Creating Neuroinclusive Events: A Guide for Learning Leaders

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?

The Importance of an Inclusive Mindset

A great place to start is shifting from an “accommodation mindset” (reactive, deficit-focused) to an “inclusive mindset” (proactive, barrier-dismantling focus). This reframes the conversation from burden to opportunity. We can move from reworking logistics to designing events that are supportive from the jump. Instead of requiring disclosure, we can co-create 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.

Common Misconceptions About Neurodivergent Speakers

🔶 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. This late-in-life discovery is common, especially for women. Muscling through without support has led to chronic illness, migraines, and deep fatigue throughout my life. Physicians couldn’t connect the dots. As a result, for most of my speaking career, I didn’t request support. Once I self-realized, I hesitated to ask for help because I lacked a formal diagnosis. Even when I did have a diagnosis, I was unsure about risking disclosure and being perceived as a problem. It wasn’t until this year that I added support needs to my speaker contracts to normalize the conversation.

Some neurodivergent speakers will disclose their support needs, and some won’t. However, all weigh the risk of disclosure. Studies show that disclosing neurodivergence often leads to greater bias. It’s no wonder that masking (suppressing natural neurodivergent traits) 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 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 identified. It’s also important to understand that neurodivergence, particularly autism and ADHD, are dynamic disabilities. Support needs can fluctuate due to various internal and external factors. For neurodivergent professionals, age and unmasking often lead to increased support needs. We cannot assume support needs based on whether a speaker has asked for them 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 differ vastly. It’s imperative not to assume what’s needed and to ask. Perhaps past speakers didn’t feel the need to ask for additional support due to how you designed the event. Neurodivergent speakers often have different support needs for in-person versus virtual events. Just because challenges aren’t apparent doesn’t mean they don’t exist or deserve support.

When we rely on personal disclosure and support requests to address inherent barriers, 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 prepare spaces, speakers, materials, and measurement 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 shows 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). Recognizing these differences prompts us to review call-for-proposal descriptions, submission forms, and judging criteria to ensure clarity. 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 speakers can present new requests as they process event components.

• 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 communication, asking for clarity as needed.

• Allow for processing time.

• Provide maps for meeting spaces and other navigation support.

• Avoid assuming intent, such as interpreting direct communication as rudeness.

  
  

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. Staff should ask all questions of me in advance. The point is to limit how much of a mental load I will be asked to carry right before presenting.”

[2] Environment Design

Space design suggests what’s about to happen: Are we expected to sit and listen, work solo, collaborate, stay still, or move as needed? Welcoming learning spaces create psychological safety. How we prepare spaces can foster engagement or disengagement. Sensory sensitivities are part of the neurodivergent experience, which can mean 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 various ways.

A few considerations:

• Offer the flexibility of dimming lights when available and appropriate.

• Consider visual elements behind the speaker and in their line of sight.

• Provide clear wayfinding to assist in space navigation.

• Allow space for standing and movement.

• Provide a quiet area where neurodivergent speakers can stim privately and manage their nervous systems.

• Mitigate ambient sound leaks between meeting rooms.

• Allow for different microphone options to prioritize comfort.

• Invite conversation about presentation equipment and room location to ensure supportive logistical setup.

  
  

Norina Columbaro, PhD, Talent Development Leader, shares her preferences: “I appreciate events that prioritize an engaging, inclusive environment. Organizing attendees into small tables fosters meaningful conversations and optimizes the learning experience for everyone.”

[3] Schedule and Logistics Support

Navigating out-of-routine schedules and unfamiliar spaces can be challenging for neurodivergent individuals. What might look like tardiness is often due to common executive function challenges. Logistical plans that seem efficient may not reflect the inherent challenges in navigating 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.

• Avoid scheduling neurodivergent speakers for back-to-back sessions.

• Offer transportation recommendations for out-of-town speakers.

• Provide meeting space orientation.

• Allow for assistance with transition and time management.

• Communicate the distance between properties or convention center locations.

• Clarity on room setup, capacity, and AV setup helps flush out support requests.

• Advance notice of logistical changes is crucial.

• Understand that dawn-to-dusk schedules can be punishing for neurodivergent professionals.

• Consider offering app push notifications for sessions and scheduled meeting times.

  
  

Bradley Davis, CAE, BRMP, Vice President Learning Strategy, shares his perspective: "True inclusion is in the details: knowing the dimensions of the room, providing clarity around microphone options, and aligning support to speaker needs."

[4] Social Expectations

Much misunderstanding between neurotypical and neurodivergent individuals arises from social differences. Common social behavior often consists of implicit rules and cues that are unclear to neurodivergent people. We can bridge mutual understanding by noticing unexpressed social expectations and allowing for diverse social engagement.

A few considerations:

• Allow neurodivergent speakers to opt in or out of social engagements.

• Communicate clearly about the structure of social engagements and what’s expected.

• Offer structured settings where social demands are clearer.

• Ensure quieter conversation spaces during networking activities.

• Understand that many neurodivergent adults prefer settings conducive to deeper conversations.

• Examine social norms for inherent barriers.

• Normalize the use of fidget tools to assist with regulation.

• Share dress code expectations, mindful of sensory sensitivities.

• Investigate the Double Empathy Problem to cultivate belonging for everyone.

  
  

Jenn Labin, Author and Neurodivergent Strengths Coach, shares insights on inclusive badging options: “I wish for more inclusive badging options to help communicate comfort levels in social settings.”

[5] Technology Support

Different events handle technology differently, which can pre-load speaking events with many tech unknowns for neurodivergent speakers. While we can describe the setup, what’s standard for the event may not be supportive for them. For example, I often request access to a laptop to navigate my presentation. My decks include notes that help me manage focus and time-blindness. Supporting your neurodivergent speakers allows them to share their best selves.

A few considerations:

• Discuss technology support early in the recruitment process.

• Communicate support requests to the AV team.

• Ensure the tech team has clicker alternatives and microphone options.

• Allow neurodivergent speakers time with the equipment to familiarize themselves.

• Check mics and speakers to avoid distractions.

• Ensure captioning is enabled for presentations.

• Offer in-room time management support.

  
  

Delaney King, Owner of Voyageur Communications, emphasizes the importance of testing lighting and sound beforehand.

[6] Financial Considerations

Accessibility and inclusion don’t end at the event. It’s crucial to consider whether payment and reimbursement processes are clear and easy to navigate. Could these processes be simplified for neurodivergent speakers? Do you wait for speakers to request how to submit expenses, or do you engage them proactively? I urge organizations to consider the “neurodivergent tax” and compensate speakers fairly. This tax comprises the extra time, money, and energy spent navigating systems not designed for neurodivergent brains.

A few considerations:

• Revisit compensation and expense processes for clarity.

• Proactively engage neurodivergent speakers to ensure they have what they need.

• Offer calendar reminders if reimbursement is deadline-dependent.

• Connect speakers with a responsive staff member for questions.

• Consider pre-paying or paying half when contracting.

• Recognize systemic pay inequality and ensure disabled speakers are compensated fairly.

  
  

[7] Empathy and Support Training

Maya Angelou famously said, “Do the best you can until you know better. Then when you know better, do better.” It’s our responsibility to know better so we can do better. By understanding neurodivergent support needs, we not only support our speakers better, but also benefit our participants, partners, and prospective learners. This means investing in our own professional development and training volunteers and other speakers.

A few considerations:

• Attend or bring in-house neuroinclusion training facilitated by a neurodivergent instructor.

• Apply this understanding to policies, processes, and norms.

• Train event volunteers to better understand neurotypes.

• Specify what you mean by neuroinclusive practices in your call for proposals.

• Offer neuroinclusion best practices in speaker orientation and training.

• Find opportunities to honor and accept neurodifferences for everyone’s benefit.

  
  

Michael Coles, Podcast Host & Workplace Trainer, shares: “I like to familiarize myself with the stage a day prior to ensure comfort.”

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. 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 in 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.