Supporting Disability & Neurodiversity

To better support people who identify as disabled or neurodivergent, it is important to learn about these communities and how we can be allies to our community members at Rice.

Understanding Disability Today

The CDC estimates over 75 million people worldwide are on the autism spectrum. Up to 1% may have dissociative identity disorder (DID). Between 20-25% experience sensory processing sensitivity (SPS), and 5-15% have sensory processing disorder (SPD). ADHD affects 2.5-10% globally, with up to 50% also having auditory processing disorder.

Anxiety disorders impact 264 million, and 1 in 11 will experience PTSD in their lifetime, with women twice as likely as men. The World Health Organization estimates that 1.3 billion people, or 16% of the population, experience disability. Remember that disability can appear apparent, such as a wheelchair rider, or non-apparent, like anxiety or depression.

Consider your team, your department, your organization. Each person is a universe of experiences; leaders must consider how individuals on their teams are unique, and that a one-size-fits-all approach to management can be harmful (Cox, 2024). Understanding disability issues and experiences is vital to creating inclusive environments where everyone can feel they belong, are supported, and can thrive.

Interested in learning more? Watch this TED Talk by international disability rights advocate Judith Heumann to hear her story of discrimination, how she and others have fought for disability justice and inclusion, and how disabled and able-bodied people can work together to create a better society for all.

Understanding Neurodiversity

Neurodiversity may be a new term to some, but it was first developed by Australian sociologist Judy Singer in 1998, and it refers to the natural variations of the human brain that include neurological conditions such as autism, attention deficit hyperactivity disorder, dyspraxia, dyslexia, and more. Singer wished to "challenge the view that such divergence should be seen through the lens of diagnosis and to focus instead on matters relating to equality" (Thomson & Gooberman-Hill, 2024). Part of the social justice movement and social model of disability, neurodivergence is not seen as an individual disability (though neurodivergent individuals may also identify as disabled) but rather as an identity trait or brain difference that makes humans unique and affects how people perceive and experience the world.

Learning about neurodiversity and how neurodivergent individuals experience the world will prepare us for supporting the neurodivergent community around us at Rice, whether that may be a colleague, friend, classmate, student or employee. Watch the short video What Exactly is Neurodiversity below to learn more.

Disability Etiquette

People with disabilities want to be treated with respect and courtesy in the same way as anyone else. If you have had limited exposure to disabled friends, family or community members you may be unsure how to be supportive and respectful. Watch the short video below from disability rights activist and wheelchair user Emily Ladau on how to be your usual self around people with disabilities.

Language Matters

Generally, the disability community appreciates people first, disability-friendly terminology that rejects outdated, insulting, or patronizing views of disability (DisabilityInfo, 2017). Terms like handicapped, wheelchair-bound, mute, addict or mentally ill are all centered in the medical model of disability which focuses on a person having a curable disease if they just get enough medical help or adjust their own behavior. This language is hurtful and demoralizing for the disability community, as it implies that people with disabilities have something wrong with them, are at fault or somehow less than able-bodied or neurotypical humans. As we work on issues related to belonging and inclusion to ensure the disability community is welcome and supported, learning how to be an ally by using appropriate language is important. Here are some tips for using respectful and inclusive disability language adapted from the UN Disability Inclusive Language Guidelines:

  1. Generally, use people-first language such as "students with dyslexia" or "people with disabilities". Be flexible as some groups prefer disability first identification such as the blind and the d/Deaf communities. Unsure? Ask or wait to hear how the person or group identifies themselves.
  2. Avoid labels and stereotypes. People with disabilities are not superheros, brave, or inspiring for "overcoming" their disabilities.
  3. Skip the condescending euphemisms, such as "differently abled" or "people of all abilities" or "special needs". Disability is not an illness or a problem.
  4. Use the same language when speaking to disabled folks, like saying "let's go for a walk" to a wheelchair user but phrases such as "blind as a bat" or "to fall on deaf ears" are unacceptable.

Supporting Individuals

Being prepared to be a respectful and supportive manager, instructor, or colleague to people who identify as disabled and/or neurodivergent is part of our responsibility to fostering an inclusive workplace and positive environment at Rice. Keep the following tips in mind as you work on building your knowledge, identifying and understanding your conscious or unconscious biases, and establishing new practices and norms within teams or the classroom.

  • If someone shares their disability or neurodivergence, believe them. Because of microaggressions and discrimination in society, disclosing this information is sensitive. People do not share this information lightly or to get "special treatment", they share to ensure they get what they need to have equal access.
  • Thank the person for sharing and ask them how you can support. If they aren't sure what they need, offer to work together on identifying simple solutions like being clear about how they prefer to communicate or receive feedback.
  • Do a little research and reading about the disability or condition and ideas for supports, do not rely on the individual who shared to educate you. Check out the Job Accommodation Network and their A-Z of Disabilities and Accommodations. Many of the ideas cost nothing and are easy to implement, like frequent and ongoing feedback and positive reinforcement.
  • Be consistent working with the individual and checking in. Situations and needs may change. Just because you implemented one idea to support, doesn't mean that is the end.

Example management tips

Are you supporting/managing a member(s) of your team that have disclosed they have a neurodiverse brain difference? Here are some basic tips from Lizzie Somerfield:

  1. Provide context, details and time to prepare for meetings and discussions.
  2. Set clear expectations for output, while giving flexibility on each person's process for getting there.
  3. Understand it's not your job to be the expert on each person's neurodivergence. It is your job to believe your neurodivergent reports. They will flourish and share their significant strengths with your team with the right support.

Need more help or information? Reach out to the Disability Resource Center to learn about the formal process for employees and students to request formal accommodations.

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