Building Empathy Autism and the Workplace Katie Gaudion

Workplac_Cover v2.indd 1 11/10/2016 14:26 About the research partners

The Kingwood Trust

Kingwood is a registered charity providing support for adults and young people with autism. Its mission is to pioneer best practice which acknowledges and promotes the potential of people with autism and to disseminate this practice and influence the national agenda. Kingwood is an independent charity and company limited by guarantee. www.kingwood.org.uk

The Helen Hamlyn Centre for Design, Royal College of Art The Helen Hamlyn Centre for Design provides a focus for people-centred design research and innovation at the Royal College of Art, London. Originally founded in 1991 to explore the design implications of an ageing society, the centre now works to advance a socially inclusive approach to design through practical research and projects with industry. Its Research Associates programme teams new RCA graduates with business and voluntary sector partners. www.hhcd.rca.ac.uk

BEING BEING was commissioned by The Kingwood Trust to shape and manage this ground breaking project with the Helen Hamlyn Centre for Design. BEING is a specialist business consultancy that helps organisations in the public, private or charitable sectors achieve their goals through the effective application and management of design. www.beingdesign.co.uk

Workplac_Cover v2.indd 2 11/10/2016 14:26 Contents

2 Foreword

3 Introduction

4 Context: Autism and work

6 Research Methods 8 Co-creation Workshop 12 Autism and Empathy

18 Findings: Six key findings

24 Workplace Activity Box: 28 Activity 1: People & Things in the workplace 30 Activity 2: Disc-it, a workplace communication tool 32 Activity 3: Mapping Sensory Patterns

38 eBay Workshop

40 Conclusion

42 References

44 Author, Illustrator, Acknowledgements

1

Building Empathy inside.indd 1 14/10/2016 11:14 Foreword Lady Hornby, Chair, Kingwood

One of the most significant aspects this be through staff training, of our lives is work, it can provide modifications to the work environment, financial rewards and as a result or simply a better understanding of independence and a more dignified autism as a spectrum condition. life, but perhaps more importantly it can provide purpose, meaning and a This publication attempts to help sense of self worth. organisations that might potentially employ people on the autism These benefits are as important for spectrum by detailing simple, clear people on the autism spectrum as guidance on creating empathy and they are for the rest of society and as making reasonable adjustments and such the information and guidance provides some easy to adopt tools and contained in this publication, which techniqued and I can not recommend represents another year of research it strongly enough. from the expert team at the Helen Hamlyn Centre for Design, is of paramount importance to the autism community and those that might seek to employ them.

For the residents that we at Kingwood support, who might not all be able to take up employment through traditional routes, all have the potential to be involved in some form of structured work activity that provides benefits for themselves and society.

To make this possible it is clear that reasonable adjustments could be made to make work more manageable for people with sensory processing and social interaction issues, whether

2

Building Empathy inside.indd 2 14/10/2016 11:14 Introduction

This publication is the sixth in a what the physical and social demands of Mental Disorders (Fifth Edition; series that describe design research of the workplace might be for autistic DSM-5, 2013) recognises the unusual projects carried out by the Helen people and explores ways to overcome way that autistic people respond Hamlyn Centre for Design at the Royal potential difficulties. It also explores to sensory input. These so-called College of Art in partnership with how to foster understanding and 'sensory sensitivities' can affect autism charity The Kingwood Trust, empathy between autistic employees, a person’s ability to interpret, filter who provide support and accom- managers and co-workers, to support and regulate sensory information, modation for adults with autism. a neurodiverse workplace. leading to a person becoming hyper- sensitive (over-stimulated) and/or The work engages directly and Autism is a lifelong and complex hyposensitive (under-stimulated) creatively with autistic adults and neurodevelopmental condition that to incoming information, thereby their support network, employing affects the way a person communicates influencing how they experience their qualitative methods using design and relates to other people and the environment. For example, while some ethnography techniques. In addition world around them. As a spectrum autistic people find certain sounds to a person-centred design approach condition it affects people in different upsetting (e.g. dogs barking) or this project takes a strengths-based ways. People with autism may have visual input (e.g. fluorescent lights) approach that views autism through rigid routines and special interests disturbing, others seek and take a positive and enabling lens. – they can be sociable or find social pleasure in such stimuli. situations difficult. Some have learning The work aims to improve the everyday disabilities whilst others possess high To create a holistic approach the experiences of those with autism levels of intellectual ability. It is design team invited autistic adults through better understanding of their estimated that one in every 100 across the spectrum to take part sensory preferences, interests and people is diagnosed with autism in the research. This included action capabilities with the physical (Baird et al, 2006; Brugha et al, 2009), people with limited verbal speech environment. and with one per cent of the adult and additional learning disabilities, population of the United Kingdom who live in supported housing and Past studies have focused on different having autism spectrum disorder are described as having high support environmental context of the home, autism is no longer considered rare. needs (receiving more than 15 hours ranging from the built environment, support per week). In addition autistic garden design, adaptation of household Although autism is often associated adults who typically do not have objects and communication tools – with its effects on social communi- delayed language development both digital and analogue. This project cation and interaction, the latest and may require short-term practical steps outside the domestic realm and revision of diagnostic criteria by support, were also invited to participate. into the workplace, which investigates the Diagnostic and Statistical Manual

3

Building Empathy inside.indd 3 14/10/2016 11:14 Context Autism and work

entry-level jobs. Hagner & Cooney, (2005) interviewed 14 supervisors of employees with autism and found that the main barriers were sensory sensitivities, for example, difficulty for autistic employees to deal with unusually loud noises. Results from an online survey by Kirchner et al, (2014) revealed that social interaction and sensory issues where most often rated as interfering with work performance.

Many autistic people have led successful careers that have been carved and shaped around their special interests. Temple Grandin, an American For most adults, work is a major support and advice for prospective autism activist and bestselling author, part of life. Whether it is paid or employers and autistic people to has a successful career designing unpaid, work is good for our health attain and sustain employment. livestock equipment. She gives credit and wellbeing. We develop skills and to her science teacher Mr Carlock who it makes us feel productive, valued Finding, applying and sustaining helped Grandin realise her abilities. and builds our confidence. employment is a complex process Her interest in automatic doors inspired involving a number of hurdles for her teacher to encourage her to Unfortunately for people on the autism autistic people, who may experience investigate this further, which led spectrum employment outcomes are stress, bullying, low quality and low Grandin to become an engineer. poor. Only 15 per cent of autistic people paid work that does not match their During the last decade there has are in full-time employment (Howlin et abilities. Therefore, the success rate been growing efforts to create job al, 2013), despite the fact that 79 per of sustaining a job is low (Hurlbutt & opportunities for autistic people cent of people with autism on out of Chalmers 2004; Burkjardt & Cardillo, through start-up companies in the work benefits want to work (Redman, 2012; Griffith, 2011; Schaller, 2005). information technology sector, such 2009). Although there is a high rate Mullar et al (2003) interviewed 18 adults as Specialisterne (Denmark and of unemployed autistic people, there with autism about their experience Iceland), Passwerk (Belgium) and are only a handful of practical tools with the workplace and found highly Aspiritech (United States). The special available that address this and provide educated employees working at

4

Building Empathy inside.indd 4 14/10/2016 11:14 interests amongst autistic people be used as an important platform to assess what adjustments are needed have began to be recognised as a match jobs with the skills, interests for people with autism or the extent to valuable resource when developing and preferences of the autistic people which employers need to make these employment strategies for people Kingwood support. adjustments (Hagner & Cooney, 2005). with autism (Kirchner & Dziobek, 2014). An example of this is Specialisterne, Whist there is growing support and To fill this gap in research this project who are a social enterprise founded guidance for employers who are now will take a person-centred approach in Denmark in 2004, and have starting to recognise the importance to investigate what the physical and successfully placed thousands of and value of a person on the autism social demands of the workplace are, people with autism into specialised spectrum, many employers continue and to explore what workplace satis- jobs. They acknowledged how an to take on board a 'one size fits all' faction means for an autistic person. autistic person’s skills in pattern approach to workplace satisfaction, The project proposes that small recognition, attention to detail and and therefore may lack the experience personalised adjustments can be ability to repeat tasks without losing and ability to support a person with made. However, for this to happen, interest, are complimentary to the autism in the workplace. there needs to be better understanding information technology sector. and empathy between autistic Research suggests that an employer’s employees, their co-workers and However, jobs like this match the lack of understanding (Forsythe et al, managers, to create a positive working specific strengths of only a small 2008) and failure to make reasonable culture where everyone in the work- subgroup of autistic adults, and there adjustment for autistic employees in place shares an equal understanding still remains a lot of autistic adults who the workplace, are significant barriers and awareness. remain unemployed and whose skills to work. Reasonable adjustments are and interests do not necessarily relate a key part of the Equality Act 2010 (EA) Through the literature review the to the information technology sector. and essential to enabling a disabled design team have identified three In light of this, the research also person to retain employment. Whilst important design themes: explores how a microenterprise can be some employers make reasonable developed for and with autistic adults adjustments to the work environment 1. To explore the sensory and social across the spectrum, that carves and to support people with different challenges of the workplace. creates work opportunities to match physical abilities, there is little support 2. To explore how to build empathy and their range of interests and skills. and awareness for what a reasonable understanding in the workplace. To put this concept into practice the adjustment is for a person with 3. To create work opportunities at design team aims to integrate the different cognitive abilities, whose Kingwood that match the wide range world’s biggest online marketplace, needs may not be so obvious. Hence, of interests and skills of the autistic eBay, into The Kingwood Trust. It will little research has been conducted to people they support.

5

Building Empathy inside.indd 5 14/10/2016 11:14 Research Methods

The design team engaged directly and experience of everyday life. This growing Sensory Observations remotely (through online forums) with online community was a good way for “I keep ear buds in at all times because autistic adults whose work experience the design team to gather perspectives even the small chatter that goes on in ranged from paid and voluntary work and insights into how autistic people my office is EXTREMELY distracting.” to being self-employed or unemployed. experience the workplace. The subject Support staff, job coaches and social of the workplace featured highly, “I used to be in an open plan office interpreters were also invited to take and the majority of the challenges but that is horrendous for people with part in the research to gain further experienced could almost be divided autism, so I cut myself off. I have to insights into the challenges autistic into social and sensory. For example, wear headphones because I can’t stand people experience throughout the the sensory and social aspect of the the noise. The more people they put in different steps of applying, attaining physical space appeared to be the the open plan office the worse it gets.” and sustaining work. key areas which autistic employees struggle with. On the right are some “I work upstairs. The noise from The research took a mixed methods examples of the sensory and social the floor is constantly irritating: air approach that involved informal challenges found in the workplace, compressors; doors opening and closing interviews and communication tools to taken from online blogs and autistic etc. I often find myself drumming on the help prompt discussion and generate adults who participated in the research. table, rubbing the keyboard, bouncing more context-specific insights. The my feet around, or rubbing my hair to design team also facilitated a series Work Repertoire block out this external stimuli.” of co-creation workshops and focus Research by Julian Thompson (2014) groups, which encouraged autistic explored an autistic person’s response Social Observations adults and their support network to marginalisation and exclusion at “The change that people need to do is to generate design ideas on how to work. The study involved the analysis in their heads.” improve the workplace experience. of 82 online texts taken from autism Together, the methods generated a specific blogs, which revealed a number “An important question is whether rich pool of insights and ideas, where of strategies autistic people use to the co-workers know that this person key opportunities for innovation were resist exclusion and strengthen their is autistic because if they did and identified. position at work. Thompson identified understood what it is that they needed and mapped four repertoires that to do differently then they would Online Forums and Interviews describe how autistic people experience behave in a different way.” Online blogs and forums such as and use strategies: in the workplace; ‘Wrong Planet’ have created global survivor; specialist; outsider and “Most employers can cope with the conversations between autistic people nerd. Each repertoire is described and physical adjustment but they can’t to share and exchange thoughts and illustrated on the following page. cope with attitude adjustment.”

6

Building Empathy inside.indd 6 14/10/2016 11:14 Survivor Specialist “When I started at university I was Specialist repertoire, because the geology department, where I was trained, saw something in me that I didn’t, and it was 1980 before I was diagnosed with autism. I had this ability to systemise and learn really well Specialist wise at university, and I specialised in things like time and fossils. I was using my abilities as an autistic person without knowing it. The The Survivor repertoire avoids For the Specialist repertoire, the people in charge thought me a bit odd discrimination and exclusion through autistic worker is acknowledged and but I got everything done. camouflage and concealment, valued for their specific strengths whereby an employee is expected to and abilities and is not expected to When I left university I went into the fit in and meet the employer’s needs. conform to a conventional neuro- Survivor repertoire, it wasn’t so typical working culture. much passing off 'normal' against autism, it was passing off normal against ‘stupid and weird’. I knew I wasn’t but I knew I was different, so I developed strategies. I went with the Nerd repertoire as I didn't fit in Outsider Nerd o an ordinary job, but I could draw and make things, so I became self- employed as an illustrator. I am now in-between Survivor and Outsider.” Autistic participant

“I am hovering between the Outsider repertoire, where I am trying to make them listen to what I need as a person in work and the way I need to be treated, and a Survivor. You get so fed For the Outsider repertoire, the The Nerd repertoire escapes up with saying – this is what I need, autistic worker discloses fully their conventional employment through that you don’t bother any more. So I autism diagnosis to their employers self-employment and/or focus on hover between the whole lot, I would and co-workers. This repertoire does special interests, so that they can really like to be the Specialist one not attempt to change themselves employ an entirely autistic way of where you are valued for what you do to fit into the workplace, instead, the working. where it is judged on the end product autistic worker advocates a workplace and not on the pattern and the way that accepts difference. you work.” Autistic participantt (Thompson, 2014)

7

Building Empathy inside.indd 7 14/10/2016 11:14 Research Methods Co-creation workshops

There are approximately 170 support Through their collective observations, guidance from support staff, through staff at Kingwood Trust who play an support staff and family members the process of co-creation workshops. important role in the lives of people are pivotal in understanding how with autism and provide assistance autistic people perceive and experience The co-creation workshops involved with meal preparation, shopping, everyday life and are best placed to 23 support staff. Through a series of managing money, leisure activities notice what a person enjoys and creative activities the support staff and personal care. This support helps responds to, as well as what might were encouraged to share their ideas, each autistic person to develop a trigger stress and anxiety. As some experiences and thoughts around the greater degree of independence in of the autistic participants in this subject of autism and work (paid and / order to help unlock their potential research have limited speech with or voluntary). Here are descriptions of and live full and active lives. additional learning disabilities, the each activity: designer sought expertise and

8

Building Empathy inside.indd 8 14/10/2016 11:14 Activity 1: Physical and Social a range of workplace settings: library; phone. Visual distractions included: Challenge café; supermarket and factory floor. bright lights; clutter; shiny surfaces; Every workplace is different. piles of reading material and too many Depending on the type of work The support staff were invited to look pictures and signs on the walls. involved, workplaces are furnished at the different workplace contexts and structured in ways that influence and describe what they thought the Potential social difficulties were also different levels of social interaction. physical and social challenges might identified such as: lack of personal For example, a librarian, cataloging be for the person they support. space; being in the same space as lots and sorting books, may work of people; being randomly approached independently. This is in contrast to Results by customers; small talk; people a nurse, who works in a team. Some of the sensory issues raised asking for food not on the menu occurred in different workplace and making eye contact. To explore how autistic people may environments. For example, audio experience different types of work- distractions included: the sound of places, each participant was given a trollies being pushed; typing on a set of 10 cards that visually represent keyboard and people talking on the

9

Building Empathy inside.indd 9 14/10/2016 11:14 Research Methods Co-creation workshops

Activity 2: Mapping Sensory participant created a workspace “When somebody starts a job they Preferences – Model of Workplace in the bedroom of the person they don’t just need a job description, The aim of this activity was to support, as they felt it was where they they need to know the social rules encourage the support staff to explore might be most comfortable to work. i.e. we always stop at 10am to have what a comfortable and enjoyable The cards also highlighted colour a cup of coffee, and knowing that workspace might be for the person preferences, which helped inform the you can get a drink of water they support, and to create a model choice of colour for the flooring, walls downstairs and there is toilet of it using a small white box and a and furniture. on the second floor.” selection of materials including Support staff Argos catalogues. In addition to a person’s sensory preferences the support staff also “Breaks – when an employer takes To help this process, firstly the took inspiration from a person's somebody on with autism it might participants were invited to map interests, which created ideas for be hard to get them to break for the sensory preferences of the job type and furnishings. For example, lunch. One parent told me about person they support using Sensory one participant made the workplace their son who got a job where he Preference Cards produced by the floor into a football pitch and put was sitting at a computer. The design team in the ‘Exploring Sensory images of footballers on the walls. manager had to go and switch his Preferences’ project (Brand & Another participant connected the computer off so that he would take Gaudion, 2012). Once categorised into person they support's interest in a lunch break, because otherwise groups of likes, dislikes and neutral, make up and created a workplace he just would not move.” the cards created a visual mood that incorporated a make-up counter. Support staff board. By framing the autistic participant’s sensory preferences Results “What most people with autism like within the context of the workspace, The co-creation workshops proved is instant messenger and email, the participants were able to make effective in identifying recurring which can be the best way to design decisions on how to make themes and the needs of those being interact as it gives them that their workplace models. considered. It was also a good tool time to think about what you just for engaging people and eliciting asked them.” One participant’s sensory cards anecdotes. The activity encouraged Support staff revealed that they like darkness, and the support staff to reflect, share spending time alone, which suggests ideas and experiences on the topic that this person may benefit from a of autism and the workplace as private workspace away from direct demonstrated to the right: sunlight. In this instance, the

10

Building Empathy inside.indd 10 14/10/2016 11:14 A selection of workplace models made by support staff and people with autism

11

Building Empathy inside.indd 11 14/10/2016 11:14 Research Methods Autism and empathy

Debunking the Myth autistic people may have difficulty Empathy is 'the ability to be aware navigating social norms and reading of, understand and be sensitive non-verbal cues, it does not mean to another person’s feelings and they cannot feel another person’s thoughts without having had the pain or happiness. This study reverses same experience' (IDEO, 2014). Being the ‘lack of empathy’ theories by aware of other people’s feelings and questioning how much empathy understanding their needs is crucial non-autistic people have towards in the workplace, it helps to create people with autism. This resonates a more caring and supportive work with Damian Milton’s Double Empathy environment, enabling co-workers Theory which he describes as: 'a to overcome challenges together. Lack disjuncture in reciprocity between of empathy creates misunderstanding two differently disposed social actors and mistrust, which in turn may which becomes more marked the corrode productivity and happiness. wider the disjuncture in dispositional perceptions of the life world – In 1985 a study showed that autistic perceived as a breach in the ‘natural key to understanding another person’s children had a deficit of Theory of attitude’ of what constitutes ‘social feelings, so when we empathise we Mind (TOM) (Baron-Cohen et al), which reality’ for ‘non-autistic spectrum’ respond to a person’s feelings and means they lacked the ability to take people and yet an everyday and often adjust the situation accordingly. on another person's perspective. traumatic experience for ‘autistic Empathic acts in daily life can also Since then TOM deficits has become a people' (Milton, 2012, p.2). extend to the workplace, for example defining characteristic of autism and we might empathise with a colleague has become embedded within autism Whether autistic or not, we all have if they are late for work due to traffic, research (Baron-Cohen, 2011). different levels of empathy. Everyday or are nervous about public speaking Consequently it is a common and we engage in small empathic acts in – particularly if we have experienced widespread belief that autistic people response to a person’s emotions, for that situation ourselves. Whilst there lack empathy, however autistic example, on a bus, we might decide to is a lot of support and advice for self-advocates suggest that the speak quietly on our mobile phone to people on the autistic spectrum on opposite is true, and in fact often feel try not to disturb the person next to how to develop empathic skills in the intensely and easily overwhelmed by us. If a friend is feeling unwell in a car workplace, the same is needed for the emotions of those around them. we might stop or open a window to managers and co-workers so that give them some fresh air. All of these empathy and understanding can be This project has the view that although actions require empathy, which is the fostered reciprocally between everyone.

12

Building Empathy inside.indd 12 14/10/2016 11:14 Building Empathy Workshop can be developed, particularly when in teams, they selected one person’s It would prove impossible for the the company of people who experience sensory profile and decorated an design team to develop a prescriptive and perceive the world differently umbrella accordingly. As an important set of guidelines that advise people to themselves. part of developing empathy is to how to develop empathic potential consistently challenge our own as each individual is different. Instead, The workshop began with a description assumptions and develop better the design team developed a Building of the designer’s own subjective self-awareness, the workshops Empathy workshop, which was journey in which she developed a concluded with a range of interactive facilitated in three locations; The framework to help expand her own activities that challenged the parti- Kingwood Trust, Royal College of Art empathic abilities whilst working with cipants own sensory perceptual (RCA) and at the Autism and Good autistic adults with limited speech and awareness. Design Conference (2015), organised additional learning disabilities. by the National Autistic Society. The workshop with the RCA Masters The second part of the workshop students differed slightly as three Support staff, art and design students encouraged the participants to use autistic speakers were invited and delegates at the conference were the Sensory Preference Cards (Brand to share their own experiences invited to explore what empathy & Gaudion, 2012) to reflect upon their with the students. means to them and how empathy own sensory likes and dislikes. In

13

Building Empathy inside.indd 13 14/10/2016 11:14 Research Methods Autism and empathy

Storyboard by Ian Wilson Empathic Framework Designer’s Journey To explain this further, a storyboard situation and empathise without The designer explored the question of (above left), drawn by Ian Wilson, who the support of spoken language. empathy by observing the support facilitates creative workshops with By sketching and reflecting upon staff who carried out empathic acts autistic artists, describes his similar experiences made by the for the autistic person they support. experience of walking in a park with support staff and analysing the story- The designer noticed that the support John, an autistic man who has limited board, the designer identified four staff were experts at avoiding speech. John becomes anxious when stages of empathic understanding: fundamental attribution errors, as they get to a path containing shadows Redirecting; Connecting; Imagining they were able to objectively connect cast by the trees, as he might perceive and Empathising (see above). an autistic person’s emotions to the the shadows as black holes. surrounding environment, rather than This framework suggests how Ian internalising their thoughts and This storyboard provides important built empathy by objectively observing explaining another person’s actions clues for how a person was able to a situation and subjectively forming through their own. interpret emotional responses to a an understanding of the situation.

14

Building Empathy inside.indd 14 14/10/2016 11:14 For example, in: Redirecting and In teams the participants were then Sensory Perceptual Awareness Connecting, Ian redirected his own asked to select one person’s sensory Activities: thoughts, externalised and connected profile and create an environment 1. Simulations John’s behaviour to the shadows in the for that person using transparent Several people with autism have environment. Conversely, in Imagining umbrellas. This exercise encouraged created short films to serve as and Empathising, Ian subjectively the participants to creatively explore simulations of what background noise formed an understanding of the how a person’s sensory preferences and sensory overload feels like to situation by imagining and adapting can help inform the design of spaces them. These short films are available the situation accordingly. and decisions upon tangible outcomes. on YouTube and are a good tool in a workshop to encourage people to Umbrella Activity When complete, the umbrellas showed imagine how it might feel to experience Whether autistic or not, our sensorial how everyone has a unique sensory sensory sensitivities in everyday life. experience of the surrounding profile but more importantly how environment can be very different adjustments can be made to make Trip to the Supermarket: https://www. and unique. To encourage the their environment more comfortable youtube.com/watch?v=IcS2VUoe12M participants to explore and reflect for them (by understanding their Daily Situations: https://www.youtube. upon their own sensory experiences sensory likes and dislikes). The com/watch?v=KurXpARairU they were invited to visually map their umbrella activity is an important https://www.youtube.com/ sensory likes and dislikes using the method that could be transferred watch?v=K2P4Ed6G3gw Sensory Preference Cards (Brand & into the work environment to explore Walking along a Street: https://www. Gaudion, 2012). what reasonable adjustment might youtube.com/watch?v=plPNhooUUuc be for an employee. Once complete the cards create a 2. Paper Clip and Rice clear visual indicator of how we all The aim of this activity is to simulate have different sensory likes and dislikes. the tactile confusion that some

15

Building Empathy inside.indd 15 14/10/2016 11:14 Research Methods Autism and empathy

coordination. For this activity the participants are each given a piece of paper with a maze on it. A mirror is held up on a table reflecting the maze and the participant has to get from A to B on the maze using a pencil, but only by looking into the mirror. At the same time music and a flashing torch can be aimed at the mirror to create visual and audio distraction.

4. Where’s Wally? Some autistic people may have an excellent focus on details and experience weak central coherence (Uta Frith,1989). This theory describes how an autistic person tends to focus on the small details of the environment rather than perceive it as a whole. The aim of this activity is to encourage the autistic people might experience. have won! This sense of competition participants to explore their own The activity involves a pair of rubber escalates the participant’s sense abilities on attending to the detail of gloves, rice and paper clips. Simply of confusion and helps them to things and illustrate how we all attend pour rice into a small container and imagine how frustrating it would to things in different ways. This add up to 10 paper clips and mix them be to experiencene tactile confusion activity works well for a group. Each into the rice. The participant wears on a daily basis. participant receives five prints of the rubber gloves and is asked to different ‘Where’s Wally’ scenes remove the paper clips from the rice. 3. Mirror and Maze ensuring that they are all looking For added complexity the participant The aim of this activity is to help at the same theme and are asked can wear a blindfold, this highlights people understand the difficulties 'Where's Wally?' at the same time. our dependency on sight to feel autistic people can have accomplishing The first person to find Wally might things. In a group situation it is fun to a seemingly simple task when suggest they have good attention make this into a game – those that surrounded by sensory overload, to detail. can pick out 10 paper clips the fastest and heightens awareness of hand-eye

16

Building Empathy inside.indd 16 14/10/2016 11:14 5. Binocular Vision different sizes of pasta tubes. Wearing Some autistic people may have poor the gloves the participants have to Integration of central and peripheral thread the string with the pasta tubes, vision; this activity invites participants soon they will experience frustration to imagine what it would be like to as inflexibility of their fingers makes navigate a space without peripheral the activity extremely difficult. vision. This activity requires a large area of floor space away from any Guidelines obstacles. A long piece of coloured Whilst it is difficult to create a tape is then stuck to the floor and generalised guideline on how to build each participant is given a small pair empathy, based on this research and of binoculars. Each participant is what was learnt from the workshops, asked to walk as straight as they can here are some suggestions of things along the line of tape, but only when to think about: looking through the binoculars the wrong way round. This activity will give • Listen the participants a sense of binocular • Reflect and be aware of your own vision and a sensation of detachment actions from their body. • Externalise your thoughts (fundamental attribution error) 6. Pasta on String • Observe Some people with autism may • Imagine experience difficulties developing • Connect motor skills and have poor dexterity • Always remember when you have which may affect their ability to carry met one person with autism, you out everyday tasks such as tying have met one person with autism. shoelaces or handwriting. The aim of this activity is to encourage the participants to imagine how it would feel to have poor dexterity whilst carrying out a simple task. The participants are each given a pair of gardening gloves, a piece of string and a small plastic box containing

17

Building Empathy inside.indd 17 14/10/2016 11:14 Findings Six key findings

2. Empathy and Understanding There appears to be too much of a focus on the lack of empathy as a trait of autism; however, the research reveals that there is also a lack of understanding and empathy by managers and co-workers, even though support and advice is available for them and for autistic employees. Although it is segmented, it is not viewed as a reciprocal activity. There needs to be more focus on how to build understanding and empathy between everyone in the workplace, a way of doing this might be to explore differences but also identify commonalities.

3. Promote Self Advocacy Only when an autistic person is in employment can they begin to know what could be adapted for their needs in the workplace. The research 1. Social and Sensory Challenges contact) understanding the sensory highlights how many of the challenges Blogs, interviews and co-creation and social challenges can be less experienced by autistic employees in workshops revealed that the sensory obvious for managers and co-workers. the workplace are socially orientated, and social aspects of the workplace A person may not be able to anticipate which can be difficult to talk about, can be the most challenging elements or articulate what the challenges of particularly if they have limited for autistic adults. the workplace might be until they are speech and find social interaction in it. Consequently there needs to be a challenging. Therefore a communication Whilst some autistic people develop better and more comfortable way for tool that empowers an autistic their own strategies for overcoming autistic employees to communicate employee to self-advocate their some of these challenges (i.e. learning these challenges before and during needs would be beneficial. the techniques of small talk and eye employment.

18

Building Empathy inside.indd 18 14/10/2016 11:14 4. A More Personalised Approach Whilst there is advice and guidance available to help managers and organisations to support autistic employees in the workplace and vice versa, it is often in the form of a long list of generalised recommendations. Whilst this can be useful, it might also be daunting and overwhelming for any employer, who may then form an unrealistic impression of what a reasonable adjustment might be for their prospective autistic employee. By involving the employee at the start and enabling them to express what adjustments they may need, this may reveal that only small changes may be required to increase their level of comfort at work.

5. What Does a Reasonable Adjustment Look Like? There is generic support and advice available for organisations and able to discuss their specific needs needs are heard it is important managers that list examples of what without fear of discrimination or that information and support is not a reasonable adjustment might be negative attitudes and managers can segregated but available to everyone for an autistic employee. However, work with autistic employees, rather in the workplace, and tools can be a ‘reasonable’ adjustment can mean than relying solely on generic advice. created which brings people together different things to different people to work towards an inclusive so the important challenge is to 6. Neurodiversity workplace that values differences. understand what a person’s level of It is important to recognise that many reasonable adjustment is for them. autistic employees may either not Support and assessment tools need realise they are autistic or choose to be developed where individuals feel not to disclose it. To ensure their

19

Building Empathy inside.indd 19 14/10/2016 11:14 Workplace Activity Box

To address the six key findings, a it more comfortable, productive and The design team transferred this idea workplace activity box was created. enjoyable. into the workplace context, as how we The workplace activity box contains feel and what we are doing affects our three activities that invite managers, Activity 1: People & Things: levels of participation, which can supervisors and employees (autistic Individual, one-one or group change and vary throughout the or not) to understand more about based activity working day. themselves and their peers within The aim of this card based activity is different workplace settings. to encourage participants to discover, Activity 3: Mapping Sensory Patterns: share and communicate what a Individual, one-one or group based The visual card-based nature of reasonable adjustment in the activity each activity helps to mediate workplace means to them, and start This card-based questionnaire invites conversation, identify differences the process of what needs be adapted a person to explore their own sensory and also commonalities between in the workplace to make it more pattern and that of others, and provides all those involved. comfortable. ideas on how to design and/or adapt a workspace to accommodate different The workplace toolbox aims to Activity 2: Disc-it: Communication tool sensory patterns. (The sensory encourage people to discuss and This tool was inspired by Autscape mapping activity was translated share their thoughts and ideas about which is a conference created by and from an existing sensory pattern what a reasonable adjustment might for autistic people. At Autscape there questionnaire found in the book be for them in an informal manner is a colour-coded badge system, Living Sensationally (Dunn, 2009). to provoke discussion on how a which indicates at what level a workplace can be adapted to make delegate would like to participate.

20

Building Empathy inside.indd 20 14/10/2016 11:14 Participants engaging with the People & Things cards

Building Empathy inside.indd 21 14/10/2016 11:14 People & Things cards

22

Building Empathy inside.indd 22 14/10/2016 11:14 Workplace & Activity Box containing the activities

23

Building Empathy inside.indd 23 14/10/2016 11:14 Workplace Activity Box Activity 1: People & Things in the workplace

People & Things defined by the culture of the From greeting a person, eating lunch, workplace made up of the values, borrowing a pencil, having team beliefs, underlying assumptions, meetings to serving a customer and attitudes, and behaviours shared going to the office party, there are by a group of people. However, as many situations at work that involve unwritten rules are not explicitly some form of interaction with another defined it can be particularly difficult person. In the workplace, social skills for some people who find social are important now more than ever, situations challenging to pick up on due to the evolving nature of work the nuances of what is acceptable in that is putting more emphasis on different work situations. The team-work and collaboration. unwritten rules of the workplace are not always easily understood, or even The social aspects of the workplace known to exist, might be particularly challenging by autistic people. It is therefore for an autistic person who may find important not to assume that unwritten initiating conversation, reading social rules of the workplace are understood. cues and knowing when to speak and other forms of social interaction Reasonable Adjustment? difficult. A person may be judged as Employers may need to make certain rude, insensitive, aloof or incapable modifications, adaptations, and of understanding, when, in reality they allowances for autistic employees to merely process information differently. enable and encourage them to thrive in the workplace. A reasonable To add another layer of complexity, adjustment might be modifying the workplace etiquette is an important environment to help minimise sensory set of unwritten rules that guides overload. This can include avoiding social behaviour in work environments fluorescent lighting by replacing it – in terms of what people are with subdued lighting; introducing expected to do and say, or to avoid soft furnishings and carpets in a large what should not be said or done. room to muffle the harsh sounds and echoes; using screens or partitions to Workplace etiquette may vary from divide up large rooms, or by providing one workplace to the next which is a quiet corner in a noisy office.

24

Building Empathy inside.indd 24 14/10/2016 11:14 Simple adjustments in the workplace The workplace preference on each can make a difference to a person’s card is described in simple words and comfort and productivity, therefore it illustrated by Ben Conners. The cards is important for an autistic employee act as visual prompts in particular to to be able to identify and communicate support autistic people who may not what accommodations they may be able to verbally articulate their need in order for management to preferences. The People & Things know what adaptations they need to activity is flexible and can be used in pay attention to. By taking these an individual, one-to-one or group simple steps, an organisation will also basis to help a person to express be meeting the Equality Act 2010 which cards relate to them. requirement for employers to make ‘reasonable adjustments’. The activity aims to involve autistic people in expressing their workplace People & Things in the Workplace preferences to be involved in adapting The design team developed a set of the workplace to make it more cards called People & Things. The comfortable, rather than relying on Orange cards – people / social activities using the cards creates a others to express their preferences more personalised and less generalised on their behalf. Once the participant approach that enables a person to selects those cards that apply to take part in expressing what a them, they can create a visual mood reasonable adjustment in the work- board that may be used to inform the place can mean to them. The 59 design and/or adaptation of the cards contain different workplace workplace and trigger discussion. preferences, regarding physical and social aspects. The information on The card activity can be used pre, each card is built on the information during or post-employment. The and insights gathered by people on advantage of this is that in some the autism spectrum during the situations it might be difficult to research. The cards form a wish list anticipate what needs to be adjusted of recommendations compiled by at work, and it is only once a person is autistic people to help them make in the workplace that they are able to their workspace more comfortable. identify what needs to be adapted. Blue cards – things / physical

25

Building Empathy inside.indd 25 14/10/2016 11:14 Workplace Activity Box Activity 1: People & Things in the workplace

The cards are not a definitive list Trialling the People & Things Activity “I like the potential for a discussion, of recommendations as it would The design team trialled the People & there might be something that is an be impossible to gather everyone’s Things cards on three separate autistic trait, but as an neurotypical preferences within different workplace occasions involving five autistic adults you may relate to those things too, it settings. Consequently blank cards and a social interpreter in an individual might be a bit cementing.” are provided to enable the participants and group setting. On a practical level Workshop participant to express a specific need that may the card trials immediately revealed not be in the pack. any misunderstanding and ambiguity “Its about highlighting commonality within the text of each card, and also instead of widening the gap between The People & Things activity is not where recommendations overlapped. autistic and non autistic people.” intended to be an autism specific Workshop participant activity, in fact a person may relate These insights helped the design team to certain cards whether they are to refine the cards and reduce the “It’s a really good team building autistic or not. They provide a useful pack into a more concise and manage- exercise for everyone to understand prompt to ensure that new employees able amount. In the group-based trial, one another. You can have an open have the opportunity to share and be which involved autistic and non- discussion and people can be a bit open about their specific need and autistic participants, the cards more sympathetic to everyone’s needs.” subsequent reasonable adjustment. mediated conversations and showed Social interpreter The main aim of the card activity is to differences and commonalities help an autistic employee to advocate between the participants. “For co-workers and for managers this and for their managers and co- would be great and show beautifully workers to advocate their needs and that although you may only have four foster understanding and empathy people who have autism in your team within the workplace culture. they won’t all be the same, so you can't apply the same rules.” Social interpreter

“From a learner’s point of view as training tools. This is active partic- ipation and learning and goes a long way to embodying the learning and understanding – it's not just sit in front of a presentation and off you go.” Social interpreter

26

Building Empathy inside.indd 26 14/10/2016 11:14 Change Eye Contact “When I was working with people “I used to be terrible at eye and when those people weren’t contact, I used to be looking working there any more, and at the floor a lot more than there were new people, this the person and that was down change was something difficult to nerves and processing to deal with.” information and I think that has developed a lot.”

Lunch Honesty “Sometimes I prefer not to join "I am pretty honest, too honest people for lunch I’m alright with sometimes, which can also be one person or maybe even two, because of Asperger’s. I’ve got but when it comes to groups of myself into trouble when I have people I find that really difficult, been too honest." and it plays on my anxiety.“

Move Around "If I am sat down for too long then Small Talk sometimes I may have to get up “I prefer not to engage in small and have my own space to chill talk I’m trying to get better at out a little bit." that so I would say that’s important I need to get better at this.”

Provoking conversation: during the trials the cards helped to probe conversation and gain a deeper level of understanding

27

Building Empathy inside.indd 27 14/10/2016 11:14 Workplace Activity Box Activity 1: People & Things cards

Examples of People & Things cards (illustrated by Ben Connors). To see complete pack: www.hhcd.rca.ac.uk

28

Building Empathy inside.indd 28 14/10/2016 11:14 29

Building Empathy inside.indd 29 14/10/2016 11:14 Workplace Activity Box Activity 2: Disc-it, a workplace communication tool

Disc- it in the form of labels to hook on door Disc-it is a communication tool handles or colour-coded stickers on inspired by Autscape, which is a seats to indicate to the flight steward conference created and led by autistic to: 'wake me up when dinner is being people (www.autscape.org). served’. These notifications are essentially tools to help one person Autscape provides a colour-coded communicate to another without the badge system that indicates at what need for verbal speech and to help level a delegate would like to participate minimise interruptions. and enables the delegate to choose and communicate their level of Design Adaptation also were presented with blank discs preferred social interaction and The design team built upon the to generate ideas on what other simultaneously helps others to be Autscape badge system and Disc-its might be useful to them (see mindful of this too. transferred it into the context of the image above). workplace, as depending on how we Autscape Coded Badge System: feel and what we are doing everyone’s “It would be really helpful for me • White/ No Badge: levels of participation can change and if other people had the symbol on I am able to regulate my own vary throughout the working day, their desks. I don’t know whether to interaction. equally it can be difficult to know interrupt other people when they are • Green: when to approach a colleague at work. at their desks – that’s what I find really I would like to socialise, but I have difficult.” difficulty initiating, so please Instead of a badge the design team Focus group participant initiate. created a simple disc and stand • Yellow: system called Disc-it. Disc-it is Please do not initiate unless I have comprised of six coded discs that already given you permission to convey simple information and blank approach me on a yellow badge. discs for more personalised • Red: information. The disc’s slot onto a Please do not initiate any stand which can be positioned interaction with me. anywhere on a person’s workspace.

Physical notifications such as this can Feedback also be found in other contexts such The design team presented Disc-it to as hotel rooms and long-haul flights a focus group for feedback and who

30

Building Empathy inside.indd 30 14/10/2016 11:14 Disc-it activity

31

Building Empathy inside.indd 31 14/10/2016 11:14 Workplace Activity Box Activity 3: Mapping sensory patterns

We are exposed to stimuli on a regular person becomes distracted by the important to explore ways to manage basis and each new environment sound of colleagues in an open plan their sensitivities so the quality of we encounter brings with it a host office, they may choose to wear stimuli relating to sight, sound, smell of new sensations. For example some noise-cancelling headphones. and touch can be modified to suit of the sensations that we may typically their preferences and reduce or even experience every day are: the feel Autism and Senses eliminate their sensory dislikes. The of a chair; lighting levels; smells; the Autistic people may find it difficult to first step to achieving this is to explore sound of people and the breeze from interpret, filter and adjust to the what a person’s sensory needs are. an open window. sensory information in their work environment, leading a person to Exploring Sensory Patterns The workplace is furnished with become hyper and / or hypo-sensitive To help identify and map a person’s furniture and equipment that contain to incoming information, thereby sensory preferences, in addition to and emit sensory data: the noise of an influencing how they experience using the Sensory Preference Cards air conditioning unit, phone or printer, their environment. (Brand & Gaudion, 2012), the design the smells from food or deodorants team used an existing sensory pattern and changes in air temperature. A person may find it difficult to focus questionnaire found in the book How we feel about our workplace is and concentrate on some activities Living Sensationally (Dunn, 2009). dependent upon what information we as they become distracted with the In contrast to the sensory preference pick up through our senses and how sensory information that surrounds cards the questionnaire offers a more we respond to these. them. For example, the workplace can universal outcome. Once completed be full of different sounds that could a person’s responses are grouped As we are all on a sensory continuum, be uncomfortable: fire alarms; chairs into four sensory patterns: Avoider, how we respond, process and scraping on the floor; and other people Sensitive, Bystander and Seeker integrate the sensory elements of speaking. Being in a workplace that (see illustrations on opposite page). the workplace can vary from one does not account for an autistic person to another. People who have person’s sensory sensitivities may Putting these sensory patterns a low tolerance to sensory input might trigger anxiety, which may diminish into the context of holiday choices prefer to work in a quiet space on their an individual’s motivation and something a lot of people can auto- own, conversely those who seek out confidence, and create barriers matically identify with. For example sensory stimulation might prefer in sustaining employment. if you like adventure holidays you to work in a busy and bustling might be a sensory seeker or if you workplace. We may continually Potentially, an average workplace like to retreat to the countryside away modify our workspace to satisfy our could cause sensory overload for a from people and noise, you might be sensory needs. For example, if a person with autism, therefore, it is a sensory avoider. You may also fall

32

Building Empathy inside.indd 32 14/10/2016 11:14 into more than one sensory pattern which could also change depending on the context and situation you are in and how you are feeling at that moment.

As described by Dunn in her book ‘Living Sensationally’ (2009) under- standing sensory patterns can be a useful tool to help everyone (autistic or not) to ensure their environment is as satisfying and productive as possible. The design team therefore proposes that a Sensory Avoider: Avoids sensory stimulation Sensory Seeker: Seeks sensory stimulation person’s sensory pattern can help and try to minimise sensory input and wants more sensory input make informed decisions on how to adapt a workspace for that person or enhance understanding of how this can be done.

To enable autistic adults with limited speech and additional learning disabilities to take part in exploring their sensory patterns, the design team adapted 'the sensory pattern questionnaire', from ‘Living Sensationally’ (Dunn, 2009), from a tick box list of questions to a simplified card based activity. Sensory Bystander: Passive to sensory Sensory Sensitive: Sensitive to sensory stimulation and may need more sensory input stimulation and tries to manage sensory input

33

Building Empathy inside.indd 33 14/10/2016 11:14 Workplace Activity Box Activity 3: Mapping sensory patterns

Sensory Pattern Activity Trialling the Sensory Pattern Activity “Sensory Sensitive – that’s definitely The activity involves 69 colour-coded The design team facilitated three me, the thing about having a blind cards and a mapping board that takes trials involving four autistic adults, down. I would often sit in the dark with the participant through six steps to two social interpreters, a support my laptop and even during the day I will identify their sensory pattern. Once worker and five designers. The aim close the curtains. I might have the the participants have completed the of each trial was to understand the desk lamp with the light behind me, activity and identified their sensory participant’s experience of doing the but I don’t like having the ceiling light pattern, there is a set of four cards, activity, their thoughts and ideas on and I am very conscious of noises.” illustrated to match a sensory pattern provoked during the activity. The Autistic participant with an ideal workplace design (see benefits of understanding sensory pages 36-37). The cards are not patterns and how they can be applied “It says I avoid sensory stuff, which I do. prescriptive but a provocation to to workplace design. Most of it I agree with completely, I do trigger discussion amongst the like things that are closed off with solid participants and to compare and Results walls. Also it says I am a bystander too contrast what an ideal workplace Each trial evolved into a rich discussion and I fit some of those things as well might be for them. about a person’s sensory experiences, – open shelving so I can see everything, when commonalities and differences I may forget things in my daily routine The sensory pattern activity were identified. On some occasions and my clothes may look crooked or encourages managers, autistic the participants did not necessarily twisted.” Autistic participant employees and co-workers to take agree with the results of the part on an individual or group-based questionnaire or identify with their "I had a fluorescent light above my setting. The aim of the activity is to: sensory pattern, provoking discussion desk and what annoyed me was people about why and which sensory pattern coming in and switching the light on, so 1. Generate discussion around our they felt they related to. The workshop constantly this flickering thing above sensory experience with the also highlighted how a participants my head would be going on.” workplace. sensory pattern changes depending Autistic participant 2. Encourage participants to identify on how they feel and the context and whether their sensory pattern environment that they are in. “Employers think there’s a space for compliments their current a desk, without thinking about what it workplace setting. would be like working there. Businesses 3. To understand another person’s do make adjustments but, to be honest, sensory pattern and explore how a it is usually based on aesthetics not workplace can be adapted to be about other senses.” more helpful for everyone. Social interpreter

34

Building Empathy inside.indd 34 14/10/2016 11:14

Trialling the sensory pattern activity

35

Building Empathy inside.indd 35 14/10/2016 11:14 Workplace Activity Box Activity 3: Mapping sensory patterns

Sensory Bystander Sensory Sensitive 1. May get very focused on their work 1. Detail orientated and good at planning 2. Does not always notice what’s going on around them 2. Can find sensory information distracting i.e. sounds, 3. May need to take notes to remember important movement information 3. Workspace located away from the flow of people to 4. Their name may need to be called several times to minimise sound and movement get their attention 4. Workspace with uninterrupted wall space 5. Is not affected by changes to schedules or routines 5. Prefers to have controllable and focused lighting 6. Enjoys working with lots of people 6. Prefers to have their own work materials 7. Enjoys working in a noisy and bustling environment 7. Work materials are well organised and may be colour 8. Likes to have art and pictures on the wall coded to help organisation 9. May easily overlook sensory information which others 8. Prefers to work in a quiet space but close to activity may find distracting by i.e. high pitched sounds to manage the amount of sensory input 10. Prefers open shelving so belongings are easier to notice 9. Workspace with clean and sparse lines to reduce 11. Can work in a busy area with people moving past distraction 10. May need advanced warning of changes

36

Building Empathy inside.indd 36 14/10/2016 11:14 Sensory Avoider Sensory Seeker 1. Likes routine and order 1. May wear strong perfume and/or cologne 2. Follows rules and always meets deadlines 2. Likes teamwork and interacting with people 3. Prefers to communicate via email 3. May enjoy doodling 4. May restrict email time as find it too distracting 4. Enjoys working in a busy and noisy environment 5. Likes their work to be structured with a clear schedule 5. Likes to have lots of art and pictures on the wall and deadline 6. Keeps work materials out instead of filing them away 6. May prefer to work alone 7. Workspace positioned in areas with lots of activity 7. Keeps windows and blinds down to reduce distractions 8. Likes to have flowers and plants in their workspace 8. Workspace is tidy and sparsely decorated 9. Enjoys an open-plan workspace 9. Work materials are filed in an orderly manner 10. Likes a brightly lit workspace with lots of windows 10. May use sound dampening headphones 11. Likes their workspace to be decorated with bright 11. Prefers isolated and remote spaces away from people colour schemes, different patterns and textures and activity 12. Prefers a flexible work schedule 12. Likes to have controllable and focused lighting 13. Likes to move around 14. Enjoys working on multiple projects at the same time

37

Building Empathy inside.indd 37 14/10/2016 11:14 eBay Workshop

eBay is one of the most popular ways Co-Creation Workshop autistic people across the spectrum, to buy and sell goods and services on The design team facilitated co- a map was given to each participant the internet. It is a website where creation workshops which invited which also contained clear descriptions individuals and businesses can buy support staff to explore the of the different activities involved or sell new or second-hand items, opportunities, challenges and within each department. The map from books and clothes to cars and practicalities of integrating eBay into generated rich discussion and a useful holidays. To participate in eBay it Kingwood. The design team identified visual tool that enabled the support requires range of skills from taking seven different activity opportunities staff to match the person they photographs, using the computer, within the process of eBay and to support’s skills and interests with managing accounts and liaising with visualise this developed an eBay map, specific eBay activities. customers, therefore, this project which split eBay into seven eBay explored how eBay could be integrated departments; product, photography, eBay Booklet – InterviewIMAGE into Kingwood and act as a transitional upload, finance, admin, postage and The eBay map was also made into a workspace that matches the skills, packaging, public relations. small booklet which was sent out to interests and preferences of the all the people that kingwood support. autistic people they support. To identify which activities on eBay Each booklet illustrated clearly each match the interests and skills of the of the seven eBay departments and

38

Building Empathy inside.indd 38 14/10/2016 11:14 invited participants to identify which eBay departments they were most interested in and circle activities that they would like to take part in. The design team also visited Lucy who expressed and interest in taking part in the photography department as Lucy has a particular interest in film and photography.

eBay Workshops at Kingwood The Kingwood Trust is now set up on eBay! eBay workshops are currently being held every two weeks at The Kingwood Trust where support staff and people with autism work together and learn about the process of selling various products. Staff Meeting The workshops have triggered a lot of “We have people who are very good on interest and participation from the computers and would be able to help people Kingwood support, who the product department if they had are successfully selling DVD’s. The some support. There would be workshop space is curated and split individuals who would be happy to do into seven eBay stations, each offers the labelling and packaging and take a range of activities that use different it to the post office. Pictures and skills to enable everyone across the uploading I know a couple of people autism spectrum to get involved. who would be happy to do that.” Workshop participant

39

Building Empathy inside.indd 39 14/10/2016 11:14 Conclusion

Previous projects with The Kingwood advice is generic and that there is a A major finding from the research was Trust have focused on varying contexts lack of practical support that enables the sensory and social challenges of the home environment. This project managers and autistic employees to experienced by autistic people, and took a different direction, stepping work together. the lack of visible support. outside the comfort of a person’s home and into the workplace. Building upon this, the project took Based upon the insights and ideas a less generalised and more personal- generated from the research, the An important distinction between ised approach that worked directly design team developed a workplace the home and work is that we have with autistic people. It sought ways activity box. The activity box contains much more control over our home to enable them to advocate their three activities that invite managers, environment and are able to personalise needs and enable managers to supervisors and employees to our homes according to our individual understand what workplace satis- understand more about themselves interests and needs. For example we faction means to their employees. and their peers within different can close the curtains if the sun is too workplace settings. The activities bright, turn the radio down if it gets In addition to involving autistic adults helped to identify differences but too loud and turn the heating up if we this research also included the views also commonalities whether autistic feel too cold, equally we have more of support staff, job coaches and or otherwise. control over who comes and goes. social interpreters. Together we looked at the challenges autistic people The People & Things set of cards In contrast, the workplace can be far experience when applying, attaining focuses on the social and physical more unpredictable, we often have and sustaining work. infrastructure of the workplace. to negotiate, navigate and share the The cards are compiled by autistic space with other people whose sensory The research took a mixed methods people to create a wish list of their preferences and means of comfort approach, which involved informal social and physical requirements may be different. Therefore, an interviews, focus groups and co- of the workplace. important aspect of this project was creation workshops, where six key to explore the physical and also the insights were identified: The communication tool called social infrastructure of the workplace. Disc-it focuses momentarily and 1. Social and sensory challenges helps to mediate communication Whilst there is support and guidance 2. Lack of empathy and understanding between co-workers and empower available to help organisations and 3. Promote self advocacy them to take control over their managers to support autistic people 4. Personalised approach preferred level of participation in the workplace and vica versa, this 5. Reasonable adjustments, throughout the working day. project identified that much of this 6. Neurodiversity.

40

Building Empathy inside.indd 40 14/10/2016 11:14 Lastly, the mapping sensory pattern and approaches in the interests of activity focuses internally and builds reaching out to managers, supervisors upon the Adult / Adolescent sensory and employee’s (autistic or otherwise). profile questionnaire (Brown and Dunn, 2002), which invites a person This publication, in tandem with to explore their own sensory pattern the workplace activity box, provides and that of others, and how this may a practical set of support tools influence the design and layout of that brings everyone together and their workspace. encourages a personalised colla- borative approach to support People with autism are often mis- a neurodiverse workplace that understood and face judgmental breaks away from a one-size fits attitudes based on misinformed all policy, where instead, everyone’s assumptions and stereotypes, such needs and abilities are valued. as – autistic people lack empathy. This lack of pubic awareness and This project aims to encourage understanding has a direct impact everyone to reflect and question their that leads to discrimination and own views and perspectives to the isolation, resulting in many autistic point where different ways of thinking, people feeling excluded from everyday seeing, doing and behaving in the society. The workplace activities workplace are embraced, accepted mentioned above aim to build empathy and celebrated. between managers and employees (autistic or otherwise) by challenging This publication ends with a quote these misleading stereotypes and from one of the workshop participant’s increase understanding of neuro- that sums up what an inclusive diversity within the work sector. workspace is really all about:

The diverse nature of autism as a “It is about highlighting the spectrum condition makes it commonality instead of widening impossible to create a generic set of the gap between autistic and non workplace guidelines. This is not autistic people.” therefore a ‘how to’ publication; Workshop participant instead it seeks to share experiences

41

Building Empathy inside.indd 41 14/10/2016 11:14 References

American Psychiatric Association. Adult Psychiatric Morbidity Survey 2007. Thesis. The Royal College of Art, London (2013). Diagnostic and statistical manual Leeds: The NHS Information Centre for of mental disorders: DSM 5 Health and Social Care Griffith, G., Totsika, V., Nash, S. and development. [Online]. [Accessed 5 Hastings, R. (2011). ‘‘I just don’t fit February 2014] Available from: http:// Burkhardt, S., Cardillo, S. (2012). Autism anywhere’: support experiences and www.dsm5.org/Pages/Default.aspx spectrum disorders: Inclusive future support needs of individuals with community for the twenty-first century. Asperger syndrome in middle adulthood’, Baird, G., Simonoff, E., Pickles, A., United States of America: IAP- Autism, 16(5), pp. 532–546 Chandler, S., Loucas, T., Meldrum, D., Information Age Publishing Charman, T. (2006). Prevalence of Hagner, D., Cooney, B. F. (2005). “I do that Disorders of the Autism spectrum in a Checkley, K. (1997). The first seven…and for everybody:” Supervising employees population cohort of children in South the eighth: A conversation with Howard with autism. Focus on Autism and Other Thames: the Special Needs and Autism Gardner. Educational Leadership, 8-13 Developmental Disabilities, 20, pp.91-97 project (SNAP). The Lancet. 368 (9531), pp. 210-215 Dunn, W. (2009). Living Sensationally, Howlin P, Moss P, Savage S, et al. (2013). understanding your senses. Jessica Social outcomes in mid- to later Baron-Cohen, S., Leslie, A, M., Frith, U. Kingsley Publishers adulthood among individuals diagnosed (1985). Does the autistic child have a with autism and average nonverbal IQ as ‘theory of mind’? Cognition. 21, 37-46 Forsythe, L., Rahim, N., Bell, A. (2008). children. Journal of the American Benefits and work support schemes to Academy of Child & Adolescent Baron-Cohen, S., (2011). Zero Degree of meet the needs of people with autistic Psychiatry 52: pp. 572–581 Empathy. On Empathy and the Origins of spectrum disorder. Inclusion report Cruelty. Penguin, London Hurlbutt K, Chalmers L. (2004). Gardner, H. (1999). Intelligence Employment and adults with Asperger Brand, A., Gaudion, K. (2012). Exploring Reframed: Multiple Intelligences for the syndrome. Focus on Autism and Other Sensory Preferences, Living 21st Century, Basic Books Developmental Disabilities 19: pp. 215–222 Environments for Adults for Autism. London: The Helen Hamlyn Centre for Gardner, H. (1983). Frames of Mind: The Kirchner, J.C., Dziobek, I. (2014). Toward Design, Royal College of Art Theory of Multiple Intelligences, Basic the successful employment of adults Books with autism: A first analysis of special Brugha, T., McManus, S., Meltzer, H., interests and factors deemed important Smith, J., Scott, F, J., Purdon, S., Harris, Gaudion, K. (2015). A Designer's for vocational performance. J.,Bankart, J. (2009). Autism spectrum Approach: Exploring how autistic adults Scandinavian Journal of Child and disorders in adults living in households with additional learning disabilities Adolescent Psychiatry and Psychology, 2 throughout England: report from the experience their home environment. PhD (2) pp.77-85

42

Building Empathy inside.indd 42 14/10/2016 11:14 Publications in the Series

Milton, E. M. D. (2012). The ontological status of autism: The ‘double empathy problem’. Disability and Society, 1 (5), p.2

Müller, E., Schuler, A., Burton BA., et al. (2003), Meeting the vocational support needs of individuals with Asperger syndrome and other autism spectrum Picture-it: A digital Designing Everyday Green Spaces: Exploring disabilities. Journal of Vocational tool to support living with Activities: Living outdoor environments autism environments for for adults with autism Rehabilitation 18: pp163–175 Katie Gaudion (2014) adults with autism Katie Gaudion and Chris A novel research project Katie Gaudion (2013) McGinley (2012) Green Redman, S. et al. (2009). Don’t Write Me to develop a digital tool This research investigates Spaces relates how Off. London: The National Autistic to capture and celebrate the challenges and design can create Society best practice in opportunities in tasks and beneficial green spaces supporting adults related objects for adults for adults with autism. Schaller, J., Yang, N. (2005). Competitive with autism. with autism. employment for people with autism: correlates of successful closure in competitive and supported employment. Rehabilitation and Counselling Bulletin, 49, pp.4-16

Thompson, J. (2014). Autism at Work, Autistic responses to exclusion and Exploring Sensory Ready Steady Make: Living in the Community: marginalisation at work. MSc Preferences: Living A guide to making Housing design for Occupational Psychology thesis environments for sensory props adults with autism adults with autism Andrew Brand and Katie Andrew Brand (2010) Andrew Brand and Katie Gaudion (2012) A study that explores Gaudion (2012) A design- A quick reference guide how design could improve led approach is described to making six sensory living environments for to help adults with autism props that can be created adults with autism. express their preferences. in minutes.

• PDF versions of these publications can be downloaded from http://tinyurl.com/hyrv5vj • Sensory Preference Cards can be purchased from: http://www.kingwood.org.uk/shop/

43

Building Empathy inside.indd 43 14/10/2016 11:14 Author, Illustrator, Acknowledgements <

Author Illustrator Dr Katie Gaudion is a freelance design consultant and Ben Connors is an artist who often collaborates with others Senior Research Associate at the Helen Hamlyn Centre to explore their voice, perspective or story through illustration for Design. Katie's design work celebrates neurodiversity. and comics. He has a particular interest in autism and has In a long-term partnership with the autism charity The worked withe Tat Galleries, the National Autistic Society and Kingwood Trust, her research explores how design can CRAE in developing awareness and supporting materials. He improve living environments for autistic adults across the successfully ran a clubnight for people with and without spectrum. Katie has worked within a range of contexts, for autismd c an ontinues to work within Learning Disability example; supported living; workplace; gardens; built culture and the music industry. He has pr oduced wok rf or the environment; sensory environments and medium secure Barbican centre, Serious and the Roundhouse to name a few. hospital ward environments. www.benconnors.co.uk

Katie is also the first research associate to have completed Acknowledgements a PhD by practice at the Helen Hamlyn Centre for Design. We would like to thank the following people for their help The PhD, entitled ‘A Designer’s Approach: Exploring how and support during the project: autistic adults with additional learning disabilities Lady Hornby and Kate Allen of The Kingwood Trust; Colum experience their home environment’, ( http:// Lowe of BEING; and Jeremy Myerson, Rama Gheerawo, researchonline.rca.ac.uk/1692/) reflected upon a non- Margaret Durkan, Kay Sandford-Beal and Mark Byrne at autistic designer’s approach to working with autistic the Helen Hamlyn Centre for Design, Royal College of Art. A adults to investigate their relationship with the physical specialk yo than u to Fiona O'Leary and Gabriele Meldaikyte environment. for their help and inspirational ideas. A bigk thayo n u to Ben Connors for his amazing illustrations. Julian Thompson and An important aspect of Katie’s work is to explore new and Richard Lamplough for their expertise. creative ways to collaborate with autistic people to ensure they are at the centre of the design process. During her PhD The following people generously gave their time and Katie created a framework that supports a more positive expertise to the project; Kate Allen and her team at and personalised design approach termed ‘the Triad of Kingwood Headquarters; Jon Adams, Robyn Steward, Ian Strengths’. The framework supports the idea that by Wilson and Donna Bish. Huge thanks to all the Kingwood understanding a person’s sensory preferences, interests staff and the people they support who participated in the and action capabilities, an important palette of ingredients research and invited us into their homes. is created that can inform the design of environments, products and services that enhance positive experiences for that person,

44

Building Empathy inside.indd 44 14/10/2016 11:14 Author: Katie Gaudion

Editors: Rama Gheerawo and Dr Chris McGinlay

Design: Margaret Durkan

Printed by: Full Spectrum www.fullspectrumpm.co.uk Building Empathy: Autism and the Workplace

© 2016 Helen Hamlyn Centre for Design, Royal College of Art

ISBN 978-1-910642-14-6

British Library Cataloguing-in-Publication Data. A catalogue record for this book is available from the British Library. All rights reserved. No part of this publication may be reproduced, stored in a retrieval system or transmitted in any form or by any means, electronic, mechanical, photocopying, recording or otherwise, without the prior consent of the publishers.

Published by: The Helen Hamlyn Centre for Design Royal College of Art London [email protected] www.hhcd.rca.ac.uk

Workplac_Cover v2.indd 3 11/10/2016 14:26 Building Empathy describes a novel design approach that explored the social and sensory challenges experienced by autistic people in the workplace. The design team worked directly with autistic people and sought ways to enable them to advocate their needs and for manager's and co-workers to understand what workplace satisfaction means to them.

This publication, in tandem with the Workplace Activity Box, provides a practical set of support tools that bring together and encourage a personalised collaborative approach to assist a neurodiverse workplace that breaks away from a one-size fits all policy, where instead, everyone's needs and abilities are valued. It is the sixth in a series of publications describing a pioneering collaboration in design for autism between The Kingwood Trust and the Helen Hamlyn Centre for Design at the Royal College of Art.

Workplac_Cover v2.indd 4 11/10/2016 14:26