Illinois Extension staff members are interested in understanding more about neurodiversity and neurodivergence. We work in teams and communities that value differences. As we continue to think creatively, work collaboratively, and make positive impacts in local communities, we have to remain committed to expanding our knowledge about neurodivergence and the experiences of our colleagues and audiences. 

A Few Things about Neurodiversity and Neurodivergence

Neurodiversity is the concept that recognizes and values the diverse range of neurological differences among individuals. Neurodiversity means all of us and the range of neurological differences that exist along a continuum (Huffman, 2025). The term is credited to sociologist Judy Singer, who coined it in 1998. Singer’s work and goal were to show that variations in the human brain represent natural differences rather than deficits (Dugan, 2023).

Neurodivergence is a subset of those that are different than the common neurological functioning and can be acquired or developmental. Some of the common types of neurodivergence include:

• Autism – autism spectrum disorder (ASD) is a neurological and developmental disorder that includes but is not limited to a broad range of conditions characterized by challenges with social skills, repetitive behaviors, and nonverbal behaviors.
• Attention Deficit Hyperactive Disorder (ADHD) – a neurodevelopment disorder that influences executive functioning, attention, behavior, and social skills.
• Dyslexia – a learning disorder that primarily affects reading and spelling.
• Dyscalculia – a learning disorder that makes it difficult to learn and do math.
• Dyspraxia – a neurodevelopment disorder that affects motor coordination and movement.

Mental health differences (e.g., depression, PTSD, bipolar, schizophrenia) and some medical conditions (e.g., autoimmune conditions, Parkinson’s, sleep disorders) are also a part of neurodivergence. 

Since there are vast neurological differences across our staff populations, volunteer groups, and communities, our objective is to apply our cultural humility lenses to learn more and grow professionally. It is not to make assumptions or violate someone else’s privacy. So, here are some pretty good practices to consider. 

A Few Good Practices for Supporting Neurodiversity in Our Workspaces and Relationships 

We understand that intentional goals to create inclusive workplaces are ongoing and require commitment from all leaders, employees, volunteers, and others who are instrumental in our community-engaged work. As individual employees in Illinois Extension who work on various teams and with different audiences, there are good practices that we can embrace to create and support work environments that are welcoming for all employees but may be more meaningful for employees with diverse neurological or developmental conditions. In the list below, Hutson and Hutson (2023) provided a few examples of what support and considerations may be:

• Helping Supervisors understand that they are central to facilitating office culture and working conditions.
• Focusing on the whole individual. This includes their environment, psychological factors, and biological factors.
• Reducing bias and learning how neurodiverse populations contribute unique skills such as creative storytelling, coding, and empathy, to the workplace offices.
• Adopting diverse communication styles among employees. Some communication recommendations include:
  • Use person-centered, individualized communication styles
  • Provide step-by-step instructions
  • Ask about work and communication preferences
  • Give advance notice of meetings and calls
  • Use literal and direct instructions
  • Provide clear timelines and outcomes for projects
  • Keep small talk brief
  • Offer conversational exits
  • Avoid abstract or ambiguous terms or language
  • Use visual aids to reinforce important points
  • Provide agendas for meetings ahead of time
  • Make the requirement of cameras for video conferencing optional
  • Provide careful and measured feedback

There are diverse needs among Illinois Extension staff members, volunteers, and communities. This post aims to provide some considerations with the understanding that neurodivergence and neurodiversity are complex. Furthermore, all workplaces need purposeful and ongoing opportunities to develop knowledge and skills for creating cultures of belonging through attention to this important area of our workforce. While organizations like Extension will need to continue exploring different ways to hire and retain employees who are neurodivergent, we, as individual employees, can engage in good practices to support our teams, partnerships, and audiences. 

Resource 

Huffman, J. (2025, January 28). Understanding Neurodiversity and the Neurodivergent Mind: Perspectives from a Neuropsychologist [Video]. Illinois Media Space. 

Reference

• Benton, L. Vasalou, A., Khaled, R., Johnson, H., & Gooch, D. (2014). Diversity for design: A framework for involving neurodiverse children in the technology design process. 3747-3756.
• Dugan, D. (2023). Neurodiversity in Higher Education. Retrieved from ProQuest.
• Hutson, P., & Hutson J. (2023). Neurodiversity and inclusivity in the workplace: Biopsychosocial interventions for promoting competitive Advantage. Journal of Organizational Psychology, 23(2), 1-16. 

Image Credit 

Unsplash | Sigmund