When we design — or redesign —workplace learning experiences and environments, we must consider:

• How learning actually happens —not how we wish it would happen.
• How we can use what we know about how people learn to create and adapt environments that support learning.
• Adaptations we must make based on different contexts and populations.

At the heart of these adaptations is learner variability. People bring different prior knowledge, values, self-efficacy, emotions, experiences and cognitive strengths to every learning situation. These differences matter.

One powerful lens for understanding this variability is neurodiversity, a critical component of life, which describes the natural differences in how our brains function and can represent both challenges and strengths. Although applicable to all, neurodiversity is typically used in the context of autism spectrum disorder as well as other neurological or developmental conditions such as ADHD, Tourette’s syndrome, dyspraxia, dyslexia or learning disabilities. Someone who identifies as neurodivergent has different strengths and struggles when compared to those whose brains develop or work more typically.

Neurodiversity is not, as it’s sometimes assumed, a set of deficits in need of “correction” or “cure.” There is no one “right” way of thinking, expressing oneself, learning or behaving. We all experience and interact with the world around us in different ways. As described by Hannah Grossman, Ph.D, in “Mind, Brain, & Education”:  “A helpful way to frame neurodivergence is through cognitive processing differences—the variations in how individuals perceive, process, and respond to sensory, cognitive, and emotional stimuli.” Recognizing and respecting these differences allows us to design inclusive environments that lower barriers to learning.

Neuroinclusion in the Workplace

You are likely familiar with accessibility and accommodations given to people with disabilities in the workplace. These may include environmental adjustments such as building ramps and modifying office spaces to include dimmable lights and ergonomic work stations. Or, providing access to speech-to-text software, flexible schedules and using alternate text for images and closed captions for videos. Inclusion, however, is another story. Providing an accessible workplace and disability accommodations does not necessarily guarantee an inclusive, respectful workplace.

The same can be said for neurodiversity inclusion.

Neurodivergent people may experience differences in attention, working memory or sensory issues that require specific workplace accommodations. However, simply making adjustments to accommodate sensory needs does not automatically signal a neuroinclusive environment. Neuroinclusion requires a workplace culture that supports the myriad ways neurodivergent people interact with their physical and social environment. Only when people feel they can be their authentic selves can we have true neuroinclusion.

As described by Ludmila Praslova, Ph.D, author of “The Canary Code,” a truly inclusive workplace is one which “reflects a culture-add perspective where all talent processes are designed for the inclusion and integration of differences without assimilation.”

Neuroinclusion and Learning

Learning and development (L&D) is a key area where neuroinclusion can have a significant impact. The design of formal training sessions, workshops, online courses, on-the-job training and mentoring all benefit when we appreciate and acknowledge neurodiversity and individual differences. When we better understand the many ways the human mind processes information, we can design workplace learning experiences in which individuals are recognized and respected for their diversity, and differences are seen and communicated as an advantage, not an obstacle.

Benefits for All

Just as disability accommodations like ergonomic workstations and accessible bathrooms can benefit all employees, so can strategies focused on making learning environments and experiences more inclusive. Take for example the practice of adding closed captions to videos. While this can be particularly beneficial to learners who process auditory information differently, it can help all learners with comprehension and retention.

Similarly, when L&D efforts focus on understanding how cognitive processing differences impact learning and using evidence-based best practices to address the needs of neurodiverse learners, neurotypical learners also benefit.

A Word of Caution

A key part of designing and delivering inclusive, equitable learning experiences is avoiding assumptions or generalizations about individuals based on the groups they belong to. Individual identities do not confine people to one particular perspective. Experiences are diverse, and no one person should be expected to represent their identity or perceived identity.

Cognitive Load

As I wrote in “Designing Inclusive Onboarding Through a Learning Engineering Lens,” one of the most important considerations for effective learning is managing cognitive load; the amount of working memory resources being used by the learner at any one time.

During learning, information must be held in the working memory until it has been encoded or processed sufficiently to move into the long-term memory. When too much information floods the brain all at once, the finite capacity of working memory becomes overwhelmed and much of that information is lost. Processing differences in neurodivergent learners can intensify these challenges. To support these learners, we must take into account how they are experiencing cognitive load — which differs from neurotypical learners.

Strategies to Support Neurodivergent Learners

Acknowledging neurodiversity in workplace learning takes many forms. The following strategies support neurodivergent learners within in-person training environments, although many are recommended learning design practices applicable to any context. Most of these strategies focus on managing cognitive load and increasing learner agency; being flexible and providing options and choices helps create a more positive, inclusive, and welcoming working and learning environment.

In-Person Learning Environments

Traditional in-person learning environments can pose challenges for neurodivergent learners who process information differently. Challenges associated with excessive cognitive load, inaccessible materials and inflexible delivery can impede engagement, especially if self-regulation and working memory are impaired.

With an assumption that your learning experience covers the intended content with appropriate learning objectives and activities, next consider which elements of the experience may influence learners, and any adjustments needed to better support neurodivergent learners. These adjustments allow you to reduce unproductive cognitive effort while addressing the specific needs of neurodivergent learners.

Training Environment:

1. Begin with a calming exercise. Neurodivergent learners may benefit from a little extra time to settle into the training environment and get into the right frame of mind for learning.
2. Be careful with your words. Phrases such as: “This content should be easy,” or “It won’t take long for you to grasp these ideas,” can induce serious anxiety and overwhelm in neurodivergent learners — especially if they struggle to complete the training in the allotted time or find the concepts more challenging than told be expected.
3. Provide choices in seating arrangements. Organize seating arrangements in ways that align with and reinforce the training activities. If you will have small group discussions, set up the training room accordingly. Try to minimize the amount of reorganizing of seating formations during the training. If possible, provide a range of seating options such as exercise balls which can help neurodivergent learners settle their bodies.
4. Make it clear to participants that it’s OK to get up and move around as long as doing so does not cause too much distraction for others.
5. Discuss presenter clothing ahead of time. Ask speakers to wear muted colors and avoid bold patterns and distracting details, such as writing on shirts.
6. To accommodate sensory sensitivities:
   1. Allow learners to wear noise-reducing headphones which help block out distracting sounds.
   2. Provide access to fidget materials such as spinners, stress balls and other objects that can be manipulated quietly.
   3. Where possible, reduce harsh or flickering lighting in the training space.
   4. Minimize background noise that does not contribute to the learning environment. For example, don’t have music playing while someone is speaking, and make sure doors and windows are closed to reduce ambient noise.
7. Implement assistive technologies. To help with learner engagement during presentations, use tools that enable speech to text, or give participants a script they can use to follow along with the speaker.
8. Consider recording the training session. If permitted, recording the session can be helpful for learners who would benefit from revisiting the content later.

Participation:

1. Send agendas, objectives, outlines and other materials ahead of time. Set clear expectations so learners know what to anticipate and when. Provide a detailed agenda about what will be covered in the training and highlight any sensory or social demands. Share alternatives or the option to opt out for learners who may find certain activities overwhelming.
2. Consider a pre-assessment. Gathering information on participants’ knowledge levels prior to training allows the trainers to tailor content to the learner’s current level. Keep in mind, there may be a wide range of prior knowledge, but getting this information may allow trainers to cover some topics in more depth, and others more quickly.
3. Don’t require everyone to introduce themselves. Provide options for doing so, as some may not feel comfortable speaking in front of a group.
4. Provide choices for participation. Some learners may be comfortable raising their hand and contributing to discussions, while others may prefer addressing questions in small groups, submitting a question or comment via a chat feature or online discussion board, or posting a sticky-note on the wall.
5. Provide time for learners to think about questions being posed. Some may need more time to think and process information. Be comfortable with silence and give people time to respond.
6. Be prepared to adapt the pacing of the content if necessary. Again, some learners may need additional time to process information. If your training content is offered both in person and virtually, the virtual option may better suit some neurodivergent learners who benefit from flexibility in pacing. In some areas they may need extra time, while in others they may move through it more quickly.
7. Offer authentic choices aligned with learning goals. As long as you are true to your learning goals you can be flexible in the how the goals are pursued. Be aware, however, that some may find too many choices overwhelming and may appreciate specific suggestions and guidelines.

Visuals and Materials

1. Implement best practices in instructional design. As mentioned, strategies that support learning and reduction of extraneous cognitive load for neurodivergent learners, are typically the very practices trainers and instructional designers should be implementing already. Richard Mayer’s multimedia principles are a solid set of design guidelines which have become a standardized approach in instructional design methods. It’s important, however, to be aware of situations in which “violating” a principle might support neurodivergent learners. For example, a typical instructional design practice is to avoid redundancy, meaning removing written text that is also spoken out loud. Neurodivergent learners, however, may benefit from some level of redundancy and find that hearing the same words they are also reading is beneficial.

Other particularly relevant principles are:

1. Signaling Principle: Cognitive load can be reduced by providing cues to the learner about how to select and organize important learning content. A signaled version of instructional material can guide the learner’s cognitive processes by stressing key words in speech, adding red and blue arrows to an animation, or adding outlines and headings. Creating a hierarchical structure also helps connect higher-level learning outcomes with supporting ones.
2. Segmenting Principle: Learning tends to be enhanced when content is presented in user-paced segments rather than as a continuous unit. In segmenting, the presentation is broken down into bite-size segments which, in applicable cases, can be controlled by the user. An excellent application of this principle is to create multiple short videos rather than one long one. An important note about segmenting is that for some neurodivergent people, segmenting may end up being counterproductive. Some may prefer to go through longer learning blocks in one focused sitting without interruptions.
3. Make slides and training materials accessible to all. Avoid jargon, which can exclude those not familiar with the terms. Present content in a range of formats and add scaffolds, such as captions for videos or verbal instructions for visuals.
4. Provide support structures such as annotated notes, outlines and visual aids that help learners access complex content in different ways. For example, many autistic people find videos overstimulating, so an alternative option is to provide a transcript and a non-video quiz.

When effectively applied, the principles and practices outlined above can help create inclusive and accessible learning experiences. The design of effective learning experiences must be guided by evidence-based teaching practices for how to best present material and make instructional choices that will stimulate and enable all learners to invest cognitive resources in activities relevant to learning. The key to success in these efforts is to foster a workplace culture that encourages and values cognitive processing differences as well as diversity in viewpoints, backgrounds, and contributions and supports learning and growth for neurodivergent learners.