Over time, more people will identify as neurodivergent and disabled (apparent and non-apparent) because society is becoming more disabling and feels less aligned with our innateness. In fact, ½ of Gen Z and ⅓ of Millennials identify as neurodivergent and disabled and are actively seeking neurodiversity-affirming experiences. Organizations and institutions that prioritize neuroinclusion and rise to meet the needs of the people they serve, will most certainly have a competitive advantage. Read More >

Neurodiversity is the diversity of all minds, so every team and community is neurodiverse! Neuroinclusion is about collaborating and communicating across differences. Learning how to effectively engage, support, and empower a diversity of minds and bodies is a leadership core competency.

The key to creating cultures of neuroinclusion is to be proactive, implementing inclusive design for accessibility and using inclusive language for belonging. You do not have to wait for a problem before you create a solution. Be proactive in anticipating the access and support needs of your workforce, rather than putting people in a position where they have to disclose, explain their disability, or request accommodations. Use destigmatizing and depathologizing language, recognizing that language evolves and people should have the agency and autonomy to decide how they identify and how they define their unique strengths and challenges.

In this impactful and interactive presentation, Pasha offers the business and future case for creating cultures of neuroinclusion. She clearly defines key terms and the important paradigm shifts of the neurodiversity movement. She offers an actionable R.E.S.P.E.C.T. framework for leaders and educators to use in order to meet the access, support, and sensory needs of their students, teams, and communities. Read Less ^

1. Participants will leave with a clear and actionable framework to lead, engage, support, and empower neuroinclusively.
2. Participants will understand how to proactively create cultures of neuroinclusion and accessibility without discussion of diagnosis or unnecessary disclosure.
3. Participants will learn how to implement neurodiversity-affirming policies and practices.

A neuroinclusive campus/institution is a neurodiversity-affirming one, where all minds and bodies-students, staff, and faculty alike-have equitable opportunity to thrive, no matter their functioning style.  Read More >

Too often, the conversation about neuroinclusion is about how to accommodate for and manage neurodivergent people, that is anyone who diverges from neuronormativity or society’s idea of “normal”. The more expansive, hopeful, and unifying message is how communities can meet the needs of all members through inclusive design, needs based conversations, and neurodiversity-affirming practices.

All people (even neurotypical people and those that do not identify as neurodivergent) have access, support, and sensory needs! Inclusive design recognizes this, encouraging proactive efforts that do not require diagnosis or disclosure (both of which intersect with privilege). When needs are normalized, anticipated, and accommodated, accessibility is available to all. What supports the sensory needs of a neurodivergent student, for example, supports the entire student body-we can solve for one and serve many.

Neurodiversity (AKA mental health diversity) is a biological fact, in that there is a natural variation of bodyminds and nervous systems (every group is neurodiverse). The concepts of neurodivergent and the neurodiversity paradigm are rooted in social justice movements. These movements are validating, empowering, and progressive, as they challenge the idea of differences being framed as deficiencies or disorders. Rather, differences in nervous systems and functioning styles are honored, supported, and celebrated. Neuroinclusion shifts the conversation away from individual challenges and towards holistic and systemic change.

The fact that 53% of Gen Z identifies as neurodivergent and disabled (apparent and non-apparent), is a clear sign that their nervous systems do not feel in alignment with societal “norms” and “ideals”-nor do they want them to be. Young adults want to challenge the systems that no longer serve their needs and be part of the conversation that creates change. Shifting the focus away from pathology and stigma and towards acceptance, neurobelonging, and equity helps to unify communities.

Neurodivergent students, faculty, staff, and allies are actively seeking neuroinclusive institutions to align with. They offer loyalty to communities where differences are celebrated, needs are normalized, and the pathology paradigm is challenged. Green flags signifying neuroinclusive campuses include an understanding of the scope of neurodivergence to include mental health challenges, destigmatizing language around differences, and implementation of inclusive design and neurodiversity-affirming practices. Red flags include the stigmatization and pathologization of neurodivergence, “disordered” and “deficient” language, and a focus on individual rather than systemic change.

With over 30 years of professional experience as a therapist and 55 years of lived experience as a multiply-neurodivergent person, Pasha Marlowe offers an actionable framework for creating cultures of neuroinclusion in institutions around the world. She offers leaders tools to implement neurodiversity-affirming policies and practices that will help attract, retain, and support neurodiverse communities. Her keynotes and trainings are uniquely unifying and hopeful, as audiences are empowered to recognize their shared humanity and interconnectedness.

Learning objectives: Read Less ^

1. Explore the definitions and scope of neurodiversity, neurodivergence, disability, and neuronormativity
2. Understand how to implement inclusive design and neurodiversity-affirming practices
3. Establish tools for unifying conversations about access, support, and sensory needs
4. Recognize systemic solutions to reduce stigma around different functioning styles
5. Learn the green and red flags neurodivergent people and allies look for when deciding which institutions to align with