Neurodiversity Hiring: Tailoring Pre-Employment Tests to Support Applicants with Dyspraxia

Dyspraxia is one of the lesser-known aspects of neurodiversity, but it still has important implications, particularly in the workplace. Also known as Developmental Coordination Disorder (DCD), dyspraxia primarily affects motor coordination. Those with dyspraxia can experience difficulties with tasks requiring fine motor control, balance, and hand-eye coordination.

In the context of pre-employment testing and workplace assessments, understanding the specific challenges faced by individuals with dyspraxia can lead to more inclusive practices.

Dyspraxia is a neurological condition that affects an individual's ability to plan and process motor tasks. It often manifests as difficulties with coordination, affecting tasks that require precise movements, such as writing, typing, or operating machinery. People with dyspraxia may struggle with activities that involve balance and spatial awareness, and they may find tasks requiring both fine and gross motor skills to be challenging.

While some may only experience mild difficulties, others may find daily tasks significantly impacted by their condition. For adults in the workplace, dyspraxia can influence performance in tasks that involve typing, writing, or navigating complex user interfaces. However, it is essential to note that dyspraxia does not affect intelligence or cognitive ability—individuals with dyspraxia are often highly capable and bring valuable skills and perspectives to the workplace.

When it comes to pre-employment testing, the impact of dyspraxia should not be underestimated. In particular, motor skills and coordination challenges can create barriers in the testing process, especially if the assessments involve tasks that require quick or precise movements..

One area where this becomes particularly relevant is in the use of gamified assessments. Gamified assessments are increasingly popular in recruitment, as they make the testing process more engaging and can provide valuable insights into a candidate's cognitive abilities and problem-solving skills.

For instance, a gamified assessment might involve tasks that require candidates to click on objects quickly or navigate through virtual environments using a mouse or touchscreen. For a person with dyspraxia, the coordination required for these actions may be challenging, resulting in a test that does not accurately reflect their true abilities. Reaction-time-based tasks, which are common in gamified assessments, can also present difficulties, as individuals with dyspraxia may need more time to complete such tasks than their neurotypical counterparts.

To ensure that candidates with dyspraxia are not unfairly disadvantaged in the recruitment process, it is crucial for employers to make reasonable adjustments. These adjustments can help level the playing field, allowing neurodiverse candidates to demonstrate their true capabilities without being hindered by the format of the test.

It is also worth noting that in many jobs, once hired, individuals are not typically required to perform tasks within strict time limits. Therefore, allowing extra time during the recruitment process is a reasonable and fair adjustment that reflects the realities of the workplace. By making this accommodation, employers are not lowering their standards—they are simply recognising that the format of the test may not align with the candidate’s abilities and are making adjustments accordingly.

While gamified assessments can be a highly effective tool in evaluating certain cognitive abilities, they may not always be the best choice for candidates with dyspraxia. As mentioned earlier, gamified assessments often involve tasks that require quick responses and precise movements, which can be difficult for individuals with coordination challenges.

Additionally, tests should be designed to be as unambiguous as possible. The more straightforward and clear the instructions, the easier it is for autistic candidates to navigate the test. Employers should avoid open-ended questions that ask candidates “What would you do?” in favour of more structured formats that allow for clear and direct responses.

Ultimately, it is the responsibility of employers to ensure that their recruitment processes are inclusive and accessible to all candidates, including those with dyspraxia. By taking the time to understand the challenges faced by neurodiverse individuals and making appropriate adjustments to the recruitment process, employers can create a more equitable and diverse workplace.

While individuals with dyspraxia may face challenges with motor coordination and fine motor tasks, they often possess valuable skills that make them highly capable employees. By making reasonable adjustments—such as allowing extra time during assessments, providing flexible input methods, and ensuring that assessments are designed with accessibility in mind—employers can create a more inclusive recruitment process that allows neurodiverse candidates to showcase their true abilities.