Information for Employers

Students from various backgrounds will be attending Accessible Hour at the DCU Graduate Careers Fairs. Students are registered with DCU's Disability, Access, Widening Participation and University of Sanctuary Services. This includes neurodivergent students and those with learning barriers (eg. physical, neurological, learning difficulties). More information about the students who are registered with these services can be found on their web pages.

• DCU Disability and Learning Support Services
• DCU Access
• DCU University of Sanctuary
• DCU Widening Participation

Support staff from each of the teams above including the DCU Careers team will be available throughout the Accessible Hour to answer any of your questions about engaging and supporting students and graduates as they transition to the workplace. Specialisterne and AHEAD will also be available to answer more specific questions on supporting students with disabilities.

At the fair we will provide you with small table signs that we will ask you to fill in on the day with a short prompt that indicates to students what they can ask you about. This will help students start a conversation with you and show them what topics you are open to discuss with them.

You can choose to be as specific or as general as you like with your sign. Here are some examples of the type of prompt we suggest you write, or come up with your own.

Table Sign: “Ask me about…”

• our recruitment process
• our inclusivity and diversity policies
• disclosing a disability during the recruitment process
• the office environment
• working from home policies
• our interview format and structure
• mentoring for new graduates
• training and development opportunities
• how we support employees with a disability
• how we support mature students
• inclusion and diversity interest groups in the workplace
• our performance review processes
• examples of reasonable accommodations in the workplace

Sample sign pictured below (you will have space for 1-2 prompts)

Specialisterne Ireland, a specialist consultancy for neurodivergent individuals will be hosting two Q&A sessions ahead of the DCU Graduate Careers Fairs to answer any questions you have surrounding inclusivity in the workplace. If you have specific questions or topics, please include them in the registration form. Specialisterne will be there on the day to provide any necessary support/ information to students and employers.

Register for Early Access Hour Information Session (1) Thursday, September 4th, 11:00am-12:00pm

Register for Early Access Hour Information Session (2) - Thursday, September 25th, 1:00pm-2:00pm. 

Zoom links to follow in late August

Below are some examples of questions to expect from students throughout the day, including during Accessible Hour.

• What skills or experiences are essential, and what is (only) desirable?
• Do I need to disclose at my interview? Or at the start of the application process?
• Can questions be provided ahead of my interview?
• Is the office open plan?
• Is reserving a “desk space” in open-plan offices possible?
• Is there a WFH policy?
• What would the social interaction aspects of the role be?
• How can I access reasonable accommodations in the workplace?
• How can I go about disclosing my diagnosis in the workplace?
• Can I disclose any time?
• Will I have a mentor upon starting in the organisation?
• Is there a networking option for neurodivergent staff members, e.g. a monthly meet-up?
• What is the dress code for the office?
• Does your organisation provide autism/neurodivergent awareness training?

• Clear, direct, unambiguous language is most helpful when communicating with students.
• Many students may not be familiar with company-specific language and will need help understanding.
• Give the student time to process (sometimes this is 30 seconds) what you have said, before repeating it.
• Ask one question at a time.
• Avoid the use of metaphors and idioms.
• If the student does not make eye contact this does not mean they are not paying attention or uninterested. Some neurodivergent students find engaging in eye contact challenging and uncomfortable.  Some find it hard to interpret facial expressions and listening and processing information is easier if they look away.

Terminology

Neurodiversity is an umbrella term used to describe the variations in how each person’s brain operates. If somebody is neurodivergent, this means that they interpret and process information, people, and the world around them significantly differently to the majority of the human population. Examples include: autism, dyslexia, dyspraxia, ADHD. 

Many (not all) neurodivergent people prefer identity first language e.g., “autistic individual”, rather than “person with autism”. Some people may also refer to themselves as on the autism spectrum. Aspergers is no longer given as a medical diagnosis so is not used widely. (1)

Disclosure in the Workplace 

Disclosing a diagnosis can be a daunting prospect for many and they will likely hesitate about doing so in fear that they will be dismissed or discriminated against following disclosure. It is important that when an individual discloses, they are met with openness and support, and that employers recognise the courage that disclosure can take. 

If your recruitment processes include accommodations for students (eg. extra time on a psychometric test) after disclosure of a disability, it can be helpful to explain the process and confidentiality of the disclosure.

Reasonable Accommodations

Neurodivergent employees bring unique perspectives and abilities to the workplace, enhancing creativity and problem-solving within diverse teams. However, to fully thrive and contribute, they may require specific accommodations that cater to their sensory, communication, and organisational needs. 

Reasonable accommodations are adjustments applied in the workplace to support neurodivergent employees to perform at the same level as their colleagues. These supports are usually quite simple and low cost to no cost. However, they can make a significant impact on a neurodivergent employee’s performance and overall employment experience.

Examples of Reasonable Accommodations in the Workplace

• Communication
  • Provide full, detailed instructions using plain language.
  • Provide opportunities to ask questions.
  • Some employees may need clear written instructions to process information effectively.
  • Where possible, provide advance notice of changes.
  • Readability tools that you can use to check the level of your writing:
    • Microsoft Word Readability Statistics (included with any version of MS Word)
    • Hemingway Editor (free)
• Clarity around expectations: Ensuring your employees are clear on what is expected of them; for example, priorities and deadlines.
• Extra time to process: Give your employees enough time to process information before they respond verbally in a conversation or in writing via email etc.
• Slightly different start times or break times: Extremely helpful for individuals who struggle with energy at various times of day, or those who need to avoid crowds, noise etc.
• Sensory Environment
  • Being able to block out background noise or listen to music with ear defenders can be helpful to increase concentration and reduce sensory overload.
  • A quiet and comfortable workplace with minimal distractions.
  • Option for periodic breaks to help manage sensory sensitivities. 

Reference

1. Kenny, L., Hattersley, C., Molins, B., Buckley, C., Povey, C., & Pellicano, E. (2016). Which terms should be used to describe autism? Perspectives from the UK autism community. Autism, 20(4), 442–462. https://doi.org/10.1177/1362361315588200

Specialisterne Ireland 

Specialisterne Ireland is a specialist consultancy for neurodivergent people (autistic people, those on the autism spectrum, with ADHD, dyspraxia/DCD, dyslexia and similar neurodiversities), supporting them into employment. Specialisterne offers a range of services to neurodivergent students and jobseekers including interview skills and CV support, recruitment and coaching. They also have a suite of services for businesses who are looking to build more inclusive workplaces. These services include coaching, supported recruitment, neurodiversity training and workplace assessments. 

Read more about how Specialisterne can help employers with inclusive hiring of neurodivergent people on their website.

AHEAD

AHEAD is an independent non-profit organisation working to create inclusive environments in education and employment for people with disabilities. 

AHEAD works with graduates and employers through the GET AHEAD Graduate Forum and the WAM Mentored Work Placement Programme.

Find out more about how AHEAD works with employers on the WAM programme on their website, which includes resources, training webinars, and benefits of participating with WAM.

Neurodiversity Hub

Neurodiversity Hub is a community of practice and has a huge range of resources. These are tailored specifically for employers to support them in their journey of increased awareness and understanding of this cohort - and ultimately achieve a more accommodating working environment and inclusive workforce. 

Terminology around describing autism

Which terms should be used to describe autism? Perspectives from the UK autism community. 

Who qualifies as an Access student?

DCU Access students enter university via an alternative admissions scheme, the Higher Education Access Route (HEAR). Based on their economic and social profile. Access students are considered an underrepresented group in higher education as they can experience challenges accessing and progressing through higher education. Thus they are named as a policy priority group in the National Access Plan to increase their access and participation in third level education (DFHERIS, 2022). 

Why do Access students need extra support in securing graduate employment?

Data from the Higher Education Authority (HEA) shows the need for targeted interventions to support graduate employment for this group, with 2020 figures revealing that even when all other factors are equal after graduation, students from low income backgrounds continue to earn less than students from more affluent backgrounds.

Further to this, 2021 HEA data shows that 17% of students gain their graduate employment through previous internships/work experience, while 20% gain employment through personal contacts, including family/friend connections. 

Who qualifies as a University of Sanctuary student?

University of Sanctuary (UoS) is an umbrella term to capture a range of activities delivered within DCU to promote a culture of welcome and hospitality to ethnic minority students who are socioeconomically disadvantaged, including students who are migrants, refugees or have experience of the international protection process. These students are considered underrepresented in higher education and are listed as a subgroup in the National Access Plan 2022-2028 (HEA and DFHERIS, 2022). 

The Sanctuary scholarship programme is one of the activities organised by UoS, and since its inception in 2016,  DCU has awarded 53 scholarships to students who were not entitled to State support. For 2024/25, DCU has awarded five postgraduate scholarships and these students will commence their studies in the coming weeks. While some of the UoS students will be in receipt of scholarships, others may have progressed to State support, but fall under the remit of Sanctuary. Therefore, the rights and entitlements to work and study will vary for this group, depending on their current residency status.

Why do University of Sanctuary students need extra support in securing employment?

Research studies (Doras, 2021) conducted in Ireland reveal that refugees and international protection applicants continue to experience significant barriers accessing the labour market. Furthermore, the studies identify several factors hindering progression to employment, such as the lack of recognition of skills and experience, lack of social capital, lack of relevant experience, lack of opportunities to gain experience and discrimination. These barriers were further compounded by a lack of confidence and trauma. Thus, DCU’s UoS programme recognises that this group of students need additional support to navigate and access employment.

How should we engage with students? Approach them or let them approach us?

All students will be different in how they want to engage with employers. Some will have a clear list of employers and questions they want to ask and may come up to you directly. Others may not be sure how to start, or might be uncomfortable making eye contact as a way to initiate engagement. If you see a student nearby who seems unsure about approaching, you can introduce yourself and you company and ask them for their name. Then ask them their course of study. Asking one question at a time will make it easier for students to engage with you and asking a personal question about their course will be something they are comfortable sharing. Some students might be stimming, might avoid eye contact, or not want to stand too close to you. There should be plenty of space and time to have an insightful conversation with these students who may be very very interested in your company.

Any other communication tips?

• Be careful about using jargon and job specific language. Use plain English as much as possible.

• Ask one question at a time rather than asking a few questions together.

• Mirroring the pace and volume of your speech to that of the student can help put them at ease in the conversation.

• Wearing a name tag or badge can help students engage with you.

• If you're able to, offer to follow up with information via email. Some students will prefer to digest information in a written format in their own space and time.

   

Where should I post my vacancies?

Employers can publish their vacancies (for graduates, as well as experienced graduates and mature students) on mycareer.dcu.ie. We recommend that employers upload their roles as far in advance of the fair as possible so that students can find these opportunities easily.

References

Doras (2021) Getting Right to Work: Access to employment and decnet work for international protection applicants in Ireland. https://doras.org/sites/default/files/2023-08/Doras-Getting-Right-to-Wo… (Accessed 22 August 2024).

Higher Education Authority and Department of Further and Higher Education, Research, Innovation and Science (2022) National Access Plan: A Strategic Action Plan for Equity of Access, Participation and Success in Higher Education 2022-2028. https://hea.ie/assets/uploads/2022/12/National-Access-Plan-2022-2028-FINAL.pdf (accessed 20 August 2024).