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Disability Inclusion · Applied inclusion
Notice where standard conflict resolution assumes one kind of communicator, adjust the process so more than one kind of brain can use it, and run mediation that stays neutral by making participation possible for everyone.
45–52 minutes · 5 lessons · Voluntary learning
Understand what neurodivergent and neurotypical mean, what a typical conflict process quietly expects, and why a mismatch of styles is an accessibility issue rather than a character flaw.
Recognize five common misreadings, in pauses, hints, feelings, body language and fairness, and keep the difference between a processing style and harm that still has to be addressed.
Build seven adjustments into every conflict conversation, from a written agenda to one access question asked of everyone, and notice how they help people who are not neurodivergent too.
Learn what affirming mediation is, how it differs from the classic format, its seven principles, and the before, during and after steps that keep a mediator neutral by making the process usable.
Know where affirming practice stops, keep a disclosed need confidential, and brief a mediator, facilitator or human-resources partner in one paragraph they can act on.
Before your next difficult conversation, send the agenda in writing, ask everyone the one access question, and agree on a pause signal. Afterward, put the agreement in specific language and offer a short written follow-up.
A session on conflict resolution can be useful and still leave a gap. Many standard methods assume one kind of communicator: someone who reads faces in the moment, answers quickly out loud, catches hints, shows emotion in a familiar way and keeps eye contact while talking. Those habits feel natural to many people. They are harder, or draining, for many neurodivergent people. When the process only rewards the first style, it can look like one person is good at conflict and the other is difficult. Often it is just a mismatch. This course is about making the process usable for more than one kind of brain. It is not about lowering standards or avoiding hard conversations. Conflict resolution should still address harm, set limits and reach decisions. It should also be designed so disabled and neurodivergent staff can take part without having to perform a neurotypical version of good communication first. That is not special treatment. That is a fairer process.
If a pause is treated as evasion, a still face as coldness and blunt speech as aggression, the meeting becomes a judgment of manners. Treat them as different processing styles and the meeting can get back to the actual problem.
Keep the seven adjustments, the seven principles and the limits in view before, during and after any conflict conversation.
Attach the before-we-meet note to your next difficult conversation and write the agreement in specific language afterward.
Participation and course completion in this program do not count toward DHS-required training credits unless management, a director, or DHS leadership expressly approves an exception.
Public guidance on workplace accommodations, including for autism, ADHD and other neurodivergent conditions, and on the interactive process.
Federal resources on neurodiversity in the workplace and inclusive employment practices.
Plain-language guidance on effective communication and reasonable accommodation under the Americans with Disabilities Act.
The state office that supports collaborative processes and dispute resolution for Minnesota public bodies.