1. You are here:
  2. Homepage
  3. Resource Hub
  4. Diversity, Equity & Inclusion
  5. DEI Resources for Pact Members
  6. Creating an Inclusive Culture
  7. Neurodiversity
  8. TAP & The 5As

TAP & The 5As

TAP & The 5As
Neurodivergent Focus

The TV Access Project (TAP) provides a vital framework to support the inclusion of disabled individuals, including neurodivergent cast and crew in the TV and film industry. The Creative Diversity Network (CDN) and TAP have also worked together to develop Access Description Checklists. For neurodivergent individuals, specific considerations in each of the 5As are crucial to creating an environment where everyone can succeed.

Here’s how we can apply the TAP framework with a neurodivergent perspective, focusing on sensory needs, executive functioning, fluctuating capacity and the social model of disability.

1. Anticipate

Neurodivergent individuals may face a wide range of sensory and cognitive challenges that affect their ability to perform in the traditional working environment. Proactively considering these challenges ensures that we can support them in ways that go beyond the basic accessibility framework.

  • Hiring and recruitment: Ensure that job descriptions and interview processes are flexible to allow neurodivergent applicants to present their skills and talents in the most authentic way. For example, providing the option of interview formats such as written responses instead of verbal ones may help applicants who struggle with verbal communication.
  • Budget: Make sure to include funding for reasonable adjustments in any project budgets or company overhead cash flows that you are putting together. Without this, you may be suggesting you will be choosing not to work with those who require reasonable adjustments. See the Reasonable Adjustments page on the TAP Toolkit.
  • Clear and accessible Access Passports: Make sure Access Passports are visible, accessible and used. For neurodivergent people, this means being clear about the types of adjustments available, such as flexible working hours, noise-cancelling headphones, sensory breaks and visual aids to enhance communication. Ensure that the Access Passport covers these adjustments in advance so that neurodivergent individuals don’t have to ‘ask for permission’ to use them. Templates for Access Passports can be found in the TAP Toolkit: Reasonable Adjustments.
  • Crucial: Ensure that Access Passport templates are provided to all new starters, regardless of perceived disability status, as many neurodivergent conditions are invisible (e.g. ADHD, autism and dyslexia may not be immediately apparent). This allows for all crew and cast members to proactively disclose any adjustment needs they may have.
  • Anticipating sensory needs: Neurodivergent cast and crew may require a controlled sensory environment. For instance, scheduling quieter working hours or providing designated areas where individuals can retreat from overstimulating environments can be anticipated from the outset.

2. Ask

It is important to ask rather than assume what neurodivergent people need, as each individual’s experience and needs can vary significantly. This proactive approach should be deeply integrated into the workplace culture. Using the TAP Access Passport will help.

  • Access needs over diagnoses: When speaking to neurodivergent people, focus on practical access needs rather than asking about specific diagnoses. Some neurodivergent individuals may have multiple co-occurring conditions (e.g. ADHD and anxiety) so it is more effective to discuss how those conditions impact work. Focus on what adjustments are needed to facilitate success.
  • Early communication: Proactively reach out to all team members at the start of a project to invite them to discuss any specific adjustments or requirements they might have. For neurodivergent individuals, this could mean providing extra time for tasks, access to sensory-friendly spaces or flexibility in communication.
  • Confidentiality and control: Let neurodivergent employees take control over how much information they share regarding their access needs. Allow them to decide whether they want to disclose any conditions and be mindful of not making assumptions based on visible or invisible traits. Giving them autonomy is key.

3. Assess

Creating a workplace culture where neurodivergent people feel comfortable, supported and able to succeed requires ongoing self-assessment and reflection on the adequacy of provided adjustments.

  • Creating an environment that works: Regularly check in to see if the neurodivergent adjustments you have implemented are working. If an individual has requested adjustments like a quiet space, is it available when they need it? Are noise-cancelling headphones being provided? Assess if the adjustments you have made to assist with sensory overload (e.g. avoiding bright lights or loud sounds) are effective and sustainable.
  • Fluctuating support needs: Be mindful that neurodivergent needs may fluctuate depending on external stressors or the state of a person's mental health. For example, someone with ADHD may be able to focus for long periods one day but may struggle the next day. It is important to provide an environment that can accommodate this variability.
  • Evaluation through feedback: Regular feedback loops are essential. Neurodivergent employees should be able to provide feedback on the accessibility of work processes and environments. Having formal or informal feedback sessions helps in gauging whether changes need to be made.

4. Adjust

Proactively implementing adjustments helps create a more inclusive environment. These adjustments should be tailored to the neurodivergent individual’s specific needs and implemented in a timely manner.

  • Adjusting the work environment: For neurodivergent crew members, a small change in the work environment can make a huge difference. For example, having multiple types of breaks during long shoots can help people with ADHD regulate their energy levels, while having structured, predictable routines can support those Autistics who struggle with changes in plans.
  • Time and task management: Allowing neurodivergent employees to break down complex tasks into smaller, manageable segments can be crucial. Visual timelines or task lists, regular check-ins, or other reminders can help individuals stay on track, particularly when executive functioning difficulties are involved.
  • Adapting communication: Neurodivergent people may struggle with traditional forms of communication. For example, someone who is dyslexic may need written instructions with added clarity, while someone who is autistic may prefer direct and straightforward communication rather than figurative language. Adjust your communication style to the individual’s preferences and needs.

5. Advocate

It is not enough to just provide reasonable adjustments - there must be active advocacy for neurodivergent talent both in front of and behind the camera. It is crucial that neurodivergent individuals are celebrated for their skills and contributions to the industry.

  • Celebrate neurodivergent talent: Actively champion neurodivergent cast and crew, highlighting their strengths and unique perspectives. Neurodivergent people often bring creativity, problem-solving skills and innovative ideas, so actively acknowledging and showcasing these contributions can help foster a more inclusive workplace.
  • Challenge stigma and discrimination: Ensure that there is zero tolerance for ableist or inappropriate behaviour towards neurodivergent individuals. This includes educating other staff members on neurodiversity and creating a respectful culture where differences are acknowledged, celebrated and supported.
  • Advocate for long-term career progression: Neurodivergent individuals should have the same opportunities for advancement and progression as their non-neurodivergent colleagues. Mentorship, coaching and professional development should be available to neurodivergent individuals, with particular attention paid to overcoming barriers related to executive functioning or sensory overload in higher-stress environments.

Further Information
On the 5 As


References