Unlocking Potential: Transforming Work-Integrated Learning for Neurodivergent Students

Imagine a world where every student, regardless of how their brain works, has the opportunity to thrive in their education and career. Unfortunately, that’s not always the case. Did you know that according to the Conference Board of Canada, “despite increasing enrollment rates, neurodivergent students are less likely to graduate than their neurotypical peers. Neurodivergent individuals are also under-represented in the Canadian labor force”? This isn’t just a statistic; it’s a crisis of untapped potential. Neurodivergent students face formidable barriers, ranging from “neuro-blind” policies within institutions to a lack of awareness and biases among staff and employers, not only in post-secondary education but also within Work-Integrated Learning (WIL) placements, hindering their long-term career success. That’s why creating truly inclusive and supportive environments in both educational and workplace settings is not just a ‘nice to have’—it’s an imperative. At Habitus Collective and the University of Calgary’s Work-Integrated Learning for Neurodivergent Students Initiative, we’re committed to dismantling these barriers. Today, we’ll explore the vital concept of neuro-inclusion (NI) in WIL and share actionable insights from our collaborative efforts to forge a more equitable future for all.

What is ND and NI?

Neurodiversity (ND): The idea that brain differences are normal and natural. It refers to the natural variation in the human brain regarding sociability, learning, attention, mood, and other mental functions. It recognizes that neurological differences like autism, ADHD, dyslexia, and others are normal variations of the human condition, not deficits.

Neuro-inclusion (NI): Actively creating environments where neurodivergent individuals are valued and supported. It is the practice of ensuring that neurodivergent individuals are fully included and supported in all aspects of life, including education and employment. It involves creating environments where neurodivergent individuals feel valued, respected, and empowered to participate and succeed.

In essence, ND acknowledges the diversity of human brains, while NI is the active effort to create environments where this diversity is embraced and supported. Together, we aim to shift the narrative from focusing on deficits to celebrating differences and ensuring equitable opportunities.

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Neurodiversity (ND): Brain differences are normal and natural.
Neuro-inclusion (NI): Actively creating environments where neurodivergent individuals are valued and supported.

What Principles Can Inform Neuro-Inclusion in Work-Integrated Learning?

During our time building the evaluation framework, assessment tools, and gathering data on the impact of this initiative, we learned a lot about how to build neuro-inclusion into work integrated learning experiences. Several key principles can guide the creation of neuro-inclusive work-integrated learning experiences:

Universal Design for Learning (UDL): Designing learning environments and materials to be accessible to everyone, regardless of their neurodiversity. This means providing multiple means of representation, action and expression, and engagement. For example, offering assignments in multiple formats (written, verbal, visual) to cater to different learning styles.
Students as Partners: Actively involving neurodivergent students in all stages of the initiative, ensuring their voices are heard and their lived experiences are centered. This also means addressing power differentials and centering the lived experiences of ND students. This includes co-creating roles and building accountability frameworks.
Building Knowledge and Awareness: Educating all stakeholders—students, educators, employers—about neurodiversity and neuro-inclusion through training, workshops, and resources.

How Can Post-Secondaries Be Better Prepared for NI in Workplaces/Placements?

The Initiative was keen to document and learn from their strategies to enhance neuro-inclusion for students in post-secondary work-integrated placements. These strategies were focused on making a positive systems change at the University of Calgary. Systemic change is essential for ensuring NI and ND student engagement. Post-secondary institutions can take several steps to enhance neuro-inclusion in work integrated learning placements:

Provide Neurodiversity Training: Offer specialized training for field educators, supervisors, and staff on understanding neurodiversity and effective support strategies. This training is needed not only for field educators but also for field supervisors, mentors, classroom instructors, and field coordinators to ensure a comprehensive understanding and support system.
Create Sensory-Friendly Environments: Adapt physical spaces to cater to diverse sensory needs, such as reducing noise, providing alternative lighting, and offering quiet zones.
Establish Mentorship Programs: Implement programs to provide direct support and guidance to neurodivergent students based on the mentorship model. As we’ve seen in our work at Habitus, having a dedicated mentor with time and willingness to listen can significantly improve a student’s experience and lead to safe disclosure.
Develop Neuro-Inclusive Resources: Create guides and resources for students, employers, and staff, such as career fair guides and checklists for creating inclusive workplaces.
Improve Understanding of Student Needs: Conduct student engagement sessions and surveys to understand the specific needs and challenges faced by neurodivergent students in WIL.

These strategies are a direct response to the barriers identified that impact particularly the post-secondary system:

Neuro-blind policies and practices, including a lack of resources, poor awareness of existing resources, and access to services.
Mental Models and Bias that include preconceived notions, biases, and a general lack of knowledge around neurodiversity among university staff, employers, and the broader community.
A siloed WIL ecosystem, fragmented and leading to uncoordinated approaches to supporting neurodivergent students.
Gaps in Student Supports, such as pathways navigation and advocacy strategies to support neurodivergent students.

Ways to Reduce These Barriers

To effectively address the challenges faced by neurodivergent students in WIL, the Initiative focuses on a multi-faceted approach. This includes building awareness and knowledge through training and resources for all stakeholders, engaging the campus community in dialogues about neurodiversity, and coordinating services with clear referral systems. The initiative also emphasizes evidence-informed decision-making using data analysis, actively involving students as partners in all stages, and strengthening the capacity of industry partners to create neuro-affirming workplaces.

Some Immediate Starting Points to Improve Student Experience

Several immediate, actionable steps can significantly enhance the experience of neurodivergent students in WIL. All of these initiatives are designed with Universal Design for Learning (UDL) principles in mind, ensuring that by making things more inclusive for all, neurodivergent students especially benefit. These include:

Increasing Transparency about the accommodation process, such as creating a simple guide or webpage.
Providing company-wide neurodiversity awareness training.
Offering flexible work arrangements, like allowing for remote work or adjusted hours where possible.
Using clear and concise communication.
Establishing a simple support ecosystem with buddy systems or mentors.
Providing detailed pre-placement information.
Scheduling regular check-ins.
Offering training and support on Universal Design for Learning (UDL) and supervision styles.

At Habitus Collective and The ND WIL Initiative

We are proud to be part of this transformative work and are committed to supporting the University of Calgary in creating a truly neuro-inclusive WIL environment. By addressing systemic barriers, fostering collaboration, and implementing practical strategies, we can empower neurodivergent students to succeed and thrive in their work-integrated learning experiences. Neurodiversity is a strength, and neuro-inclusion is the key to unlocking it. By understanding and implementing the principles and strategies discussed, we can create work-integrated learning experiences that truly empower all students. We are committed to this vision and invite you to connect with us to learn more about how we can help your organization become more neuro-inclusive.

Ready to take action and create a more neuro-inclusive environment in your organization? Check out these great resources to learn more about UDL, neuro-inclusion workshops and training programs through the initiative. Together, we can unlock the full potential of every student and employee.