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Neuro-atypical inclusion: How to support neuro-atypical individuals through work-integrated learning for an inclusive future of work

Author

Listed:
  • Antoine Pennaforte

    (LIRSA - Laboratoire interdisciplinaire de recherche en sciences de l'action - CNAM - Conservatoire National des Arts et Métiers [CNAM])

Abstract

Through WIL programs, many individuals work with invisible neuro-atypical conditions (e.g. autism spectrum disorder, attention deficit disorder, gifted…). Often, individuals do not tell their WIL supervisors at work and WIL support at the University about their neuro-typical conditions because they want to act, work and behave as other individuals. But they do not feel well. The lack of knowledge, open-mindedness or will around invisible neuro-atypical conditions often cause several issues for individuals (e.g. strange behavior, emotions out of control, bad feeling…) and for WIL support (e.g. lack of understanding, repudiation…). For WIL community and for the future of work, these issues need to be addressed in order to develop inclusive WIL programs for individuals with invisible neuro-atypical conditions. This exploratory research, based on a multi-level qualitative (20 interviews) method in French context, examines how to propose specific HR, managerial and educational support to help WIL community to be inclusive for neuro-atypical student-workers.

Suggested Citation

  • Antoine Pennaforte, 2023. "Neuro-atypical inclusion: How to support neuro-atypical individuals through work-integrated learning for an inclusive future of work," Post-Print hal-04347062, HAL.
    • Handle: RePEc:hal:journl:hal-04347062
    Note: View the original document on HAL open archive server: https://cnam.hal.science/hal-04347062v2
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    File URL: https://cnam.hal.science/hal-04347062v2/document
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    References listed on IDEAS

    as
    1. Antoine Pennaforte & Maureen Drysdale & T. Judene Pretti, 2016. "Building multi-target commitment through work-integrated learning : The roles of proactive socialization behaviours and organizational socialization domains," Post-Print hal-02733504, HAL.
    2. Ruth Sessler Bernstein & Morgan Bulger & Paul Salipante & Judith Y. Weisinger, 2020. "From Diversity to Inclusion to Equity: A Theory of Generative Interactions," Journal of Business Ethics, Springer, vol. 167(3), pages 395-410, December.
    3. Antoine Pennaforte & Maureen Drysdale & T. Judene Pretti, 2016. "Building multi-target commitment through work-integrated learning: The roles of proactive socialization behaviours and organizational socialization domains," Post-Print hal-02103141, HAL.
    Full references (including those not matched with items on IDEAS)

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