Hiring and Inclusion of Neurodiverse Students

Neurodivergent students bring many benefits to the classroom, workplace, and beyond— diverse perspectives, skills, and experiences. It is important to recognize the advantages and skills neurodivergence brings to the workforce because there is often a misconception about the comparison to neurotypical people. Below, we offer further information on supporting neurodiversity in the workplace and welcome the new co-directors to the Center for Neurodiversity, John Woodruff, Director of Academic Success Center and Disability Resources, and Chiara Latimer, Rowan University's Autism PATH Program Coordinator.  The Center for Neurodiversity also welcomes Visiting Scholar in Residence, Zosia Zaks, and Ph.D. Graduate Assistant, Mary Kalliny.

Terms: 

Accommodation - An accommodation is a modification, whether in the classroom or in the workplace, that ensures that a person with a disability can complete required tasks and functions.  

Invisible Disability - Disabilities that are not immediately apparent. They can be physical, mental, or neurological conditions that limit a person’s daily functions. They are also sometimes referred to as hidden disabilities.

Neurodivergent- Refers to a person with a brain/mind that functions differently than socially established norms.

Neurodiverse - Refers to a group comprised of both neurodivergent and neurotypical people; group diversity.

Neurodiversity - Neurodiversity is the full range of variations in cognition, learning, behavior, and socialization that exists within the population. Individuals identifying as neurodivergent may include those labeled with dyspraxia, dyslexia, attention deficit hyperactivity disorder (ADHD), dyscalculia, autism, and Tourette syndrome.

Neurotypical - Refers to a person with a brain/mind that functions in alignment with socially established norms.

Non-Apparent Disability - Disabilities that are not immediately apparent. They can be physical, mental, or neurological conditions that limit a person’s daily functions. They are also sometimes referred to as hidden disabilities.

Person on the Autism Spectrum/ Autistic person – Refers to a person who identifies as having a form of autism or Asperger’s. Some persons on the spectrum prefer to say “Autistic Person.”

Person with a Psychiatric Disability – Refers to a person with a disability that involves emotional and/or psychological issues. Examples include persons with anxiety disorders and persons with depression.

Universal Design - Refers to the design and composition of an environment so that it can be accessed, understood and used to the greatest extent possible by all people regardless of their age, size, ability or disability.

Students who are neurodivergent bring many valuable capabilities and attributes to work, such as:

• Competitive Advantages - Workplaces that bring in people with disabilities outperform their competitors, averaging 28% higher revenue. Many prestigious corporations, such as Google, Amazon, Microsoft, and JP Morgan, are recognizing the advantages of neurodiversity and have incorporated neurodiversity programming.
  
  
• High levels of concentration, accuracy, and attention to detail- People who are on the autism spectrum have strengths in working with systems (e.g., computer languages, mathematical systems, machines) and in experiments are better than control subjects at identifying tiny details in complex patterns. For instance, when people who are autistic were hired to test software, they were 30% more productive than their neurotypical colleagues.
  
  
• New perspectives and creativity - Organizations with diverse thought, which comes from employing people with different experiences and backgrounds, increase innovation and creativity. Neurodivergent students receive, process, and interpret information differently and will often problem solve in unconventional ways or consider approaches and possibilities that neurotypical people might not. José Velasco, who leads the Autism at Work program, said, “If everybody thinks the same way, we’re likely to miss opportunities to bring creative solutions to the market.”
  
  
• Detailed factual knowledge, excellent memory, and high levels of intellect - Some neurodivergent people have higher fluid intelligence, that is, the ability to find meaning in confusion and solve new problems, draw inferences, and understand the relationships of various concepts independent of acquired knowledge. For instance, people with Aspergers often have average or higher than average IQ.

Towards Inclusion of Neurodivergent Students in the Workplace

When hiring neurodiverse populations, inclusion and equity are critical, which allows people who are neurodivergent to thrive. The trouble is that workplaces tend to be designed for neurotypical individuals. To encourage neurodiversity in the workplace, organizations must adapt to individuals’ needs rather than expect staff to fit in with their practices. Some tips for inclusion of people who are neurodiverse are:

• Provide accommodations - Ask your students and employees what they need to help them in the workplace. For instance, someone may need a separate, quiet room to complete their work. Or noise-canceling headphones.  Accommodations support a productive and comfortable working environment for the benefit of all individuals in the workplace.
  
  
• Encourage departmental education and discussions on Neurodiversity - Professional development surrounding neurodiversity is important in recognizing the needs of colleagues and creating spaces where everyone feels welcome. Neurodiversity is a fairly new social movement in which people need education and training. The Division of Diversity, Equity and Inclusion is offering our Inclusive Pedagogies and Practices Certificate (IPP) very soon! To find more information, please click the link here.
  
  
• Challenge traditional interview formats - Traditional interviews for some people who are neurodivergent can be challenging in communicating their skills and potential. Instead, a skills-based interview approach would allow neurodiverse populations to demonstrate their work.
  
  
• Offer flexibility - There is no one-size-fits-all when it comes to neurodiversity. Offer flexibility in understanding each worker’s needs by building relationships with your employees and students. 

Meet The Center for Neurodiversity Co-Directors

John Woodruff

John Woodruff is Director of the Accessibility Services at Rowan University, Glassboro, New Jersey. He coordinates campus services for students with disabilities and manages transitions for students entering college. John holds an MS in Health Education from St. Joseph’s University and a BS in Business Administration from St. Francis University (Loretto, Pennsylvania). John is the co-author of a book with Dr. S. Kay Kuder and Dr. Amy Accardo entitled, College Success For Students On The Autism Spectrum: A Neurodiversity Perspective and co-author of a book with Dr. Michelle Kowalsky entitled, Creating Inclusive Library Environments. His most recent activities include program development, activities, and events to promote access and understanding on campus; and leadership of faculty-led and community–led strategic partnerships for inclusion, training and mentoring. John’s professional career reflects over thirty-eight years of education, training, administration and management of employment and training programs for persons with disabilities.

John Woodruff can be reached at woodruff@rowan.edu

Chiara Latimer

Chiara Latimer is the Coordinator of the Autism PATH Program at Rowan University. This program is designed to support the transition of neurodiverse students from higher education into meaningful employment. Chiara has dedicated 10 years of her career to supporting neurodiverse students in clinical and educational settings. With the growth of neurodivergent students entering higher education, Chiara began teaching courses on career development and self-advocacy skills as an adjunct faculty member at Camden County College. In addition, she supported students and faculty in the implementation of academic accommodations at the Community College of Philadelphia. Chiara served as the inaugural co-chair of the Neurodiversity Affinity Group for the Eastern Association of Colleges and Employers. She currently serves as a member of Disability In: NJ. In 2022, Chiara was recognized by ROI-NJ as a Diversity & Inclusion Influencer and was recently highlighted in the article, "Hiring neurodiverse: 5 Questions with Rowan's Chiara Latimer." With a focus on career readiness and employer education, Chiara continues to promote the importance of empathy and inclusion in the workplace through professional conferences and training for employers.

Chiara Latimer can be reached at Latimerc@rowan.edu.  

Join us at the Center for Neurodiversity Open House!  

Center for Neurodiversity Open House is on Friday, October 7^th, from 12noon – 4 pm in Laurel Hall, Room 111-120.  We will also be celebrating the one-year anniversary of the launch of the Center!

• Learn about the Center for Neurodiversity through games, food, and fun! 
• Opportunity to meet faculty, staff, and other students! 

For more information, please visit the Center for Neurodiversity website. 

Resources for Continued Learning: