What Neurodivergent Speakers Wish You Knew–Before You Book Them

It’s a fact that accessibility and inclusion enrich learning programs. Neuroinclusive events create a welcoming space, and speaker diversity allows attendees to see themselves – who they are and aspire to be – prioritized in your event.

In my article, 3 Tips for Greater Speaker Diversity, I offer practical ways we can engage a wider variety of diverse speakers: Invite, Welcome, and Accommodate. Picking up where we left off, once you engage neurodivergent speakers, how can you ensure they are supported before, during, and after your event?

A great place to start is shifting from an “accommodation mindset” (reactive, deficit-focus) to an “inclusive mindset” (proactive, barrier-dismantling focus). This reframes the conversation from burden to opportunity. From reworking logistics to designing events to be supportive from the jump. From requiring disclosure to co-creating belonging. While welcoming support requests must remain part of our process, we can take the initiative to remove systemic barriers as a matter of best practice.

But first, let’s clear some misconceptions.

🔶If speakers need support, they’ll ask for accommodations.

Here’s a different take. I’ve been a professional speaker for 25 years. It wasn’t until 2022 that I realized I’m autistic, and it turns out my late-in-life discovery is a very common experience, particularly for women. Muscling through without support has led to chronic illness, migraines, and deep fatigue throughout my life, but physicians couldn’t put the pieces together. As a result, for most of my speaking career, I have not requested support. Once I self-realized, I didn’t feel comfortable asking for support because I didn’t have a formal diagnosis (another common struggle for autistic pros). But even when I did have a diagnosis, I was unsure I wanted to risk disclosing differences and being perceived as a problem. And this wasn’t just me worrying; I tested those waters. It wasn’t until this year that I added support needs to my speaker contracts to not only partner on a great experience, but to normalize the conversation.

Some neurodivergent speakers will disclose their support needs and some won’t, but all weigh the risk of disclosure. Studies repeatedly demonstrate that disclosing neurodivergence most often results in greater bias. It’s no wonder that masking (suppressing natural neurodivergent traits to fit in) is so prevalent among those who can. Just because a speaker hasn’t asked for support, doesn’t mean they didn’t need it. Designing neuroinclusive experiences mitigates the most common challenges.

🔶When a speaker hasn’t requested supports before, surely they don’t really need them now.

Consider this. You may have worked with a speaker before their neurodivergence was formally identified and they have navigated the complexities of their disclosure journey. It’s also important to understand that neurodivergence, particularly autism and ADHD, are dynamic disabilities, which means support needs fluctuate given a number of internal and external factors. A reality for neurodivergent professionals is that with age and unmasking, support needs tend to increase. We cannot make assumptions about support needs based upon whether a speaker has asked for them before or based upon what they requested before.

🔶We had a neurodivergent speaker before, and they said they didn’t need accommodations.

We have a saying in the neurodivergent community: if you’ve met one of us, you’ve met one of us. While neurotypes have clusters of common challenges, how those challenges manifest can be vastly different. It’s imperative we don’t assume what’s needed or not needed, and ask. Perhaps given how you’ve designed an event and addressed a number of inherent barriers, past speakers haven’t felt the need to ask for additional support. Perhaps safety in disclosure was uncertain. Neurodivergent speakers often have different support needs for in-person vs virtual events, or different types of speaking formats. Just because challenges are not apparent to us does not mean they do not exist or deserve the dignity of support.

When we rely on personal disclosure and support requests to address inherent barriers or implement accommodation measures, we’re making inclusion an exception rather than a standard. We have a responsibility as event hosts to foster inclusion, create safety around disclosure, and meet support requests with understanding. Understanding begins with learning about neurodivergence and how this lens helps us consider how spaces, speakers, materials, and measurement are prepared to include by design. Let’s look at some tips to get started, including neurodivergent speaker spotlights sharing their personal experiences.

Neuroinclusive Speaker Support Starter-Pack

[1] Event Communication

Research reinforces that neurotypical (NT) and neurodivergent (ND) people communicate differently. While communication norms and social traits differ, they are equally valid. “As such, it’s on NT people, as much as it is ND people, to bridge the communication gap” (HBR). Realizing these differences prompts us to review call-for-proposal descriptions, submission forms, and judging criteria to ensure they are clear and unambiguous. We’re called to check our assumptions and reframe deficit language. We have the opportunity to welcome support needs conversations from the speaker invitation, to presentation preparation, to onsite event logistics. If you’re unsure what level of communication would be most supportive, ask!

A few considerations

• Normalize discussing support needs to provide safety around disclosure 

• Communicate deadlines and when extensions or workarounds are allowed

• Keep the support needs conversation open so that speakers can present new requests as they process the components of your event and as new logistical details are shared

• Establish communication preferences

• Ensure communication materials are formatted with a concise, logical structure, sans serif font, avoiding bright colors or extraneous media

• Share scheduling information with timing (meetings, AV checks, presentation times) with descriptive locations and key contacts

• Use clear and explicit (rather than implicit) communication, asking for clarity as needed and allowing for the same in kind 

• Allow for processing time

• Provide maps for meeting spaces and other space orientation and navigation support

• Avoid assuming intent such as direct communication is rudeness, lack of eye content is dishonesty, or reading subtext into language

Kimberly Douglass, PhD, AuDHD Advocate, shares her onsite communication preferences: “Block out any new information and small talk 30 minutes (or more) prior to my speaking time by having everything set up and communicated to me in advance. Staff should ask all questions of me (down to something as simple as whether I want a cold drink or room temperature drink) in advance. In addition, as much as possible, avoid introducing me to new people at this time. The point is to limit how much of a mental load I will be asked to carry right before presenting. Of course, some communications are unavoidable. Staff don't need to try to entertain me or keep me company before the event starts. Other people may want these interactions leading up to their presentations. The safest bet is to ask.”

[2] Environment Design

Space design suggests what’s about to happen here: Are we expected to sit and listen, work solo or collaborate, stay still or move as needed?. Welcoming learning spaces create psychological safety. How we prepare spaces can foster engagement or disengagement. Sensory sensitivities come baked into the neurodivergent experience which can entail becoming overwhelmed by bright lights, loud sounds, strong smells, or textures. While some environmental features may be out of our control, we can mitigate challenges in a variety of ways.

A few considerations 

• Offer the flexibility of lights dimming when available and appropriate

• Consider the visual elements not only behind the speaker, but in their line of sight - such as bright windows or distracting wall patterns

• Provide clear wayfinding to assist in space navigation

• Allow space for standing and movement 

• Provide a quiet space where neurodivergent speakers can stim in private, manage their nervous system, mitigate overload, and create capacity for social engagement

• Mitigate ambient sound leaks between meeting rooms

• Allow for different microphone options as neurodivergent speakers may need to prioritize comfort in clothing choices rather than mic pack placement

• Invite conversation about presentation equipment and location in the room to ensure logistical set up is supportive

Norina Columbaro, PhD, Talent Development Leader shares her physical learning environment preferences: “As a neurodivergent speaker, I really appreciate events that prioritize an engaging, inclusive environment rather than those that have me positioned in the front of the room talking at everyone. Fortunately, there are simple learner-centric ways to make this happen. For instance, organizing attendees into small tables of four or five people works great (rather than “classroom style” or rows and rows of seats “theater style”). Even simply arranging chairs in circles can make a big difference. These types of learner-centric learning environment setups not only allow me to interact more easily and help conserve my energy, but also invite meaningful conversations and optimize the learning experience for everyone. I have received consistent feedback over the years that small group discussions fostered by these physical environment set ups are especially valuable for all learners, providing an inviting, comfortable, and safe space to share ideas and build learning connections.”

[3] Schedule and Logistics Support

Navigating out-of-routine schedules and unfamiliar spaces can be challenging for neurodivergent individuals. What on the outside might look like tardiness or disorganization is actually common executive function challenges such as time blindness, spatial navigation challenges, and schedule management overwhelm. Logistical plans that seem efficient and make sense for how we prepare events may not reflect the inherent challenges in navigating our events. Partner clear communication with an understanding of your neurodivergent speakers’ logistical support needs.

A few considerations

• Offer a clear schedule for the full event and logistical materials in advance, including when speakers will be able to access their room prior to a session

• Avoid scheduling neurodivergent speakers for back-to-back sessions, allowing time to regulate if needed

• Offer transportation option recommendations for out of town speakers, especially if the location has ground transportation idiosyncrasies such as no cab stand, no Uber/Lyft, restricted shuttle hours, etc.

• Offer meeting space orientation

• Allow for assistance with transition and time management before, during, and after sessions

• Consider communicating the distance between properties or convention center locations that speakers will need to navigate speaking commitments and contracted obligations

• Clarity on room set, capacity, and AV set up helps flush out support requests

• Advance notice of logistical changes

• Understand dawn-to-dusk schedules are punishing for neurodivergent pros

• Consider offering app push notifications in advance of sessions and scheduled meeting times

Bradley Davis, CAE, BRMP, Vice President Learning Strategy shares his perspective on neuroinclusive logistics: "As an adult-diagnosed autistic and ADHD speaker, it means more than I can say when organizers see accessibility as partnership rather than logistics, meeting with me in advance, designing audiences with intention, and scheduling sessions in ways that let my energy be used where it has the greatest impact. True inclusion is in the details: knowing the dimensions of the room so movement feels possible, providing clarity around microphone options, and aligning support to speaker needs. If conferences embraced these practices as standard rather than exceptional, we could shift the culture of events from managing barriers to cultivating environments where both speakers and learners thrive."

[4] Social Expectations

A lot of the misunderstanding between neurotypical and neurodivergent folx emerges from social differences. So much of what’s considered common social behavior are actually implicit social rules, norms, and cues that are not clear to neurodivergent people. We can bridge mutual understanding by taking notice of unexpressed social expectations and allowing for more diverse social engagement. Neurodivergent pros may be misunderstood as rude, uninterested, or awkward simply because they missed subtle cues about hierarchy, conversational pacing, or didn’t offer expected eye contact. This leads to misunderstanding and isolation. 

A few considerations

• Allow neurodivergent speakers to opt in or out of social engagements as they monitor and manage their nervous system and rest needs

• Communicate clearly and in advance about the structure of social engagements and what’s expected; ask what would make these engagements most supportive

• Offer structured settings where social demands are clearer or less intense

• When networking is an expected component of a social activity, ensure there are quieter conversation spaces away from the overwhelm of loud music

• Understand that many neurodivergent adults don’t socialize via chit chat and prefer settings conducive to deeper and more meaningful conversation 

• Examine social norms of your learning spaces for inherent barriers such as perceiving movement as disrespect, quick answers as competence, groupwork as connection, verbal communication as participation

• Normalize the use of fidget tools to assist with regulation 

• Share dress code expectations, mindful of neurodivergent sensory sensitivities 

• Investigate the Double Empathy Problem to understand more about how social communication differences stem from mutual lack of understanding, not one side being normal and the other not, so that we can cultivate belonging for everyone

Jenn Labin, Author and Neurodivergent Strengths Coach shares insights on expressing boundaries and social battery with conference badges: “One wish I have is for more inclusive badging options - on a voluntary basis, of course. I would be able to opt-in to badge symbols such as 

• Communication bubbles: Split bubbles for happy to connect, outline bubble for let’s talk about the event, and slashed bubble for prefers minimal interaction 

• Handshakes: Split handshake for shaking hands or contact OK, Stop gesture for no contact

• Ear or eye icons for hard of hearing or low vision 

• Lightbulb with exclamation for sensitive to stimuli

• Infinity symbol for neurodivergent

[5] Technology Support

Different events handle technology differently - bring your own equipment, use onsite equipment, bring your slides on a flash drive, slides are loaded on provided laptops, virtual platforms with some similar and some distinct features, not to mention sound system idiosyncrasies. That pre-loads a speaking event with a lot of tech unknowns for your neurodivergent speakers. And while we can describe the set up, what’s logistically standard for the event may not be supportive for a neurodivergent speaker. I’ll give you an example. One of the supports I request is access to a laptop to navigate my presentation with my personal zip drive slide deck. In many cases, this might be the logistical set and that’s great. When it’s not, I self-advocate. Here’s a peek into my brain: My decks include notes with queues in them that I rehearse with; they help me manage focus and time-blindness. They offer a visual structure that keeps me anchored in the present moment with the people in the room instead of composing thoughts extemporaneously which leaves me open to side quests and rabbit holes. It’s all very interesting I’m sure, but our time-limited sessions don’t offer that kind of spaciousness ;). I promise you it’s worth it to support your neurodivergent speakers so they can share their best self.

A few considerations

• Discuss technology support early in the speaker recruitment process to mitigate expenses for workarounds later

• When a speaker specifies support requests in their contract or your early conversations, communicate those needs to the AV team

• Ensure the tech team is equipped with clicker alternatives and microphone options

• Allow neurodivergent speakers time in the room with the equipment to familiarize themselves 

• Check mics and speakers so they aren’t hot or buzzy

• Ensure captioning is enabled for presentations, or instructions for enabling at hand

• Offer in-room time management support, whether a friendly face in the room or timer on the presentation device

Delaney King, Owner of Voyageur Communications: “I am very particular about the lighting and sound. I really feel that not enough people test these things beforehand. There is nothing worse than being distracted by the blinding lights (not the Weeknd version) or having to lean away from the speaker because the sound is so harsh.”

[6] Financial Considerations

Accessibility and inclusion don’t end at the event. It’s also important for us to consider whether payment and reimbursement processes are clear, accessible, and easy to navigate. Could that process be simplified or streamlined for neurodivergent speakers (I’m sure all speakers would add their appreciation)? Do you wait for speakers to request how they ought to submit expenses or do you proactively engage them in the process from the time their flight and hotel is booked? I’m going to stick my neck out and urge that organizations also consider the “neurodivergent tax” and compensate speakers fairly. The tax is comprised of the extra time, money, and energy spent due to navigating systems not designed for neurodivergent brains. This isn’t a personal failing, but the result of societal structures that penalize difference. Addressing it means neurodivergent speakers, in addition to asking for support, must commit extra time and build structures and strategies for your event that support their natural way of being. It’s a lot. But we do it because we are passionate about what we are presenting and want to offer your attendees a valuable experience. 

A few considerations

• Revisit compensation and expense processes, forms, and instructions for clarity and ease

• Proactively engage neurodivergent speakers to ensure they have what they need to access your invoicing or reimbursement process and are compensated in a timely manner

• Offer calendar reminders if reimbursement is deadline dependent

• Connect speakers with a staff member who will be responsive to reimbursement questions

• Instead of waiting until after the event when months of labor associated with prep and delivery have already been committed, consider pre-paying or paying half when contracting

• Recognize there is widespread systemic pay inequality and an expectation that disabled speakers are expected to speak for less, providing labor for free or reduced fees, compared to non-disabled peers. Their lived experience and professional expertise are valuable. Pay speakers fairly

[7] Empathy and Support Training

Maya Angelou is known for the axiom “Do the best you can until you know better. Then when you know better, do better.” It’s all of our responsibility to know better so we can do better. When we better understand neurodivergent support needs, we not only support our speakers better, our participants, partners, and prospective learners benefit from taking action on insights. This means investing in our own professional development, assessing and refreshing policies and processes, and training volunteers and other speakers too. Together we can spot barriers, adjust to be inclusive – not unlike offering curb cuts but for learning – and provide welcome learning and networking spaces because of our new understanding.

A few considerations

• Attend or bring in house neuroinclusion training that is facilitated by at least one neurodivergent instructor

• Apply this lens of understanding to policies, processes, and norms as well as to learning program spaces, speakers, materials, and measurement to spot opportunities for greater accessibility and inclusion

• Train event volunteers to better understand neurotypes and support needs

• When asking speakers to describe how their session will be neuroinclusive in your call for proposals form, specify what you mean by that for greater understanding

• Offer neuroinclusion best practices in speaker orientation and training, including templates for slides and handouts

• Find opportunities in what you’re doing right now to honor and accept neurodifferences so that everyone has the opportunity to make their best contribution to the event’s success

Michael Coles, Podcast Host & Workplace Trainer: “From a personal perspective, I do like to get to know the stage one day prior to make sure I am comfortable with the venue, and to familiarise myself with the stage setup. I do like to bring a safe person with me to make sure that I am not nervous on the day itself. Also, being with people I do admire and respect makes me look forward to a conference. I think that makes a big difference for me.”

Phew, that’s a lot! But what I want you to notice is that the vast majority of recommendations I’ve offered are best practices, but when applied consistently with intent to provide neuroinclusion, we achieve deeper understanding and support for neurodivergent speakers. I highly recommend you check out the brilliant speakers and trainers we've featured in this article and take a few minutes to reflect on how to move from inspiration to action.

Reflect and Act

• What do you now know that you would like to take action upon?

• Who might you connect with to refine ideas together?

• What have you already implemented that you would add to this list? (Please share in the comments!)

• What obstacles do you foresee implementing neuroinclusion and how might we navigate them?

• What would you like to learn next? 

You know how to reach me - feel free to message me with your thoughts, ideas, and questions as we learn and grow together to create a world where everyone learns better.