Neurodiversity Awareness, Strengths, and Advocacy Within Higher Education & the Workplace

Neurodiversity Awareness, Strengths, And Advocacy Within Higher Education & The Workplace

Mountain Pacific Association of Colleges and Employers December 2020 1. Identify the characteristics of the neurodiverse community 2. Recognize common strengths of neurodivergent students/employees LEARNING OUTCOMES 3. Apply the Socio Ecological Model to support neurodiversity initiatives within a campus or workplace 4. Name several applicable online neurodiversity resources for further research and advocacy initiatives. BACKGROUND & ACKNOWLEDGMENT Who is our audience? WITHIN NEURODIVERSITY Respond at PollEv.com/csuc Text CSUC to 22333 once to join

Betina Wildhaber, M.A. Josephine Blagrave, Ph.D

NEURODIVERSITY ADVOCATE PARENT OF AUTISTIC TWINS WITH 15+ YEARS PROFESSIONAL EXPERIENCE RESEARCHER: AUTISTIC ADULTS, HIGHER EDUCATION AND ACCESS & EQUITY FOR STUDENTS WITH CAREER ADVISOR: CHICO STATE CAREER CENTER DISABILITIES CREATOR: WWW.NEURODIVERSITYNETWORK.NET DIRECTOR: CHICO STATE AUTISM CLINIC FOUNDER: THE YELLOW DOOR

We acknowledge our space of privilege to get to present to you and our hope is to bridge the gap between various stakeholders who are neurodivergent, college faculty and staff, and employers. DISABILITY WITHIN HIGHER EDUCATION

The terms diversity, equity and inclusion become empty rhetoric because disability is rarely part of these conversations outside of modifications to the physical space such as ramps, classroom seating, and classroom or instructional modifications. WHAT IS NEURODIVERSITY?

[Neurodiversity] should be regarded as naturally occurring cognitive variations with distinctive strengths that have contributed to the evolution of technology and culture rather than mere checklists of deficits and dysfunctions.

Steve Silberman, NeuroTribes: The Legacy of Autism and the Future of Neurodiversity How aware are you of Neurodiversity? NEURODIVERGENT LEADERS Respond at PollEv.com/csuc Text CSUC to 22333 once to join

JOHN ROBISON | Autistic Self-taught electronic design (i.e. KISS, Milton Bradley), writes books, restores cars, shoots photographs, teaches neurodiversity and works to shape autism research and treatment policy. GRETA THUNBERG | Asperger’s “It’s a superpower” 16-yr old (Swedish Environmental Activist/Nobel Peace Prize Nominations 19/20, TIME’s Person of the Year 2019)

RACHEL WORSLEY | Autism, ADHD (Autism and ADHD face of the Australian Human Rights Commission's "Invisible Disability" campaign for International Day of People with Disability; Founder & CEO of Neurodiversity Media; Speaker) JOHN MARBLE | Autistic (appointed by President Obama to the United States Office of Personnel Management, ND & Autism Employment Expect, Public Speaker, Founder at Pivot Neurodiversity)

SIENA CASTELLON | Asperger’s, dyslexia, dyspraxia and AD(H)D (Founder: Neurodiversity Celebration Week, Author, collaborator with UN - Young Leaders for the Sustainable Development Goals (SGDs))

9-YEAR OLD BOY | Autistic (YouTuber & teacher of all things Marine Biology) ASD ADHD

STRENGTHS ✓ Information processing ✓ Strong 3D visual skills ✓ Detail conscious ✓ High levels of alertness and ability ✓ Finding patterns and inconsistencies to hyper-focus ✓ Creating patterns and order ✓ Novel problem solving abilities ✓ Tenacious and honest ✓ Passion and enthusiasm STRENGTHS & CHALLENGES CHALLENGES • Difficulty to engage with others and • Inattention share thoughts/feelings • Wandering off task • Difficulties with complex social cues • Disorganized (e.g. when/how to join • Difficulty sustaining focus conversations, what not to say) • Excessive fidgeting, tapping, or • Intense fixated interests or focus talkativeness (e.g. spending hours writing out • May be socially intrusive (e.g. timetables) interrupting others excessively) • Extreme response to sensory input • Anxiety & Depression (e.g. smell, touch, lights, sounds, texture, appearance of food) • Anxiety & Depression

https://www.geniuswithin.co.uk/information/ ONLY 2% Fed & Private funding for lifespan issues 2% (US HHS: Report to Congress, 2017) FACTS & STATS 9x's likely to die from suicide | 5x's likely to 9x College students with disabilities face barriers attempt suicide than the general public greater than their non-disabled peers in an (Mandell, 2018, p.234) 5x overwhelming number of ways, including (but not limited to): 70% 70% experience one comorbid mental disorder, and 40% experience two or more 40% (DSM-5) higher rates of sexual assault (Brown, Pena & Rankin, 2017) Unemployment estimated: 70 and 90 percent %. 70% (Abrams, 2016; Bernick & Holden, 2018; Harmuth et al., 2018; lower employment rates post college Hendricks, 2009; Sarrett, 2017) 90% (Moore & Schelling, 2015)

2/3 of young autistics do not move onto Greater risk for mental health issues ( 2/3 employment or other education in the first two Stockhom Youth Cohort Data, 2018) years after leaving high school (Abrams, 2016; HHS, 2017) Text CSUC to 22333 once to join

SOCIO ECOLOGICAL MODEL Do you know Pokémon and have you played it? Respond at PollEv.com/csuc Text CSUC to 22333 once to join

SOCIO ECOLOGICAL MODEL EMPLOYERS AND THE WORKPLACE

Career assessments Career Readiness Identify strengths/skills Social networks (Individual) Enhance skills (social, vocational, etc.) Self-care

Role Model Skills Advocate Be Aware of ND Development/Services Person-Centered Practices Connect with the ND community (Family/Friends)

Train Staff/ND Awareness Training Process Positive Attitudes/Mentors Skill Workshops Supportive Workplace/Flex. Schedule Goal Setting Institutional Non-traditional Interview Universal Design/Technology

Invite Neurodivergent Individuals “Social partners” for Expertise to Present to the Company Attend Conferences/Webinars Expand the Neurodiverse Community Environments

Provide Funding for Lifespan Issues Read Current Legislation Conduct Research Understand Your rights & the Public Policy Contact Your Representatives Rights of Your Employer HIGHER EDUCATION

Career/Academic/Major Advising Student Organizations/Events (Assessments/Career Readiness) Accommodations/Technology (Individual) Experience (Job/Volunteer/Research) Wellness Center

Role Model Skills Advocate Be Aware of ND Development/Services Person-Centered Practices Connect with the ND community (Family/Friends)

Train Staff/ND Awareness Provide a ND Course ND “safe spaces” & ND Policies Identify Campus ND Community Academic & Career Program/Workshops Utilize Universal Design/Technology Institutional Host a Conference/Webinar on ND Faculty/Student Mentors

Invite Neurodivergent Individuals “Social partners” for Expertise to Present to your Dept/Class Attend Conferences/Webinars Expand the Neurodiverse Checklists Community Environments (i.e. restaurants) Awareness Events

Provide Funding for Lifespan Issues Read Current Legislation Conduct Research/Obtain Grants Understand Your rights & the Public Policy Contact Your Representatives Rights of Your Campus DESIGN, TECHNOLOGY, & RESOURCES

EMPLOYER ASSISTANCE & UNIVERSAL DESIGN JOB ACCOMMODATION RESOURCE NETWORK NEURODIVERGENT EMPLOYEES & STUDENTS Neurodivergent Strengths Career Readiness Professional Development Network Online Neurodivergent Self Care NEURODIVERSITY & COMMUNITY SUPPORT Neurodiversity 101 Community Supports Neurodivergent Leaders SHARE YOUR RESOURCES WITH US NEURODIVERSE EMPLOYERS & UNIVERSITIES Neurodiverse Employers Neurodiverse Universities & Initiatives Creating a Neurodiverse Environment Technology & Accessibility NEURODIVERSITY INFORMATION Books www.NeurodiversityNetwork.Net Newsletters & Blogs Articles & Websites www.linkedin.com/company/neurodiversitynetwork Podcasts Conferences Policy & Government Feedback on the presentation:

Questions? Respond at PollEv.com/csuc Text CSUC to 22333 once to join www.NeurodiversityNetwork.net