Introduction

CASCADE welcomes staff from a range of different backgrounds, including staff who are neurodivergent. We appreciate having staff with a variety of life experiences whose minds work in different ways, and the value that they can contribute to the work we do. We also want to ensure that neurodivergent people can fully engage in all our activities. 

This document has been developed to support this work, providing top tips for CASCADE staff to enable them to make CASCADE’s working environment as supportive and accessible as possible for neurodivergent individuals. It will never be possible to fully anticipate every person’s access requirements in advance. The most helpful principle is to be flexible on the day itself, and to try to follow as many of these top tips as much as you can. It is a live document, which we will revise and update regularly.

📝 Notes

Neurodiversity is a term that describes the different ways  people’s brains process information.

People whose brains process information differently from the majority are considered  neurodivergent.

The majority are described as neurotypical. The most common types of neurodiversity are ADHD, Dyslexia, Autism, Dyscalculia, Dyspraxia, and Tourette’s.

Key Principles
Terminology
Tip for events & meetings
Tips for written communications
Checklist for Line Managers

Key principles

These are the key principles that need to be followed in all work with neurodivergent people:

  • Diversity in our workforce, events, and meetings is an advantage, not a problem.
  • It is important to use positive and welcoming statements—never convey the message that someone’s condition is a problem for us or a deficit in them.

Note on Terminology

It is important to be sensitive when choosing your language about neurodiversity/neurodivergence, and to avoid terms that could lead to misinformation or negative connotations.

  • Neurodiversity refers to all variations in the ways that human brains function and process information. You should not describe someone as ‘neurodiverse’, the descriptor for an individual whose brain functions different from the common societal norm is ‘neurodivergent’.
  • Some people may prefer ‘person first language’ that prioritises the person over their neurodivergence e.g., person who has ADHD, adult with autism. Other people may prefer ‘identity first language’ which emphasises their neurodivergence as an important part of their identity e.g., autistic adult, neurodivergent person. It is okay to ask someone what language they prefer.
  • Do not use the terms “low-functioning” or “high-functioning” to describe someone who is neurodivergent.  It suggests some people are more valuable members of society than others, downplays the challenges some people face, and can be misleading about a person’s abilities. Instead (if necessary), it is more appropriate to reference how much support someone requires.
  • While some diagnoses include the word ‘disorder’ in them, this word should be avoided. Neurodivergence does not equate to a disorder or imply that something is wrong with a person.
📝 Notes

What is considered appropriate, respectful terminology can change over time and vary person to person. It is important to be open to being corrected, and to respect someone’s preference in language/terminology

➡ Events and meetings

There are lots of ways to make sure that events and meetings are accessible, including things to do before events as well as during them. Some things apply to all meetings, but there are also some specific things that apply to meetings held online or in person.  It will never be possible to fully anticipate every person’s access requirement in advance. The most helpful principle is to be flexible on the day itself, and to try to follow as many of these top tips as much as you can.

➡ Before the event or meeting

Planning in advance is essential. These are things that are important to do before an event:

  • When scheduling meetings, consider whether attendees may also be attending other meetings (before or afterwards) so that breaks can be factored in.
  • Ask people if they have access needs (or need reasonable adjustments). This applies to presenters as well as participants. There should be a clear statement on any meeting invitations and advertising for events that attendees can ask for adjustments and how to do so.
  • Keep in touch with anyone who has asked for adjustments about how you will accommodate this. If you may have difficulty accommodating the adjustment, get in touch to discuss this.
  • Inform people what to expect from a meeting or event – provide an agenda, explain who will be there, the format of the meeting/event and what their contribution will be. Sending out biographies of speakers ahead of time can help people to visualise who will be there.
  • Give people enough time to understand what will happen and what their expectations are. If changes are made to agendas, formats, or expectations, try to communicate the changes with as much notice and clarity as possible. Avoid last minute changes if at all possible.
  • Where possible, ensure all written materials are circulated in sufficient time for individuals to read beforehand and to use a text reader or bionic reader to read them if necessary. 
➡ For all events and meetings

Some important factors apply to all meetings:

  • Understand that when people have found it either difficult to focus or to read signals in meetings then they may not have understood the actions from the meeting in the same way as you have. Provide opportunities afterwards to discuss or clarify issues if necessary.
  • Be clear about what will be happening, what the expectations are, and how it is all going to work.
  • Try to keep to time as much as possible, and stick to the focus of the meeting. If the event is likely to not go according to the schedule, then communicate this with everyone.
  • Offer choice in how people want to contribute, so they can feed in how they feel most comfortable, for ex­­ample you may want to offer people reflection time or the opportunity to feed in after the event.
  • Where possible, avoid putting people on the spot to contribute or communicate. This can add to distress.
  • If you will be using breakout groups in your meeting, provide clear instructions on what is expected during the breakouts, particularly where there may not be a facilitator available for clarification.
  • Ensure utilization of media in meetings and events is accessible by including subtitles in videos and alternate text for photos (helpful for screen readers). 
  • Avoid situations where individuals give long speeches or present large amounts of information without any visual aids.
  • Be flexible where possible. ­­
  • Have regular breaks.
  • Slides should not be too text heavy – follow all the tips for written materials later in this document.
  • If there are activities that involve writing either on paper or electronically these should not be compulsory. Provide alternatives for those who would rather contribute verbally.
  • If written notes/transcriptions/brainstorming is required these can be distressful for people with dyslexia.  Avoid calling on people to do that in the moment.
  • At the end of the meeting, provide a recap of key actions. This can be done verbally, as part of the minutes, or as an email after the event.
➡ Online events and meetings

There are some specific additional things that apply to online meetings:

  • Understand it can be particularly hard to focus on online meetings, or to pick up on social cues and read the room.
  • Use the auto-captioning option when possible.
  • Advise attendees to avoid busy or distracting backgrounds.
  • Where questions are asked during meetings, ensure that participants have the option of either writing in the chat or by speaking. Where the chat facility is being used, ensure that all entries to the chat are read out by the Chair or facilitator.
  • Typed questions should also be read out by the chair or facilitator, rather than putting someone on the spot and requesting they turn on their microphone or camera to ask their question.
  • Avoid sending links to relevant documents via that chat during the meeting; ensure they are sent before or after the meeting.
  • Record meetings so people can go back to questions/slides/content they may have struggled to process at the time.
  • Save the chat in case the speaker or others need access after the meeting.
  • Allow people to have the option to have their cameras on or off during the meeting.
➡ In-person events and meetings

For in-person meetings, it is important to:

  • Consider having someone who will be at the event who is identified as managing adjustments. They can liaise with the attendee in advance and be available if there are any problems on the day.
  • Consider having a designated sensory-friendly quiet space or area if people need time away from a noisy or busy event
  • Let attendees know that they are welcome to bring fidget toys or similar, or allow them to doodle or stand up if that helps them take part in a meeting or event. Accept that some people concentrate better when fidgeting or avoiding eye contact.
  • Enable people to audio-record meetings so they can go back to questions/content they may have struggled to process at the time.
  • If the event is catered, there is a need to be aware of food aversions (as well as allergies/intolerances) so that food can be prepared accordingly. Where possible, a description of the food/ingredients list should be provided.
  • Take careful consideration when selecting a venue. Where possible try to ensure it is somewhere there is able to accommodate reasonable adjustments such as ability to change lighting, microphone/speaker volume, has hybrid facilities. Provide sufficient information about the venue in advance.
  • If attendees are likely to be unfamiliar with the location (e.g. presenters coming to speak at a conference) then photos of the entrance and the room itself will help orient them on the day, in addition to written directions.
➡ Written communications
  • The text should be broken down into short paragraphs.
  • Use bold formatting for keywords.
  • Do not use a font size (at least 12pt) that is too small, and allow space between lines (at least 1.5 spacing), paragraphs and bullet points.
  • Use a dyslexia-friendly font. The British Dyslexia Association provides details of dyslexia-friendly publications: https://www.bdadyslexia.org.uk/advice/employers/creating-a-dyslexia-friendly-workplace/dyslexia-friendly-style-guide
  • Ensure there is sufficient colour contrast between the text and the background. Black-on-white is typically difficult for people with visual processing differences, such as Dyslexic people.
  • Try to be clear and unambiguous in messages.
  • Check that documents such as PDFs are accessible to screen readers and that they are in a format that means bionic-reading converters can read them. This is a way of formatting documents that make them easier to read for some people with ADHD and or dyslexia.
  • Use plain language. See this website for advice: plainenglish.co.uk.
  • Use short headings that clearly state the main point or information in the proceeding section.
➡ Checklist for line managers

Line managers need to do many things to make sure the work is accessible for those they manage.  It can be helpful to be proactive and have conversations about neurodiversity as a general discussion when beginning to line manage someone.

Being neurodivergent can be emotionally challenging for people, and staff may not choose to disclose their neurodivergence to you straight away. Some staff may also not have a diagnosis but may strongly suspect that they are neurodivergent. Going through a diagnosis procedure can be emotionally challenging, and they may need your support and understanding.

If a member of staff discloses that they are neurodivergent, then there are things that you will need to do to ensure that they get the support that they need.

➡ The Checklist
  • When recruiting new staff, make sure you follow all the procedures outlined in this document. Follow the tips for inclusive recruitment.
  • A copy of the Neurodiversity and Disability Guide for CASCADE Staff should be given to all staff when they start to support those who are neurodivergent and/or otherwise disabled.
  • In line management meetings create a space to discuss pastoral as well as work-related issues.
  • Let your staff know that CASCADE values diversity and they can approach you with any issues they want to disclose to you either now or in the future.
  • Make sure your staff know about other support available in CASCADE so that you can signpost them to other resources available in CASCADE.
  • Try to ensure that any support needs are met as soon as possible or give realistic timelines.
  • Continue a dialogue as things progress and change.
  • Sudden change can be difficult for neurodiverse staff members; before key changes are implemented, discuss the timeline of these actions with the staff member.
➡ Tips for Inclusive Recruitment
  • Making sure interviews and written materials are accessible.
  • Make it clear in job advertisements that reasonable adjustments are available for interviews and within the role.
  • When inviting people to interview, offer reasonable adjustments e.g. extra time for tests, interview questions in advance.­­
  • Ensure any interview tests/presentations are relevant to the post