Neurodiversity in the Workplace
Introducing organisations to neurodiversity in the workplace, focusing on autism, ADHD, dyslexia, dyspraxia and dyscalculia.
a UCL Behavioural Insights Hub course - other training / workshops.
- Structure: one day (or adaptable to clients’ preferred schedule).
- Price: variable depending on team size etc.
- Location: In Person - @UCL, London or at clients’ location.
Contact us to enquire. Prefer a chat? Schedule a call.
Overview
This training introduces organisations to neurodiversity in the workplace, focusing on autism, ADHD, dyslexia, dyspraxia and dyscalculia. It reframes neurodivergence not as deficit but as natural variation in human cognition and equips organisations to remove structural barriers so all employees can thrive. Participants explore key concepts, challenge common myths, learn inclusive communication and management practices, and work through practical group activities mapping barriers and solutions across the full employee journey, from recruitment to progression.
The session blends foundational knowledge (terminology, diagnostic issues, strengths and challenges) with hands‑on reflection and scenario‑based problem‑solving. The aim is to build confidence, accuracy and nuance in how organisations understand and support neurodivergent colleagues.
Key Takeaways
- Understand what neurodiversity means, why language matters and how identity‑first terminology is used in neurodivergent communities.
- Recognise the core traits, strengths and workplace implications of autism, ADHD, dyslexia, dyspraxia and dyscalculia.
- Identify how recruitment, onboarding, communication norms, sensory environments and performance processes can unintentionally disadvantage neurodivergent employees.
- Learn practical, evidence‑based adjustments that improve inclusion for everyone, not just neurodivergent staff.
- Challenge myths and media stereotypes that shape workplace attitudes and policies.
- Develop team‑specific solutions through structured group activities mapping barriers and redesigning environments, workflows and expectations.
Part 1. Foundations of Neurodiversity
The session begins by defining neurodiversity as group‑level cognitive diversity and neurodivergence as individual cognitive difference. Participants explore the origins of the neurodiversity movement, its shift away from deficit‑based models, and why inclusive language (e.g. identity‑first terms such as autistic person) matters for dignity and accuracy.
The training addresses widespread myths: for example, that “we are all a little autistic,” that autistic people lack empathy or that ADHD only affects hyperactive boys, and replaces them with evidence‑based understanding. Diagnostic issues are discussed, including why women, non‑binary people and people of colour are frequently under‑diagnosed.
Part 2. Autism in the Workplace
Participants examine key areas of autistic difference: social communication, sensory processing, executive functioning and preference for predictability. Each is linked to real workplace scenarios, highlighting both strengths (clarity, precision, deep focus) and potential barriers (ambiguous instructions, sensory overload, unpredictable change).
Group activities guide teams to map challenges across recruitment, onboarding, communication, environment and progression, and to design practical adjustments such as written instructions, predictable workflows, quiet spaces and clear agendas.
Part 3. ADHD in the Workplace
The session covers inattentive, hyperactive‑impulsive and combined presentations, addressing misconceptions and the impact of masking. Participants explore how ADHD traits interact with workplace demands: task initiation, prioritisation, time perception, interruptions. and how strengths such as hyperfocus, creativity and rapid problem‑solving can be harnessed.
Teams work through structured exercises identifying barriers and designing adjustments such as shorter meetings, written follow‑ups, task boards, flexible environments and predictable check‑ins.
Part 4. Dyslexia, Dyspraxia and Dyscalculia
The training clarifies what dyslexia is (and isn’t), focusing on phonological processing, working memory and reading fluency. Participants examine workplace implications - slow reading speed, spelling challenges, information overload - and strengths such as big‑picture thinking and creativity.
Dyscalculia is introduced as a distinct difficulty with number sense, sequencing and numerical reasoning, affecting tasks such as budgeting, scheduling and interpreting data.
Across both topics, the emphasis is on practical adjustments: multimodal communication, assistive technology, clear structure, step‑by‑step processes and avoiding unnecessary time pressure or speed‑based assessments.
Throughout the training, teams engage in structured exercises mapping the employee journey and identifying where neurodivergent colleagues may face barriers. They analyse the underlying trait–environment interaction and redesign processes to remove friction.
Activities include:
- Mapping autistic and ADHD traits to real workplace scenarios
- Identifying dyslexia- and dyscalculia‑related barriers in recruitment, onboarding and daily tasks
- Clustering themes such as clarity, predictability, sensory environment and communication norms
Dr Metodi Siromahov
Workshop tutor
Awaiting blurb
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