Neurodivergent Accommodations vs Neurotypical Examples

Are you a neurodivergent teacher? For teachers with ADHD, autism, SPD, and other neurodivergence, the decision to disclose the diagnosis at work is an extremely personal one. Along with that comes the question of requesting accommodations, or not. Note that the two can occur together or separately.

What's the difference between neurodiversity and neurotypicality? According to Merriam-Webster, neurodiversity is “the state of not having, or not being associated with, a brain condition, especially autism, that is often considered as different from what is usual.”

Neurotypical vs Neurodivergent

Understanding Neurodivergent Accommodations

The concept of neurodiversity is an umbrella term focused on variations of brain wiring across human beings as a group of people.

One person might be able to hyperfocus on the text they need to read (e.g., a professional development assignment), while another might struggle through only with the help of headphones to block out extraneous noises.

Not everyone will benefit from the same practice. Each accommodation needs to be tailored to that person and the modification they desire.

For a lot of folks, accommodations for job interviews themselves are really important. Getting questions in advance or being able to use cue cards can help a lot; but would you feel comfortable asking for this?

In the job, being able to take breaks when needed, or to turn off a camera while videoconferencing, can feel relieving. Having a quiet room for planning is another important piece for many.

Challenges Faced by Neurodivergent Teachers

The unique set of challenges neurodivergent teachers experience in the profession are almost too many to count.

One of the top ones, time blindness, or agnosia, makes the passing of time feel less realistic. It can make it easy to get stuck working on something interesting; or difficult to stop when it's time.

ADHD brains tend to think in black and white, all or nothing terms. This applies to time as well. Doing the thing becomes either now, or not now. Beyond that it feels overwhelming or totally out of reach to plan when it will happen.

So when you know that, for example, grades are due at the end of the quarter, that sounds all well and good! Until it's two days before they're due and you realize you forgot about comments. (True story.)

So there is no such thing as making a mental note for next time. We have to write it ALL down. (But then be able to find the notes.)

Ironically, one of the various ways the ADHD brain processes information is that something which is challenging is often enjoyable. So the notion of hard work is not the issue.

Lesson planning is a classic example of another challenge area. Do you solemnly promise that next year you will do it better? Did you read all the books and try to remember all the things?

What you might not be as aware of are the emotional responses you may be encountering. (For those of you who aren't familiar with Brendan Mahan's Wall of Awful, you should definitely look it up.) 

Specific Examples of Neurodivergent Accommodations

1. One simple way an employer can make a virtual work environment more inclusive is by setting the norm that cameras are optional.

One thing you may have struggled with during the frequent online meetings during the COVID school closures, was not being able to relax and participate with expected body language.

For example, do you mask, trying really hard to sit still, make eye contact with the camera? Do people tell you you look tired when really you’re trying so hard to pay attention?

2. Another accommodation a teacher could ask for is to have a personal classroom and/or a dedicated office space for planning. (Neurodivergent teachers who are required to teach from a cart may encounter an immense load of extra variables to control.)

(Click here to learn more about Spoon Theory.)

Neurotypical Examples for Contrast

In the examples below, you will see some observations of who I assumed (complicated, I know) to be neurotypical teachers that I have met, heard of, or worked with along the way. (Any similarities to specific individuals are coincidental.)

First off, having the camera on during the Zoom meeting was not an issue. A teacher could sit and smile and engage at the appropriate times. They could appear put together.

They could follow the thread of the conversation or the presentation topic without having to close their eyes or take copious notes. They remembered to use the raise hand feature at the right time, and still knew what they wanted to say when they got called upon.

Their home office spaces were attractive looking, with nice lighting and open spaces. They didn't need headphones in order to hear or concentrate.

And they of course had done all the reading and writing for the meeting, without struggling to subscribe to paid platforms to help listen to text with books that were not readily available to stream. 

​Planning ahead to get grades in on time was not an issue. While it was not something they necessary enjoyed, they knew it was a necessary evil.

They blocked off time and adhered to the schedule, finishing the entries well before the due date. Not a stressful situation.

Can you see the difference? Again, if you already identify as neurodivergent, maybe you totally get it. But for any supporters here, I hope these examples shed a little light.

Again, not trying to bash anyone; just highlight differences to show why accommodations are necessary.

Advocating for Accommodations

Schools talk a great deal about diversity, equity, and inclusion. Teachers are required and willing to offer accommodations to students with IEPs or 504 plans.

Yet when it comes to thinking of requesting accommodations for ourselves, a whole lot of excuses pop up.

It is unfortunately true that employers can behave in discriminatory manners, especially if they are outside of the public school realm. A teacher who does not have tenure, or who is looking for a job, or who is older, might have extra reasons to not disclose or request accommodations. 

What some people find to be a realistic option, is to ask for the accommodation without also disclosing the actual diagnosis. Let's say someone needs a personal room or office in order to focus.

They do their research and have a storage unit in mind that they would be willing to help clear out. They could make an appointment, and tell their employer that they are most productive and do their best work in a private office.

There is no reason to add “…because I have ADHD!”

This can be done in a positive, assertive manner; not apologetically. We want to highlight our enormous strengths after all.

Of course, do make sure you document informal and formal requests so you have the information to follow up with the designated individuals if necessary. 

What would you add?

What resonated with you from this post? Is there anything else you would add regarding accommodations for neurodivergent teachers? Please comment below. I'd love to hear from you!

For more tips on neurodivergent teacher accommodations, read the “Top 10 Essential Neurodivergent Teachers Accommodations” round-up!