Accommodation Solutions for Neurodivergent Workers - Webcast Series
ACCOMMODATION AND COMPLIANCE WEBCAST SERIES:
ACCOMMODATION SOLUTIONS FOR NEURODIVERGENT WORKERS
MELANIE WHETZEL, M.A., CBIS, PRINCIPAL CONSULTANT, COGNITIVE/NEUROLOGICAL TEAM LEAD
JAN is a service of the U.S. Department of Labor’s Office of Disability Employment Policy/ODEP.
HOUSEKEEPING
2
HOUSEKEEPING 2
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WHAT IS NEURODIVERSITY?
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:
learning
information processing
thinking
behavior traits
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NEURODIVERSITY (2)
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:
attention deficit/hyperactivity disorder
mental health conditions
intellectual and learning disabilities
5
COMMON
LIMITATIONS
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Social Skills
Organization
Concentration
Sensory Issues
Issues of Change
Time Management
Stress Management
Coworker Interaction
Speaking/Communicating
NEURODIVERSITY AND THE ADA
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DEFINITION OF DISABILITY
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:
has a physical or mental impairment which
substantially limits one or more major life
activities;
has a record of such an impairment; or
is regarded as having an impairment.
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DISABILITY DISCLOSURE
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:
1)
The nature of the disability
2)
The limitations, or how the disability affects your capacity to learn and/or
perform the job effectively
3)
Accommodations you will need in order to do the job
9
WHY DISCLOSE?
W
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D
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?
To ask for job accommodations
To receive benefits or privileges of
employment
To explain an unusual circumstance
10
HIRING
A
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o
m
m
o
d
a
t
i
o
n
s
f
o
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H
i
r
i
n
g
Fewer interviewers
Demonstration of skills
Questions provided in advance
Instruction sheet/card to help
Job coach/parent as support
Informational interview first,
by phone
Optimal time for interview
11
FEWER INTERVIEWERS
A job applicant for a position in a prison working
directly with the inmates asked to have the interview
questions sent to him so he could submit the
answers in writing in lieu of participating in an
interview with multiple people.
12
DEMONSTRATION OF SKILLS
Syd, interviewing for a job of camera operator, was
asked many abstract questions during the interview
that he considered irrelevant to his skill level and
qualifications for the job. He asked if he could instead
show the interviewer/employer his skills at using the
camera.
13
QUESTIONS PROVIDED IN ADVANCE
Hailey is applying for jobs and finds
herself having difficulty when the
interview questions require abstract
thinking of scenarios she can recall
from past employment or experiences.
She requested a list of interview
questions in advance and extended
time during the interview to give her
more time to process the information
while formulating a response.
14
INSTRUCTION SHEET / NOTE CARD
Sylvia is a programmer who tends to tell too much
information about herself and her love for computer
languages. She wrote a brief biography about
herself that included her education and experience
with programming that she carries with her to refer
to during interviews, so she doesn’t get too wordy
and off track.
15
JOB COACH / PARENT AS SUPPORT
Matthew is a candidate for a new job.
He asks that his dad be allowed to
support him in the interview, not as a
mouthpiece, but to help him feel more
comfortable in an unfamiliar situation
and location so that he can respond in
ways that better communicate his
knowledge and experience.
16
INFORMATIONAL INTERVIEW FIRST, BY PHONE
In order to help him analyze the work environment,
Joshua asked for an informational interview by phone to
help him determine if the job might be a good fit before
he went any further in the process.
This was also a great first step to help gain confidence
and establish rapport before an in-person meet is
required.
17
OPTIMAL TIME FOR INTERVIEW
A school psychologist interviewing for a
new position prefers an early morning
appointment where he can best
represent himself as he has more
energy and concentration at that time.
If given the choice of several
appointment times, the applicant may
not have to disclose his disability at this
stage and request the early time slot.
18
QUESTIONS
19
SUCCEEDING AND ADVANCEMENT
A
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m
o
d
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i
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f
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u
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c
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i
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g
a
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d
A
d
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a
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c
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n
g
Mentoring
Support animal
Working remotely
Job restructuring
Modifying policies
Modifying schedules
Reassignment
Employee Assistance Program (EAP)
Ensure continuous f
eedback from manager
Ensure opportunities to participate in training
20
MENTOR / JOB COACH / SUPPORT PERSON
Milly had a successful history of working in retail but
was returning to work after being out for many years
due to her disability. She requested a job coach, as
she felt her social skills were lacking not only due to
her disability, but also because she had been home
for so long.
21
SUPPORT ANIMAL
Jules requested to bring her new support animal to
the office to help her with the stress associated with
her recent promotion to a new division with more
advanced job duties, procedures, and new
coworkers.
22
WORKING REMOTELY
Jack is a reporter who has difficulty with sensory
overload while working in a crowded, busy, noisy,
and very bright newsroom. He asked for the
accommodation of working from home when he
was on deadline.
23
JOB RESTRUCTURING
An employer required that all employees
work a rotating schedule, which
included time at a customer service
window. Becker, an employee on the
autism spectrum who experiences
significant social anxiety, asked to be
excused from the window duty because
of difficulty interacting with strangers.
24
MODIFYING POLICIES
Lea became overly stressed when asked questions
by her coworkers that she felt pressured to answer.
She often reacted with anger, usually slamming her
fist on her desk and shouting for others to leave her
alone. After being pulled into a second disciplinary
meeting with her supervisor, Lea disclosed and asked
for assistance in handling stress levels at work.
*Bonus
25
MODIFYING SCHEDULES
Nigel is a case manager who has difficulty
getting his required documentation
completed. He works in a cubicle in a
noisy open area that limits his ability to
focus and concentrate. With no private
space available, he feels a change in the
set office hours may help.
26
REASSIGNMENT
Due to communication issues related to her disability,
an employee had difficulty getting along with her
supervisor and requested a reassignment. The
employer asked JAN how to determine if this would
be the best solution.
27
EMPLOYEE ASSISTANCE PROGRAM (EAP)
JJ had difficulty handling change in the workplace and
had punched his arm through a wall several times when
he hadn’t been warned ahead of time that adjustments
would need to be made. He asked for written notification
of changes at least 24 hours in advance.
28
ENSURE CONTINUOUS FEEDBACK FROM MANAGER
Ty was very skilled at resolving IT problems but had
difficulty with organization and remembering multiple
tasks and information gained in meetings. As he began
to take on a lead role, he knew he needed assistance.
29
ENSURE OPPORTUNITIES TO PARTICIPATE IN TRAINING
Dom requested the ability to participate
in the upcoming mandatory in-person
training sessions from home, as being in
a large group is difficult for him and
hampers his ability to pay attention and
learn.
30
RESOURCES
A to Z of Disabilities and Accommodations
Accommodation and Compliance: Autism Spectrum
Equal Employment Opportunity Commission (EEOC)
Applying Performance and Conduct Standards to Employees
with Disabilities
31
QUESTIONS (2)
32
THANK YOU FOR ATTENDING
“
ACCOMMODATION SOLUTIONS FOR NEURODIVERGENT WORKERS ”
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T
JAN Training Events & Resources
AskJAN.org/Events/Trainings.cfm
33
HOW DO I CLAIM THE HR CEU?
1.
Don’t close the JAN webcast
browser
2.
Complete the webcast evaluation
in new window
3.
Click on “View your certificate of
completion.”
Or go to
AskJAN.org/EvaluationReg.cfm
34
CONTACT JAN FOR MORE INFORMATION
35
Understanding neurodiversity and its impact in the workplace is crucial for providing proper accommodations to neurodivergent workers. This webcast series, presented by Melanie Whetzel, M.A., CBIS, delves into the range of differences in brain function, common limitations faced by neurodivergent individuals, and the intersection of neurodiversity with the Americans with Disabilities Act (ADA). Gain insights on how to support neurodivergent employees to enhance workplace diversity and inclusion.
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ACCOMMODATION AND COMPLIANCE WEBCAST SERIES: ACCOMMODATION SOLUTIONS FOR NEURODIVERGENT WORKERS MELANIE WHETZEL, M.A., CBIS, PRINCIPAL CONSULTANT, COGNITIVE/NEUROLOGICAL TEAM LEAD JAN is a service of the U.S. Department of Labor s Office of Disability Employment Policy/ODEP.
2 HOUSEKEEPING Technical Difficulties Q&A option at the bottom of the screen 800-526-7234 or 877-781-9403 (TTY) or Live Chat at AskJAN.org Frequently Asked Questions (FAQ) AskJAN.org/Training/JAN-Webcast-Frequently-Asked-Questions.cfm AskJAN.org/Training/JAN-Webcast-Frequently-Asked-Questions.cfm AskJAN.org/Training/JAN-Webcast-Frequently-Asked-Questions.cfm Questions for Presenters Q&A option at the bottom of the screen
3 HOUSEKEEPING 2 PPT Slides Link to PPT is included in webcast login email, or see the link now in the chat, or go to this webcast event from the Training page at AskJAN.org Captioning Use the closed caption (CC) option or captioning link in the chat
4 WHAT IS NEURODIVERSITY? Neurodiversity is the range of differences in individual brain function, usually regarded as a normal variation in the human population, including: learning information processing thinking behavior traits
5 NEURODIVERSITY (2) Although the term neurodiversity is especially used in the context of autism spectrum disorders, other cognitive/neurological disabilities can be included: attention deficit/hyperactivity disorder mental health conditions intellectual and learning disabilities
6 COMMON LIMITATIONS Social Skills Organization Concentration Sensory Issues Issues of Change Time Management Stress Management Coworker Interaction Speaking/Communicating
7 NEURODIVERSITY AND THE ADA
8 DEFINITION OF DISABILITY An individual has a disability under the ADA if he or she: has a physical or mental impairment which substantially limits one or more major life activities; has a record of such an impairment; or is regarded as having an impairment.
9 DISABILITY DISCLOSURE Disclosure is when you give out specific, personal information about your disability. Important to provide: 1) The nature of the disability 2) The limitations, or how the disability affects your capacity to learn and/or perform the job effectively 3) Accommodations you will need in order to do the job
10 WHY DISCLOSE? Why Disclose? To ask for job accommodations To receive benefits or privileges of employment To explain an unusual circumstance
11 HIRING Accommodations for Hiring Fewer interviewers Demonstration of skills Questions provided in advance Instruction sheet/card to help Job coach/parent as support Informational interview first, by phone Optimal time for interview
12 FEWER INTERVIEWERS A job applicant for a position in a prison working directly with the inmates asked to have the interview questions sent to him so he could submit the answers in writing in lieu of participating in an interview with multiple people.
13 DEMONSTRATION OF SKILLS Syd, interviewing for a job of camera operator, was asked many abstract questions during the interview that he considered irrelevant to his skill level and qualifications for the job. He asked if he could instead show the interviewer/employer his skills at using the camera.
14 QUESTIONS PROVIDED IN ADVANCE Hailey is applying for jobs and finds herself having difficulty when the interview questions require abstract thinking of scenarios she can recall from past employment or experiences. She requested a list of interview questions in advance and extended time during the interview to give her more time to process the information while formulating a response.
15 INSTRUCTION SHEET / NOTE CARD Sylvia is a programmer who tends to tell too much information about herself and her love for computer languages. She wrote a brief biography about herself that included her education and experience with programming that she carries with her to refer to during interviews, so she doesn t get too wordy and off track.
16 JOB COACH / PARENT AS SUPPORT Matthew is a candidate for a new job. He asks that his dad be allowed to support him in the interview, not as a mouthpiece, but to help him feel more comfortable in an unfamiliar situation and location so that he can respond in ways that better communicate his knowledge and experience.
17 INFORMATIONAL INTERVIEW FIRST, BY PHONE In order to help him analyze the work environment, Joshua asked for an informational interview by phone to help him determine if the job might be a good fit before he went any further in the process. This was also a great first step to help gain confidence and establish rapport before an in-person meet is required.
18 OPTIMAL TIME FOR INTERVIEW A school psychologist interviewing for a new position prefers an early morning appointment where he can best represent himself as he has more energy and concentration at that time. If given the choice of several appointment times, the applicant may not have to disclose his disability at this stage and request the early time slot.
20 SUCCEEDING AND ADVANCEMENT Accommodations for Succeeding and Advancing Mentoring Support animal Working remotely Job restructuring Modifying policies Modifying schedules Reassignment Employee Assistance Program (EAP) Ensure continuous feedback from manager Ensure opportunities to participate in training
21 MENTOR / JOB COACH / SUPPORT PERSON Milly had a successful history of working in retail but was returning to work after being out for many years due to her disability. She requested a job coach, as she felt her social skills were lacking not only due to her disability, but also because she had been home for so long.
22 SUPPORT ANIMAL Jules requested to bring her new support animal to the office to help her with the stress associated with her recent promotion to a new division with more advanced job duties, procedures, and new coworkers.
23 WORKING REMOTELY Jack is a reporter who has difficulty with sensory overload while working in a crowded, busy, noisy, and very bright newsroom. He asked for the accommodation of working from home when he was on deadline.
24 JOB RESTRUCTURING An employer required that all employees work a rotating schedule, which included time at a customer service window. Becker, an employee on the autism spectrum who experiences significant social anxiety, asked to be excused from the window duty because of difficulty interacting with strangers.
25 MODIFYING POLICIES Lea became overly stressed when asked questions by her coworkers that she felt pressured to answer. She often reacted with anger, usually slamming her fist on her desk and shouting for others to leave her alone. After being pulled into a second disciplinary meeting with her supervisor, Lea disclosed and asked for assistance in handling stress levels at work. *Bonus
26 MODIFYING SCHEDULES Nigel is a case manager who has difficulty getting his required documentation completed. He works in a cubicle in a noisy open area that limits his ability to focus and concentrate. With no private space available, he feels a change in the set office hours may help.
27 REASSIGNMENT Due to communication issues related to her disability, an employee had difficulty getting along with her supervisor and requested a reassignment. The employer asked JAN how to determine if this would be the best solution.
28 EMPLOYEE ASSISTANCE PROGRAM (EAP) JJ had difficulty handling change in the workplace and had punched his arm through a wall several times when he hadn t been warned ahead of time that adjustments would need to be made. He asked for written notification of changes at least 24 hours in advance.
29 ENSURE CONTINUOUS FEEDBACK FROM MANAGER Ty was very skilled at resolving IT problems but had difficulty with organization and remembering multiple tasks and information gained in meetings. As he began to take on a lead role, he knew he needed assistance.
30 ENSURE OPPORTUNITIES TO PARTICIPATE IN TRAINING Dom requested the ability to participate in the upcoming mandatory in-person training sessions from home, as being in a large group is difficult for him and hampers his ability to pay attention and learn.
31 RESOURCES A to Z of Disabilities and Accommodations Accommodation and Compliance: Autism Spectrum Equal Employment Opportunity Commission (EEOC) Applying Performance and Conduct Standards to Employees with Disabilities
33 THANK YOU FOR ATTENDING ACCOMMODATION SOLUTIONS FOR NEURODIVERGENT WORKERS Next JAN Webcast: Accommodation Solutions for Fine Motor Limitations Thursday, May 11 @ 2:00 p.m. ET JAN Training Events & Resources AskJAN.org/Events/Trainings.cfm
34 HOW DO I CLAIM THE HR CEU? 1. Don t close the JAN webcast browser 2. Complete the webcast evaluation in new window 3. Click on View your certificate of completion. Or go to AskJAN.org/EvaluationReg.cfm
35 CONTACT JAN FOR MORE INFORMATION Visit AskJAN.org 800.526.7234 877.781.9403 (TTY) Call Live Chat @ AskJAN.org Email JAN@AskJAN.org Facebook Job Accommodation Network Twitter @JANatJAN Social Media
