• All breakout activities for today can be found on this page.
• Please keep the tab open for ease.
• Scroll to each new activity when the time comes.
• Please make sure that all voices are heard and select a speaker to share a summary of what has been discussed. 

Breakout Activity One: Defining Disability

Instructions



• Your leader for this activity will be the person whose first name is first alphabetically.

• Your leader will select a speaker for the team, who will share a brief summary of what was discussed. If you prefer not to speak, choose another colleague

• Your leader will guide you through the questions below.

• Make sure that all voices are heard - consciously include all members of the team!

1. What do we mean by disability?
2. What types of disability have you encountered in your personal or professional life?
3. Do you have any worries or concerns around disability or neuro-inclusion in your current role? If so, what are these?
4. What advice or support can your colleagues offer?

Breakout Activity Two:

Reflect and Discuss - Celebrating Good Practice

Disability and Neuro-Inclusion

Instructions

• Your leader for this activity will be the person who was born in the earliest month of the year

• Your leader will select a speaker for the team, who will share a brief summary of what was discussed. If you prefer not to speak, choose another colleague

• Your Leader will guide you through the questions below.

• Make sure that all voices are heard - consciously include all members of the team!

In relation to Disability and Neuro-Inclusion:

Team One (Room One)

1. What do you and your team already do well but could do more consistently?

2. Is there anything you'd like to do better? What could you do to be more inclusive?

Team Two (Room Two)

1. What do we mean by accessibility and removing barriers?

2. Are we getting it right with regards to accessibility?

A) For colleagues

B) Candidates

Breakout Activity Three:

Receptive/Expressive Communication Activity

Instructions

1. The person whose name is last alphabetically will be the leader of this activity.

2. Your leader will decide who will be Speaker A and who will be Speaker B.

3. Your leader will guide you through each part of the activity below:

PART ONE

In a moment, SPEAKER A is going to talk for one minute about their weekend and SPEAKER B is just going to listen.

OK – off you go [1 minute].

And stop!

How did that feel? Easy? Good!

PART TWO

Now, SPEAKER B is going to talk about their weekend for one minute. BUT they are not allowed to use any words containing the letter ‘e’.

Ready? Off you go! [1 minute].

And stop!

How did that feel? 

Were you able to speak as fluently as your partner? 

How did that make you feel? 

SPEAKER A - how did it feel listening as your partner was struggling to put their thoughts into words? Frustrating? Annoying?

Discuss:

What was the purpose of this exercise? 

How might it relate to your role? 

Breakout Activity Four: Staff Case Studies (Disability)

Instructions

• Let’s look at some staff scenarios.
• Don’t worry about getting through them all.

For each of the following three case studies, consider what “reasonable” adjustments, formal and informal, could be made to ensure that the staff member feels supported and that there is no discrimination. 

Some helpful links to assist with this activity:

ACAS information on Reasonable Adjustments

GOV.UK information

Case Studies

Colleague A has limited distance vision, due to sight loss, and their sight can deteriorate in bright light. They have shared with you that they are better at seeing bold colours against a pale background and that small print (less than 16) can cause headaches and fatigue.

Colleague B has a cochlear implant (an electronic device to help process sound) and a hearing aid. They can lip-read and communicate well verbally but are extremely worried about taking part in big group meetings and at conferences.

Colleague C has chronic fatigue syndrome and finds moving around site tiring, becoming very fatigued, especially towards mid to late afternoon, on especially busy days.



Please scroll below the Case Studies to find further guidance and examples of Adjustments for Colleagues/Candidates with Disabilities and Learning Differences

Adjustments for Candidates/Colleagues

with Disabilities and Learning Differences

Additional Case Studies for Open Discussion Activity

Colleague D has recently fallen significantly behind their peers and isn’t meeting targets. They were initially coping well with the onboarding training but have become withdrawn and uncommunicative. Others in the group have noticed this and have reported that they are worried about their low mood.

Colleague E  is dyslexic, and they struggle to individually complete written work. They find it difficult to read text on white paper and need to reread blocks of text several times before they can comprehend it. Their verbal contributions in meetings, however, show great insight, a depth of understanding and an ability to creatively solve complex problems.

Colleague F is autistic and thrives when there are clear rules and routines, but they find the unstructured parts of the day difficult. They can also become visibly upset when there is a lot of noise.

Colleague G has a recent diagnosis of ADHD. They are often inattentive and can find it difficult to concentrate on given tasks. They frequently forget to bring the correct resources needed. Their verbal communication is excellent, and they build positive relationships with peers.