Breaking the Plexiglass Ceiling: A Neurodiverse Perspective on UDL in Job Interviews, Including Project-Based Learning Options

Mechelle Gilford

Lunar Librarians

Breaking the Plexiglass Ceiling: A Neurodiverse Perspective on UDL in Job Interviews, Including Project-Based Learning Options

Introduction

As a neurodiverse K-12 teacher seeking a position in higher education, I have encountered unique challenges in navigating the academic job market. The “plexiglass ceiling” – which I use to describe the often subtle, yet formidable barriers faced by neurodiverse individuals. By incorporating Universal Design for Learning (UDL) principles into job interviews, higher education institutions can create a more inclusive and equitable environment for all candidates, regardless of their neurodiversity.

Personal Experiences and Challenges

The academic job interview process can be overwhelming for anyone, but it can be especially challenging for neurodiverse individuals. The pressure to perform, coupled with the fear of judgment can exacerbate anxiety symptoms. For me, as an individual with ADHD, these anxieties can manifest in difficulty focusing, racing thoughts, and physical symptoms.

I just recently had one of these experiences. I bought a new blazer days before, got a sub to cover my afternoon classes, prepped and practiced my portfolio, and rushed home from managing a classroom crisis to make a Zoom interview. Nothing went as planned.

Even as an art teacher and special education teacher who often encourages my students to “embrace their mistakes, fail forward, and Grow with a capital G,” I found myself struggling to apply this advice to my own situation. My ADHD symptoms, combined with the stress of the interview, made it difficult to concentrate and express myself effectively. My voice even starting giving out as my Back-to-School cold triggered a coughing attack.

The irony was palpable. I encourage my students to ’embrace mistakes,’ yet in that interview, my ADHD made it feel like I was trying to articulate complex ideas while simultaneously flipping a stack of pancakes – a chaotic, messy, and ultimately frustrating endeavor.

This experience highlighted the importance of accessibility and inclusivity in all aspects of life, even something as seemingly straightforward as a job interview. It’s a reminder that everyone faces challenges, and it’s essential to create environments that accommodate diverse needs and perspectives.

Leveraging Unique Skills

Just as glitch art finds beauty in the unexpected, I believe in finding strengths in neurodiversity. This passion has led me to explore how I can apply these principles to create more accessible and inclusive experiences, not just for myself but for others as well. When I saw the Learning Designer for Accessibility position, I immediately recognized the alignment between my skills and the role. My training and experience as both a Special & Gifted Education Teacher and a Fine Arts Teacher have equipped me with the tools to contribute meaningfully to this position.

The Plexiglass Ceiling: Understanding the Invisible Barriers

The “plexiglass ceiling” is a metaphor that highlights the invisible barriers that can prevent neurodiverse individuals from advancing in their careers. These barriers can be both internal and external.

  • Internal Barriers: Neurodiverse individuals may grapple with self-doubt, imposter syndrome (e.g. feeling underqualified despite achievements, or fearing judgment for needing accommodations.)which can hinder their confidence and performance in job interviews. The decision of whether to disclose a disability during the interview process can be particularly challenging, as it involves weighing the potential benefits of accommodation against the fear of unconscious bias.
  • External Barriers: often stem from a lack of understanding of neurodiversity. This can manifest in various ways during interviews:
    • Interruptions: Neurodiverse candidates may have different communication styles, such as a more direct approach or a tendency to pause while processing information. These differences can be misinterpreted, leading to frequent interruptions that disrupt their flow and create a sense of dismissal.
    • Misinterpretations: Enthusiasm or passion, especially when expressed in non-typical ways, can be misconstrued as unprofessional or overly emotional. This can lead to negative judgments about the candidate’s suitability for the role.
    • Assumptions: Interviewers may hold preconceived notions about how neurodiverse individuals should communicate or behave. These assumptions can lead to misinterpretations and missed opportunities to recognize the candidate’s strengths.

The Importance of UDL in Job Interviews: A Call for Change

Universal Design for Learning (UDL) is a revolutionary framework that has the potential to transform the job interview process, particularly for neurodiverse individuals. By creating inclusive environments that accommodate diverse learners, UDL can help break down barriers and ensure that all candidates have a fair and equitable opportunity to demonstrate their skills and abilities.

The Need for Inclusivity

The traditional job interview format often favors neurotypical candidates, leaving neurodiverse individuals at a disadvantage. By incorporating UDL principles, higher education institutions can create a more level playing field and ensure that all candidates are evaluated on their merits, not their differences.

Key Benefits of UDL in Job Interviews

  • Increased Equity: UDL helps to create a more equitable and inclusive environment for all candidates, regardless of their neurodiversity. As noted by Smith and Jones (2023), UDL can help to reduce bias and discrimination in the hiring process.
  • Improved Candidate Experience: By reducing anxiety and stress, UDL can enhance the overall candidate experience, leading to a more positive perception of the institution. A positive candidate experience can improve an organization’s employer brand and attract top talent.
  • Enhanced Talent Acquisition: UDL can help organizations attract and hire the best talent by tapping into a wider pool of qualified candidates. By accommodating diverse learners, institutions can identify candidates with unique skills and perspectives that may not be readily apparent in traditional interview formats.
  • Positive Employer Branding: Implementing UDL demonstrates a commitment to diversity, equity, and inclusion, enhancing an organization’s reputation as an employer of choice. As highlighted by Davis (2018), a strong employer brand can attract top talent and improve employee satisfaction.

UDL Strategies for Promoting Neurodiversity

Provide Multiple Means of Engagement:

  • Personalization: Tailor interview questions to the candidate’s qualifications and experiences to make the interview more engaging and relevant.
  • Inclusive Environment: Create a welcoming and inclusive interview environment that makes candidates feel comfortable and valued.
  • Variety of Formats: Consider using a variety of interview formats, such as panel interviews, group interviews, or one-on-one interviews. For candidates who may benefit from a more relaxed and informal setting, consider conducting interviews in a non-traditional location, such as a coffee shop or park. Additionally, explore the possibility of incorporating project-based learning (PBL) scenarios into the interview process to assess candidates’ skills in a more authentic and engaging way. You may find that your candidate has a unique skill that you didn’t know you may need.
  • Choice Menus: Offer candidates a choice of interview questions or formats to allow them to select the options that best suit their strengths and preferences. This can help to reduce anxiety and increase engagement.

Provide Multiple Means of Representation:

  • Accessibility: Ensure that job materials are accessible in various formats (e.g., audio, braille, large print) to accommodate different learning styles and disabilities.
  • Clear and Concise Communication: Use clear and concise language.
  • Visual Supports: Provide visual aids, such as diagrams or charts, to supplement verbal information and enhance understanding.
  • Rethink the Rigid Structure: Standardized interviews can be overly rigid and inflexible, limiting candidates’ ability to express themselves authentically. This can be particularly challenging for neurodiverse individuals who may struggle with social cues or have difficulty following a structured format.
  • Body Language Awareness: Be mindful of your own body language and that of the interviewers. Crossed arms or other defensive postures can make candidates feel uncomfortable or judged. Maintain an open and welcoming demeanor to create a positive and inclusive environment.

Provide Multiple Means of Action and Expression:

  • Flexibility: Offer flexible scheduling options to accommodate candidates with disabilities or other commitments.
  • Alternative Responses: Allow candidates to respond to interview questions in alternative ways, such as through written responses, video presentations, or demonstrations.
  • Skill Showcase: Create opportunities for candidates to showcase their skills in ways that align with their strengths and learning styles, such as through portfolios or presentations.
  • Kinesthetic Opportunities: Consider incorporating kinesthetic activities or simulations to allow candidates to demonstrate their skills in a more hands-on way.

Additional UDL Strategies: Project-Based Learning Interviews

One innovative approach to incorporating UDL into job interviews is to consider project-based learning (PBL) options. PBL can provide a more authentic assessment of candidates’ skills and abilities, especially for neurodiverse individuals who may excel in hands-on or creative tasks.

  • Project-Based Assignments: Assign candidates a project related to the job position and allow them to work on it independently or in a group setting. This can provide an opportunity for candidates to demonstrate their problem-solving, creativity, and teamwork skills.
  • Portfolio Reviews: Encourage candidates to submit portfolios showcasing their work, projects, or accomplishments. This can be a valuable way for neurodiverse individuals to highlight their unique skills and experiences.
  • Collaborative Interviews: Consider conducting collaborative interviews where candidates work on a project together with the interviewers. This can provide a more authentic assessment of their teamwork and communication skills.

Recommendations for Higher Education Institutions

To further promote inclusivity and reduce anxiety for neurodiverse candidates, higher education institutions may consider the following:

  • Educate Faculty and Staff: Provide training on neurodiversity and UDL principles to help faculty and staff understand the unique needs and strengths of neurodiverse individuals.
  • Offer Accommodations: Be prepared to offer reasonable accommodations to candidates who may require them, such as extended time for interviews or quiet spaces.
  • Create a Supportive Environment: Foster a culture of inclusivity and respect for diversity within the institution.

Conclusion

By incorporating UDL principles, including project-based learning options, higher education institutions can create a more inclusive and equitable job interview process that breaks down the “plexiglass ceiling” for neurodiverse individuals. This not only benefits neurodiverse candidates but also enriches the academic community with diverse perspectives and innovative ideas.

By embracing UDL, institutions can signal their commitment to diversity, equity, and inclusion, attracting top talent and fostering a more welcoming and supportive environment for all.

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