Making work placements work- for people who are neurodiverse

Work placements can be an essential part of gaining many qualifications. Nurses, doctors and dentists often have to move around from place to place gaining experience as part of their training for example. They may combine working on wards and blocks of time undertaking lectures and more formal learning.

For someone with specific challenges in reading, spelling, communicating or socialising, adjustments may need to be considered specific to that work setting and tasks being undertaken.

Making anticipatory adjustments can be very helpful to increase the success rate for the person concerned. The adjustments in a college/university setting such as note taking in lectures or writing assignments may be quite different from a work setting and do need to be considered beforehand.

The demands on that person in terms of juggling home and work life, along with managing travel, perhaps working shifts, and being in a new and unfamiliar setting can be a 'tipping point' for being able to cope. However, with a little planning, this can be far less problematic.

Small adjustments can make a big difference.

Some strategies to consider for the training organisation or employer:

• Discuss beforehand if going into a new work setting what may be of help.
• Try, where possible, to discuss the wider picture of managing home wellbeing as well as work so that the person can cope with the new work setting.
• Discuss the placement in terms of a job description so the person can think where challenges may occur and plan for these.
• Discuss what positive disclosure may mean (i.e. talking about what the person can do as well as what they find harder; positive attributes of neurodiversity).
• Ask if they want to share information about any challenges they may have and to whom. Discuss how they prefer to do this.
• Provide information about the placement. Could a present or past student/peer put a placement pack together about the key things that would make a difference?
• Provide a 'work glossary' if there are terms and phrases that are used specifically in that work setting.
• Discuss the best method of providing information/instructions –orally/written/email – where possible.
• If a task involves following a sequence of parts, could photos or written instructions be provided?
• If the setting is a large building such as a hospital can you give the student a map with key places marked? Offer a 'buddy' for the first few days to help with orientation.
• Encourage the student to have a small notebook or electronic diary/phone to record information to remember.
• Discuss getting the person to make some prompt sheets for themselves for specific tasks to start with to remind themselves of procedures. This could be in a note- book or on a mobile phone ( where appropriate).
• When learning a new skill provide the person with additional time and break the task into component parts.
• Explain any key rules e.g. dress code; working hours; ways to address peers and line managers.
• Provide a contact person with telephone and email so the individual can know whom to contact if they are having challenges or need some support.
• Plan regular short meetings to check on progress.

For some, the additive challenge of a new people, working in a new job, managing home and work, and coping with travel may be difficult to adapt to and the person may be more easily fatigued. When considering work placements, if there are options, discussing placements nearer to home may be easier for some.

For more information and guidance on neurodiversity in the workplace and how to help go to https://doitprofiler.com/employment/employers/

We offer consultancy to help your organisation or workplace if you require guidance, staff training, along with tools to assist in putting plans into action. Contact us on [email protected].