Search results
1 – 6 of 6Neurodivergent employees have atypical needs that require distinctive leadership approaches. In this study, the specific nature of a relationship between neurodivergent employees…
Abstract
Purpose
Neurodivergent employees have atypical needs that require distinctive leadership approaches. In this study, the specific nature of a relationship between neurodivergent employees and their neurotypical leaders is explored through the lens of the leader–member exchange (LMX) theory.
Design/methodology/approach
This two-phased qualitative study builds on 12 semi-structured interviews with neurodivergent employees and an unstructured focus group with 15 individuals with professional and/or personal interest in neurodiversity. The researcher spent almost 13 h listening to the lived experiences of research participants concerning neurodiversity and leadership.
Findings
Leaders who exhibit empathy and understanding were noted to provide greater support. The findings also highlight the complexity of neuro-inclusion in the workplace. Specifically, the delicate balance between accommodation and avoiding stigmatization is emphasized, addressing the concerns raised regarding the legal risks associated with neurodivergent inclusion. Additionally, the findings underscore the necessity for leaders to avoid patronizing behaviors while catering to the diverse needs of neurodivergent employees. This underscores the importance of supporting both neurodivergent employees and leaders navigating such challenges.
Practical implications
The findings help establish inclusive and accommodating employee relations practices that conscientiously address the requirements of neurodivergent employees while providing support for those in leadership roles.
Originality/value
This study constitutes a direct answer to recent calls to develop a more nuanced understanding of workplace neurodiversity, with a specific focus on neuro-inclusive leadership. Acknowledging that we still use inappropriate, old tools in new situations that require novel approaches to leadership helps set the agenda for future research in this area.
Details
Keywords
Sophie Hennekam and Kayla Follmer
This article provides an overview of lessons we can learn from human resource (HR) policies and practices related to neurodiversity.
Abstract
Purpose
This article provides an overview of lessons we can learn from human resource (HR) policies and practices related to neurodiversity.
Design/methodology/approach
We conducted a practice-based review using information obtained from organizations’ websites, summarized the information and reflected on how scholars can continue to advance this area of research based on what is happening in practice.
Findings
The review provided a selective overview of programs and practices per HR cluster: selection and recruitment; onboarding, integration and retention; job design; flexible work options and working remotely; training; employee resource groups (ESGs) and support. The review provides a description of practices and policies implemented within organizations that focus on neurodiversity among employees.
Originality/value
Our review showed that organizations have a multitude of HR practices and policies in place to include neurodivergent individuals in their workforces, though many of these have not been empirically investigated. Sharing this knowledge is important so that research insights and practice can reciprocally influence one another.
Details
Keywords
Denise M. Nash-Luckenbach and Zahava L. Friedman
The purpose of this study is to understand how faculty members perceive learning needs of the attention-deficit hyperactive disorder (ADHD) student, as they acclimated to and…
Abstract
Purpose
The purpose of this study is to understand how faculty members perceive learning needs of the attention-deficit hyperactive disorder (ADHD) student, as they acclimated to and performed within the higher education settings.
Design/methodology/approach
A phenomenological design was used to explore the faculty perceptions of ADHD college students. A sample of ten faculty members, employed in two-year, four-year, and graduate-level programs, participated in virtual semi-structured interviews. A six step thematic analysis of the codes was performed revealing three themes.
Findings
Results from the study yielded three themes: problem-based learning, time management and accommodations versus privilege. These themes highlight the complexity of the learning process, the limitations with time management, and the need for meaningful, rather than stereotypical, accommodations in these settings.
Practical implications
The number of students diagnosed with ADHD attending postsecondary education continues to rise, necessitating a critical lens on increasing neurodiversity-affirming practices in these settings. Despite noted strengths, students with this diagnosis struggle academically, resulting in academic challenges. To maximize each individual’s learning potential, systems of higher education need to carefully consider how to best design a positive learning environment with universally effective learning accommodations.
Originality/value
While faculty described accommodations and strategies provided to students, they also repeatedly shared concerning challenges and barriers to learning, as demonstrated by their students in various scenarios and situations. Results suggest areas of potential improvement, alongside the complexity of serving the need of the next generation of neurodivergent learners, in a world where equity and inclusion required additional time and thoughtful effort. Of greatest concern, perhaps, was the systems already in place, including offices of accommodations and services, that tended to use a “one-size-fits-all” approach, oversimplifying, rather than serving, student need.
Details
Keywords
Sandra Barker and Lynn C. Gribble
This paper is a case study of student response systems used in large-class teaching. It considers the benefits, including the engagement of students and academic gains such as…
Abstract
Purpose
This paper is a case study of student response systems used in large-class teaching. It considers the benefits, including the engagement of students and academic gains such as reduced administration. The constraints and impacts in classroom teaching are noted, drawing upon the experience of two teachers with their learning captured as a means of dissemination of practice to support other teachers who may be considering adopting and later adapting such practices (Gribble and Beckmann, 2023).
Design/methodology/approach
An autoethnographical account was undertaken using an action-learning approach as a sense-making exercise. These accounts enabled a depth of insight beyond the anecdotal evidence experienced by an individual teacher alone.
Findings
The findings show that while student response systems have constraints, these can be addressed by putting pedagogical concerns in front of any technology deployment, reaping benefits for students and teachers. Once engaged in using the system, students become more willing to enter further discussions. However, the limitations of both systems indicate that there may be a need for multiple systems to be available based on the pedagogical needs of the class.
Practical implications
The exploration of student response systems and outcomes of positive engagement by students in classroom settings provides insight to those wishing to explore such systems for use in large-class teaching settings.
Originality/value
This work extends discussions surrounding interactivity using student response systems. Additionally, practical insights from the users into their experiences with their students in using such systems provide alternatives for engagement in delivering large-class learning at scale.
Details
Keywords
There has been increasing advocacy for the inclusion of people with disabilities in disaster research and practice yet there are limited empirical examples that give voice to…
Abstract
Purpose
There has been increasing advocacy for the inclusion of people with disabilities in disaster research and practice yet there are limited empirical examples that give voice to people with disabilities and their expereinces by consulting them directly. Conceptulising new methods that frame the role of people with disabilties as co-producers are essential for improving the representation of people with disabilties in the context of disaster research and beyond. The paper discusses how to facilitate disability inclusive research and introduces a participatory timeline tool that was co-produced by people with physical disabilities in Sindhupalchok, Nepal.
Design/methodology/approach
The participatory timeline activity utilised 3D printed counters to explore the experiences of people with disabilities during disaster events and their recovery processes, in this case, the 2015 Ghorka earthquake and the 2021 Melamchi Flood. The paper reflects on how to foster disability-inclusive environments by placing agency and ownership by people with disabilities at the centre of research practice.
Findings
This approach created an atmosphere of collaboration and supported co-researchers to reveal their experiences and knowledge on their own terms. The counter tool introduced could be adapted for different research inquiries and used alongside other methods which seek to facilitate the voices of people with disabilities.
Originality/value
The research paper adds to the limited body of litreature on how to conduct participatory research with people with disabilities in disaster contexts and more widely within Majority world contexts.
Details