Parker Harris, & Mullin, 2019), it is estimated that 19% of undergraduate students and 12% of graduate students in the United States have disabilities. In the UK, it is estimated that 1 in 7 people is neurodiverse and that student numbers are at an all-time high (Farrant, Owen, Hunkins-Beckford, & Jacksa, 2022). Global figures suggest nearly one billion individuals live with a disability, making one in six global citizens part of the Disabled community (World Health Organization, 2023). The data are clear -- a large portion of the global population identifies as Disabled, and they are underserved and under-supported (Shaewitz and Crandall, 2020; The World Bank, 2023). Informed by our experiences as neurodiverse persons (1st and 3rd authors) and faculty members (2nd and 3rd authors) who support neurodiverse students in our classrooms, we believe higher education and industry professionals have the desire to support neurodiverse individuals given the recognition of the value add they bring to their immediate environments (Austin & Pisano, 2017). Yet, an area that has received relatively little research or practice attention is the neurodivergent education- employment transition, a critical, albeit overwhelming experience neurodiverse individuals must navigate as they leave the academy and transition into industry. RELEVANT LITERATURE There are various definitions of neurodiversity and not a universal agreement on the definition. To contextualize the discussion, this article uses the definition from Dwyer (2022), stating that neurodiversity refers to the many different ways a person’s brain processes information. Disability as well has numerous definitions and models (disability is a medical diagnosis, a legal definition, a social model, and a cultural identity, sometimes all at once). This article uses the ADA definition, stating that “a person with a disability is defined as any person who has a physical or mental impairment that substantially limits a major life activity.” It is also important to be aware that while there is some overlap between neurodiversity and disability, they do not overlap 100%. Each neurodiverse individual makes their own determination of whether their condition(s) are disabling and thus a disability. Aitken and Fletcher-Watson (2022) initially stated,“ Successful, inclusive education needs to cater to the naturally occurring variability that is an inevitable part of humanity” (para. 12). Although higher education, as a field, recognizes supporting difference is one key to cultivating a culture of belonging (Taff and Clifton, 2022), there is still much to be done to support neurodiverse students’ transition into the academy and beyond as they enter the world of work. Notably missing from that literature, however, is scholarship or practice that focuses on equipping neurodiverse students with the tools to navigate environments outside of higher education as they engage in the job search process and post-graduation employment experiences (a notable exception is the work being done via
the College Autism Network as outlined in Blake, 2023). This recognition is foundational to and informed the development of the Neurodiversity Engagement Framework. As students graduate from post-secondary institutions, their expectations and needs do not simply disappear. And yet, the resources that were once available are likely no more or harder to access with even higher professional stakes on the line. Three key factors impact disability at work: the Disabled community is the largest minority group in the world, more than 70% of disabilities are invisible, and those with disabilities are 50% less likely to get jobs (Rafi, 2021). When this is further contextualized within the absence of disability as a part of DEIB initiatives at work, it is no surprise that Disabled employees desperately seek inclusion - not just as customers but as coworkers too (Casey, 2020). More than a third of Millennial employees have been diagnosed with a disability (a larger number than Boomers or Gen-Xers), and Millennials were the first generation to be nearly fully educated after the Americans with Disabilities Act was codified into law (Hewlett, 2017). Similarly, Gen Z has even higher rates of disability diagnosis and has entered the workforce expecting similar supports as they experienced while in higher education environments (Dugan, 2023). As these two generations combine to make up the majority of workforce populations, expectations for supports around neurodivergence at work will only continue to grow, with 99% of Gen Z valuing neurodiversity in the workforce (Tallo, 2023). Silver, Nittrouer, and Hebl (2023) noted that, “the first drawback for the business case for neurodiversity is that it may not be supported,” citing organizational factors that inhibit fully leveraging diverse voices and that conflicting research on the positives and drawbacks of neurodiversity make the case hard to argue for. However, Silver and colleagues also later acknowledged that “characterizing neurodiverse individuals as extremely capable could unintentionally marginalize and commodify them,” furthering the evidence for a deeper need for neurodiverse voices to be centered when they are the topic of conversation. As such, corporate leadership must redefine organizational vision and goals to incorporate neuroinclusive strategies (Roberson et al., 2021). These industry-focused impacts are heavily impacted by an organization’s leadership engaging with these topics and advancing various components of neuroinclusion. Success of these and many other DEIB initiatives within an organization is largely predicated on executive sponsorship (Dixon and Lee, 2023).
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