Designing Learning That Works for Neurodivergent Professionals

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What if I told you that 20% of the professionals attending your events are at a disadvantage—and not because of their ambition, experience, or skills? The reality is that 1 in 5 learners is neurodivergent, yet most professional development experiences aren't designed for them.

Highly skilled professionals are encountering needless obstacles that make learning more difficult than necessary. If events are not designed with cognitive diversity in mind, we're unintentionally excluding talent.

The good news? Small, intentional design tweaks benefit everyone. A more inclusive learning environment doesn’t just support neurodivergent professionals—it improves engagement, retention, and outcomes for all learners. 

If your organization is just starting to think about neuroinclusion, it can feel overwhelming, but you don’t have to figure it out alone. 

The Hidden Disadvantage in Professional Development

Think about the most recent professional development session you facilitated or attended. Was the learning environment designed for a broad range of cognitive requirements, or was it built on a one-size-fits-all model?

Most professional development programs assume that if an individual needs accommodations, they will ask. But here's the catch: numerous neurodivergent professionals do not reveal their needs. Some lack a formal diagnosis. Others are concerned about stigma, or they have previously experienced that requests for help only led to frustration, not solutions.

A large part of your audience is silently struggling, finding it difficult to focus in loud networking spaces, process dense slide decks packed with text, or sit through hours of back-to-back sessions without a break. And because these barriers aren’t always obvious, they often go unnoticed—leading to disengagement, information overload, and lost learning opportunities.

The issue isn’t a lack of capability. Neurodivergent professionals bring valuable perspectives, problem-solving skills, and innovative thinking to the table. But when learning spaces aren’t designed with them in mind, we unintentionally create barriers that make it harder for them to access the same opportunities for growth and career advancement.

The solution? Design for inclusion from the start and offer accommodations for more specialized support needs. By intentionally designing accessible spaces that facilitate various types of learning, we can remove barriers before they become obstacles.

Designing for Inclusion

Designing your event for inclusion doesn’t have to be a complete overhaul. Instead, you can begin with small, intentional adjustments that improve the experience for everyone. These changes not only support neurodivergent professionals but also improve engagement, retention, and accessibility across the board. 

A few simple shifts to consider:

• Offer multiple ways to engage – Neurodivergent brains often process more information at once and may need time to regulate and focus. Offer content in formats people can actually absorb: think live sessions and written summaries, visual guides alongside audio, and opportunities to interact when it suits them, not just during scheduled Q&A.
• Rethink your environment –Sensory overload from loud, cluttered, or brightly lit spaces can dysregulate neurodivergent learners, leading to migraines, nausea, panic, or shutdowns. Clear signage alone isn’t enough if the space is overwhelming. Create sensory-safe zones with soft lighting, reduced noise, and minimal visual clutter, and pair signage with maps and trained staff who can guide learners to quieter areas. Designate sensory safe rooms from connecting away from the commotion spaces.
• Prioritize clarity – Content-heavy presentations can overwhelm. Break things into smaller chunks, use visuals to anchor key points, and share materials before sessions begin. This gives neurodivergent participants (and really, everyone) time to prepare and digest information at their own pace.
• Build in flexibility – Executive function challenges mean some neurodivergent learners need to stim, shift positions, or take frequent breaks just to stay regulated. Rigid schedules can create additional barriers, so allow people to stand, move, or take breaks without drawing attention. Make space for reflection or self-paced learning, and don’t assume everyone can or wants to sit still for 90 minutes.
• Support time blindness – Many neurodivergent professionals experience time blindness, making it difficult to track time or transition between activities. Clear time cues, countdowns before session shifts, and scheduled buffer periods can help attendees stay engaged without feeling overstimulated.
• Audit norms – Norms around event navigation, social norms, and even some learning engagement norms introduce unnecessary challenges. Consider quiet registration hours offering a thorough spatial orientation to the meeting. Rethink social expectations and offer considerations for social differences. Prep speakers with strategies on structuring turn taking, allowing process time, and pausing for clarification questions to increase safety and engagement for neurodivergent participants.

Overcoming the Overwhelm

If your organization is just beginning to think about neuroinclusion, it might feel overwhelming. But you don’t need to have everything figured out to start making an impact.

Begin with one or two simple adjustments, such as offering session materials in multiple formats or creating quiet spaces for those who need a break. These small steps build momentum and signal to your attendees that inclusion matters.

For those ready to go deeper, there are resources available to guide your next steps. The IACET Information Brief: Neuroinclusion in CE/T outlines practical strategies for making professional development more accessible.

On May 7, 2025, we’re bringing these conversations to the Neuroinclusion in CE/T Virtual Symposium. This full-day event (8:00 AM–5:00 PM CST) will bring together industry leaders, educators, and decision-makers to explore cutting-edge research and actionable strategies for fostering neuroinclusive learning environments. Secure your spot now here. 

About The Authors

Tracy King (they/them) is the Chief Learning Strategist & CEO of InspirEd. She leverages more than 20 years in workforce development consulting with organizations on education strategy and learning design. Tracy is the author of the award-winning book Competitive Advantage: Create Continuing Education That Is Profitable, Sustainable and Impactful, as well as a chapter author in the Microlearning In The Digital Age: The Design and Delivery of Learning in Snippets. Tracy specializes in the intersection of learning science and technology. They are a thought leader, master learning designer, trainer-facilitator, neuroinclusion advocate and DELP Scholar. Their work has been featured on NBC, ABC, FOX, USA Today, Forbes, The Star Tribune and hundreds of nationally syndicated television, newspaper, and magazine outlets.

Susanna Gauger (she/her) is a Content Strategist at InspirEd, where she works closely with Tracy King to craft impactful narratives and engagement strategies. With a focus on storytelling, Susanna helps shape content that connects with audiences and drives action.