research on neurodiversity initiatives is showing them to be successful.

Inclusion of divergent thinkers is an area that is crucial for conversation. This is because, without thoughtful implementation, the results can be devastating for both companies and individuals.. Some neurodivergent employees have already been casualties of good intentions in companies that have not carefully implemented these initiatives.

The reality is that most companies have neurodivergent thinkers already in their ranks. The overwhelming majority of those employees are in hiding. They are invisible and unlabeled.

Understanding the Difference Between Diagnostic Labels and Stereotypes

Autism, ADHD, and Dyslexia are the most common forms of neurodivergence. Yet, Tourette’s syndrome, Dyspraxia, Dyscalculia, Epilepsy, and Dysgraphia are also forms of neurodivergence.

Consider that popular culture, through music, film, and social media has created a romanticized view of autistic people. Examples include Sheldon Cooper — Big Bang Theory, Max Braverman — Parenthood, Shaun — The Good Doctor, Sam — Atypical, and Adam Raki. What’s key is that the diagnostic label does not represent the entirety of a person’s personality and abilities. Because of this, it’s important to not make assumptions based on stereotypes.

Neurotypical (NT) is a term coined to represent the opposite of neurodivergent (ND). Because of misinformation and/or conflicting information about neurocognitive differences, neurotypical people might draw incorrect conclusions about how to accommodate neurodivergent peers. Conclusions are often based on minimal knowledge gleaned from entertainment stereotypes.

No two ND persons are the same. Some people are complex and have more than one variant of neurocognitive functioning.

Approaches to Avoid Stigma and Labeling of Neurodivergent Employees

It follows that true inclusivity is not achieved through a ‘one size fits all’ approach. Rather than consider a job prospects’ specialization and skills, employers are often quick to dismiss their candidacy because of their social challenges.

Neurodivergent thinkers are often labeled as ‘disabled’ when, in fact, their abilities are only limited in certain areas. A better term might be ‘differently-abled’.

On the job, NDs often tend to rely on coping mechanisms they’ve learned over their lifetime. They use what they’ve learned to avoid the stigma and discrimination of coworkers. When they pull this off, their difference is invisible. It’s a hidden diversity. The downside is that they often hide their brilliance in the process. They fear their unorthodox solutions and creative ideas will be rejected. Or, they already have been. The take-away is to understand that neurodivergence exists in your company already.

Seven out of ten neurodivergent workers have faced discrimination in the workplace. Seventy-three percent do not disclose their condition or diagnostic labels because of their fear of discrimination. (The Westminster AchieveAbility Commission for Dyslexia and Neurodivergence, Neurodiverse voices 2018).

Yet, JPMorgan, Google, SAP, Ford, and Ultranauts are trailblazers of the corporate inclusion of neurodiversity. James Mahoney, Executive Director and Head of Autism at Work for JPMorgan Chase said in an official statement, ‘Many autistic people are simply brilliant people — highly educated, highly capable, detail-oriented, yet unemployed,’ adding, ‘I firmly believe that companies could always benefit from having employees who see things in an unconventional way, which is something to remember any time an individual on the spectrum is seeking a job.’

Neurodiversity and Discrimination in the Workplace

Although well intentioned, some team leaders may, intentionally or not, base their decisions and accommodations on assumptions and stereotypes fueled by popular culture. Consequently, attempts to support neurodivergent employees may not be what the individual needs to function at optimal productivity. In some cases, uninformed attempts to support divergent thinkers may even be considered discriminatory.

Discrimination in the workplace may occur directly or indirectly and may lead to harassment and victimization. Direct discrimination is when a neurodivergent person gets treated negatively compared to other workers. Indirect discrimination is when a policy or practice presented as neutral puts neurodivergent employees at a disadvantage.

When the needs of these employees are not given proper consideration, indirect discrimination occurs. Examples include:

1. Not making accessibility options available during presentations or meetings.
2. Refusing a request to provide a quiet, distraction free space to work in a department that has an open office environment.
3. Dismissing ND’s concerns about privacy, security, or anxiety by insisting on the status quo.

Discrimination may take the form of harassment. For example, when colleagues violate the ND worker’s dignity, are hostile, degrading, or offensive towards the ND individual.

Thomas Armstrong, author of, “The Power of Neurodiversity”, maintains that employers unintentionally exclude or discard notable talent in neurodivergent people. Stereotypes and stigma surrounding neurodivergence create more limitations than the divergent cognitive function.

Educate Yourself and Your Employees.

Some of the best ways to avoid stigma while implementing neurodiversity at work include:

• Take time to research all types of neurodivergence.
• Learn the appropriate terms and context of use, to avoid indirect labeling or discrimination at work.
• Consult with experts in the field of neurodivergence when establishing procedures and promoting inclusive culture. Ask what works and what doesn’t work.
• Establish protocols for communication that foster psychological safety for all employees, including neurodiverse teams.

At Ultranauts, a software testing company, new employees, whether neurodivergent or neurotypical, are provided with a BioDeck, which is a guide to the rest of the team. The BioDeck contains twenty-eight data points on each individual, including their preferred communication channels.

This approach honors neurodiversity, prevents indirect discrimination, and encourages every new employee to feel recognized and supported by the company without setting anyone up for discrimination.

Provide Training and Experiences with Neurodiversity

Ensure that recruiters, interviewers, and human resources personnel get appropriate “neurodiversity” training. There are nuances we must understand when working with ND’s that are not included in most diversity courses. It’s important to understand how literal ND’s may be (so don’t expect that they’ll understand sarcasm). Learn about appropriate accommodations and options for effective, and flexible communication. Remember to look beyond the social constructs to the skill and benefit this hire would provide the organization.

Training should equip leaders to identify and address any issues that may occur within the organization that impact their ND colleagues.

Conclusion

There’s more to success than the obvious physical accommodations necessary to support a neurodiversity initiative. It’s essential to create a psychologically safe environment for neurodiversity to flourish. It is possible for organizations to promote neurodiversity and inclusivity if they recognize and address the negative impact of stigma, labeling, and discrimination when these issues occur.

Accommodating differences, celebrating abilities, and enhancing diversified teams is key to achieving collective success.

Sources

• GMB Union — Neurodiversity in the workplace First edition (2018)
• ARMSTRONG, T. (2011) The power of neurodiversity: unleashing the advantages of your differently wired brain. Boston: Da Capo Lifelong Books.
• The Westminster AchieveAbility Commission for Dyslexia and Neurodivergence, Neurodiverse voices: Opening Doors to Employment, January 2018 –
• How JPMorgan Chase’s Autism at Work Program Is Helping to Win Top Tech Talent

Definitions as Referenced in this Article:

The following definitions were created by Nick Walker, of neurocosmopolitanism.com.

Neurodiversity is the diversity of human minds, the infinite variation in neurocognitive functioning within our species.

Neurodivergent, sometimes abbreviated as ND, means having a brain that functions in ways that diverge significantly from the dominant societal standards of “normal.”

Neurotypical, often abbreviated as NT, means having a style of neurocognitive functioning that falls within the dominant societal standards of “normal.”

Neurominority, any group, such as people with autism*, which differs from the majority of a population in terms of behavioral traits and brain function

*preferred language … such as autistic people, which…

Would you like to reprint this article, or an article like it, in your newsletter or journal?
CLICK HERE to visit the articles page.

 

Download Neurodiversity in the Workplace! – Free!

Contact Us Today!

Bring Susan Fitzell, M.Ed., CSP
Top Neurodiversity Speaker
To YOUR Organization!

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