Bargaining for reasonable adjustments for neurodivergent educators

Reasonable adjustments are changes to the workplace that enable you to work safely and productively. 

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Publication England Wales Disability

Many employers automatically assume that making ‘reasonable adjustments’ will be costly and difficult to implement, but very often this isn’t the case. All employers have a legal duty under the Equality Act 2010 to proactively make reasonable adjustments to remove, reduce or prevent any disadvantages that disabled workers face.

Below is a list of suggested ‘reasonable adjustments’ for neurodivergent (ND) educators which are either ‘no cost’ or ‘low cost’ but could make a big difference to how you are able to fully access your workplace.

Remember that whether a requested adjustment is ‘reasonable’ or not depends entirely on the facts and circumstances of each individual case. Employers should consider such requests carefully before giving a decision.

Ask your workplace rep about requesting reasonable adjustments in the workplace as there may be collective adjustments that can be made to assist other workers.

Social model thinking argues that people are disabled not by their impairment but by barriers in society. Removing these barriers, which can often involve quite small modifications to behaviour or ways of thinking, can create greater equality and promote the inclusion of all Disabled people.

Further information and checklists for reps and leaders relating to the social model of disability:

Who are neurodivergent educators?

This guidance is for all educators, both teachers and support staff. Neurodivergence is the term for when someone’s brain processes, learns, and/or behaves differently from what

is considered “typical”. Some neurodivergent conditions include:

  • Dyslexia
  • Dyspraxia (also called Developmental Coordination Disorder, or DCD)
  • Dyscalculia
  • Attention Deficit Hyperactivity Disorder (ADHD)
  • Autism Spectrum Condition (ASC). These conditions very often co-occur.

Autism myths and facts

These ‘myths’ and ‘facts’ posters might be useful for promoting understanding about autism amongst colleagues.

NEU CPD

The NEU offers a range of courses about working with neurodivergent students as well as for neurodivergent educators.

More information about the courses on offer.

‘A win for one is a win for all’ - reasonable adjustments which could be requested:

Allow a third party to attend any meetings even if they are informal.

Find out whether the ND educator wants colleagues to know about their neurodivergence.

Don’t stereotype.

Where noise levels are an issue enable members to take steps to manage this i.e., enable members to stand near the exit during assembly so, if the noise level become overwhelming, they can easily leave the area.

Dyslexia specific:

  • Documentation printed on coloured paper
  • Increased PPA time
  • Longer time for marking
  • Assistance with data/reports
  • Verbal feedback permitted instead of strict marking criteria
  • Relevant software in place, for example, screen reader.

Policies:

  • Disability Leave policy should be in place in the workplace.
  • Culture needs to be inclusive not just written down in policies.
  • Interpretation of policies is important – neurodivergent staff should be consulted on relevant policies.

Systems:

  • Avoid excessive lesson observations and surprise ‘drop ins’ which can exacerbate anxiety for ND staff.
  • Explain the unwritten rules and be consistent.
  • Establish one text or email address which everyone can message without having to phone when unwell - having multiple ways of contacting the workplace causes additional anxiety for ND workers.
  • Maintain consistent job roles, patterns and working partners where possible.
  • Managers to ask ND staff which method of contact they prefer to use and note that it may not be the same for everyone.
  • Access to quiet spaces for use during breaks.
  • Sensory issues - duties in noisy and smelly canteen to be reconsidered and swapped for other duties.
  • Transitions – i.e. moving classes etc. ND worker to be well informed about any changes in a timely way.
  • Staff name and photo lists in staff room to assist ND staff in remembering who is who.
  • Allow assistance/service animals into the workplace.
  • Fast response to malfunctioning equipment (for example, flickering light in classroom or dripping tap etc.).

Meetings:

  • Notice of meetings should be given at least a week in advance unless there is an emergency which prevents this. ‘Surprises’ or insufficient notice of meetings can cause anxiety for ND staff.
  • Agenda – sent in advance in an accessible format.
  • Conduct of meetings - put protocols in place for chairing which ensure only one person speaks at a time and that a hand is raised to indicate wishing to speak, in a structured order.
  • Papers for meetings provided in the order that they are going to be used in a booklet style, for ease of access for ND staff.
  • Being able to sit or stand where you feel most comfortable in meetings, and to be able to move around when necessary.

Training:

  • All staff working with ND colleagues as well as working with ND students should receive training on communication, this should also include training for the SLT.

Communication:

  • Respect the type of communication needed by individual ND staff. For example, when struggling/in meltdown/overwhelm, cards or non-verbal may be preferred.
  • Specifying clear action points in emails so that recipients understand what is being asked of them.
  • Specified timescales established for responding to emails, for example within 24 hours.
  • Remove expectation to respond to emails out of work time.
  • Respect and understand the different types of written communication which may be required by dyslexic staff.
  • Processes in place for listening and responding to ND colleagues when they tell managers what their needs are.
  • Allow take-up time for ND colleagues to process new information, such as changes to timetables etc.

Example: One member negotiated an agreement with their line manager that they could have time to respond to questions about changes to timetable etc. rather than being expected to respond on the spot.

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