Historically, disability inclusion and disability studies tended to privilege attention on what are often referred to as physical disabilities, from those who use wheelchairs to people who experience vision or hearing loss. However, “disability” is a much more encompassing term that includes not only physical disabilities but also mental disabilities! In other words, for leaders and organizations that seek to demonstrate a commitment to disability inclusion, they must invest in an environment that embraces all forms of disability—because when employees with disabilities have the tools to succeed, everyone has the tools to succeed.
This blog will take a straightforward approach to describing possible disability accommodations for learning and intellectual disabilities: a What that identifies what the accommodation is, and a How to offer insight into how an organization might begin the process of implementing this accommodation. But before we begin, note that the majority of these disability accommodation examples are sourced from the University of Washington’s Disabilities, Opportunities, Internetworking, and Technology group (unless otherwise cited), and I highly recommend checking out their site for additional details!
Learning and intellectual disabilities fall beneath the broader umbrella of “mental disability” as a term. Learning disabilities include but are not limited to dyslexia, dysgraphia, and dyscalculia, where “[a]uditory, visual, or tactile information can become jumbled at any point when it is transmitted, received, processed, and re-transmitted.” Intellectual disabilities include but are not limited to autism, Down syndrome, and ADHD, where the term “intellectual disability” itself describes “certain limitations in cognitive functioning and skills, including conceptual, social and practical skills, such as language, social and self-care skills.”
Not too complicated, right? Let’s dive into some possible workplace accommodations!
What: Provide alternative methods of instruction, e.g. make recordings, use dyslexic-friendly fonts, and ensure high contrast between text and background colors.
How: Work with employees who have learning and/or intellectual disabilities to determine what method of instruction/communication is ideal for their work experience.
What: Incorporate visual, auditory, and tactile elements into live demonstrations, meetings, and so forth. I have to highlight that this multimodal approach to communication is not only beneficial to people with learning and/or intellectual disabilities, as there are many types of learners, and thus including multiple instructional approaches benefits both disabled and nondisabled employees!
How: Leaders may want reflect on their presentations with an eye for determining where physically, visually, and auditorily demonstrative methods would be appropriate.
What: Provide computers with voice output and spelling/grammar checkers (e.g. to help people with dyslexia catch errors that they might not identify on first glance).
How: Work with IT to determine technological compatibility between the organization’s computers and this assistive technology.
What: Offer quiet workspaces, adjustable lighting, and/or noise-canceling headphones. Not only do people with autism and ADHD benefit from this minimization of distraction and workplace chaos, but adjustable lighting is also beneficial to individuals with low vision who may need brighter lights! Similarly, quiet workspaces are also beneficial to individuals with partial hearing loss, as everyday noises (e.g. office fans) may not bother hearing individuals but could detrimentally impact the ability of individuals with partial hearing loss to hear and in turn to communicate with their peers.
How: Work with facility services and other relevant individuals to section out and cultivate these quiet workspaces.
What: Avoid spontaneous changes in work schedule/environment/assignments (consistency is key); reduce time pressures; and perhaps above all, be patient.
How: Give individuals their assigned tasks early to allow them to pace themselves better, and consider asking individuals with intellectual or learning disabilities to repeat or explain their given instructions for completing a task to ensure there are no misunderstandings.
There we have it—five key accommodations for learning and intellectual disabilities that organizations can begin implementing with little delay. And remember: when in doubt, ask employees with disabilities what accommodations they need—they know what works best for them. I applaud your dedication to investing in accessibility!
Dima Ghawi is the founder of a global talent development company with a primary mission for advancing individuals in leadership. Through keynote speeches, training programs and executive coaching, Dima has empowered thousands of professionals across the globe to expand their leadership potential. In addition, she provides guidance to business executives to develop diversity, equity, and inclusion strategies and to implement a multi-year plan for advancing quality leaders from within the organization. Reach her at DimaGhawi.com and BreakingVases.com.
