Five sentence summary Refusing to allow note cards, requiring speeches not be recorded, forcing someone to stand behind a podium, etc. can all make communication more difficult for ADHD folks, and not because we're lazy. Rather than exclude and present more barriers to disabled folks, we need to build in options and be more flexible and understanding when it comes to differences in communication forms and needs. Many standards used to judge what makes an effective presentation are inherently discriminatory and exclude disabled folks. The choices we make about public speaking, whether we're creating a rubric for undergraduate students or when we're organizing a session for an academic conference, can make communication more difficult for ADHD folks. Intentional or not, these choices often create or amplify existing barriers for ADHD presenters and audience members. Choices you can make to increase accessibility Asking students to maintain eye contact is painful for autistic folks. It can literally be painful. ADHD folks may also find it uncomfortable. We are known to have trouble using eye contact to direct our attention and have trouble processing eye contact in others. Consider not assessing or judging a person for their ability to make and maintain eye contact, as doing so creates barriers for folks with certain disabilities, including ADHD. Judging whether a person is standing still at a podium is definitely unfair to those with ADHD. We focus and think better when we are allowed to fidget. Restricting our movement and forcing us to stay still behind a table or in a single spot is not going to help us and it is not going to work. Help students find ways to fidget that are less distracting to others. There are fidgets designed for adults that are less noisy, such as rings that look like everyday jewelry but allow repetitive movement. You can also use tools such as a desk or podium so that the student can bounce their knee the entire talk and no one will notice because no one can see.
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