Disability Inclusion In The Workplace: Kathleen Marshall Of Anderson Center Consulting and Training On How Businesses Make Accommodations For Customers and Employees Who Have a Disability
An Interview With Eric Pines
You chose the right career path. Teaching opened up many opportunities that I hadn’t envisioned when I first started my career. I became a school administrator, an agency director, a consultant and trainer, and I’m so grateful for such opportunities. But I remain a teacher in my soul.
As we all know, over the past several years there has been a great deal of discussion about inclusion and diversity in the workplace. One aspect of inclusion that is not discussed enough, is how businesses can be inclusive of people with disabilities. We know that the Americans With Disabilities Act (ADA) requires businesses to make reasonable accommodations for people with disabilities. What exactly does this look like in practice? What exactly are reasonable accommodations? Aside from what is legally required, what are some best practices that can make a business place feel more welcoming and inclusive of people with disabilities? To address these questions, we are talking to successful business leaders who can share stories and insights from their experience about the “How Businesses Make Accommodations For Customers and Employees Who Are Disabled “.
As a part of this series, we had the pleasure of interviewing Kathleen Marshall, Director of Program Services at Anderson Center Consulting and Training (an affiliate of Anderson Center for Autism).
In her role with Anderson Center Consulting and Training (ACCT), Ms. Marshall empowers professionals, parents/caregivers, and community members with the tools and knowledge to better understand autism and other neurodiversities, with the goal of helping to develop more inclusive, accommodating environments in which that population can thrive. During her 25-year tenure with Anderson Center for Autism, Ms. Marshall has served as Education Specialist, Principal, Director of Education, Director of Children’s Services, and Division Director of Program Services. In addition, she was a Special Educator for fifteen years, working exclusively with students with complex learning and behavioral challenges.
Thank you so much for joining us in this interview series! Before we dive in, our readers would love to “get to know you” a bit better. Can you tell us a bit about your ‘backstory’ and how you ended up where you are?
Even as a young girl, I loved playing ‘school’ with my friends — so it’s no surprise that I went into teaching. And it was a neighborhood peer with a developmental disability who inspired me to pursue special education specifically. As a teenager, his father got remarried to a woman whose children were not very welcoming and inclusive of him. My sister and I could see and feel his loneliness, so we befriended him. That friendship with him had a profound impact on me, and continues to today (over 45 years later). I love bumping into him at an area diner, where I’ll buy him lunch or dinner; he now lives in a group home. He will always have a special place in my heart, and definitely helped shape my career path, which has led me to my current role at Anderson Center for Autism.
You are a successful leader. Which three character traits do you think were most instrumental to your success? Can you please share a story or example for each?
I would say rather than traits, I have some guiding principles that I would love to share.
- Honest communication is at the heart of successful leadership. When facing challenges, oftentimes leaders may shy away from giving their team the entire story — but I believe it is critically important for everyone to know what is happening so that they can prepare, pivot if needed, and stay connected to the broader purpose of their work. I also value the feedback of team members when explaining the rationale behind a leadership choice or a shift in direction. We all work together to carry our mission forward — so everyone should feel like they are “in the know” — not only when there are obstacles, but also when we have achievements to celebrate.
- If I wouldn’t or couldn’t do something myself, then I wouldn’t ask someone else to do it. Regardless of a title, we are all part of the same team. As an example, when I was supervising the children’s residential program and school, there were times when we were short-staffed. On those occasions, all hands were on deck to be sure every task was completed — whether that was cleaning up after dinner or getting the kids ready for bed. I think people really appreciate that spirit of collaboration and community; it builds morale and reminds everyone that we all share the ultimate responsibility of caring for the people we serve.
- And — of course — when it comes to setting expectations for how people should be treated…..I always strive to lead by example. Whether we are interacting with our students and residents or colleagues and volunteers, we must treat one another as we wish to be treated. I have very high expectations when it comes to that, and always try to lead with compassion myself. Kindness is contagious.
Can you share a story about one of your greatest work related struggles? Can you share what you did to overcome it?
I shared this story in a recent interview, but it’s worth repeating. Many years ago I was working in another residential school setting (before I began my career at Anderson Center for Autism). There was an outbreak of chickenpox, with many students impacted — which meant we could not provide instruction in the classroom. When the principal called on a few of us (all educators) to brainstorm ideas for how we could handle the situation, I presented the idea of “meeting the students where they were.” I figured that if we could go into the houses and help care for them through the sickness, that would be helpful to everyone. It had never dawned on others to have school employees work in collaboration with residential team members, but to me it was simply common sense. I voiced my opinion, and it ended up being the direction that we took. And despite the fact that others hadn’t considered this as a viable possibility, we made it all work during the three-week period of the outbreak. It was very rewarding for me to see how following my instinct and sharing my ideas could lead to such positive outcomes!
When the Covid-19 pandemic upended everything years later, our team at Anderson Center for Autism quickly and confidently developed and implemented a similar plan to ensure that students and residents could continue to access all of their much-needed services in spite of the crisis. It was a reminder to me that I had found my professional home at Anderson, where I am surrounded by like-minded individuals who understand that we ALWAYS need to “meet people where they are.”
What are some of the most interesting or exciting projects you are working on now?
Among other onsite and online programs we are creating to help build a culture of inclusivity in all areas of society, we are working on one that I want to highlight, which is a train-the-trainer curriculum for people in the dental field. Many individuals with sensory processing challenges or other disabilities struggle to get through a dentist appointment and thus avoid the experience completely, which can lead to other medical problems. So we’ve created a training manual and content, which has been very time-intensive, but it is designed to help dentists, dental hygienists, nurses, and supervisors of direct support professionals understand how to help support this population. It’s exciting to think about the fact that offering such a training can make a lasting difference in the overall well-being of the patients who will be more comfortable during cleanings or dental procedures because the healthcare professionals and support staff have received proper training. We are kicking this off with 12 training sessions: 9 are virtual and 3 are in-person. I look forward to seeing this expand in the years ahead!
Fantastic. Let’s now shift to our discussion about inclusion. Can you tell our readers a bit about your experience working with initiatives to promote Diversity and Inclusion? Can you share a story with us?
Everything we do at Anderson Center Consulting and Training is driven by a commitment to building a more diverse, inclusive, equitable, and accessible society. More specifically, we are focused on autism and other neurodiversities, so my response should be considered in the context of those areas.
I try to do as much research as I can in order to understand neurodiversity in the workplace because we offer training around that for employers — so I want and need to keep learning in an ongoing way in order to develop relevant content for our training curricula. We design our programs in hopes that employers can really consider the most important pieces of information that in time will support inclusivity in their own workforce — so that’s my window into this. No matter where you work, you’ll most likely encounter someone who is neurodiverse — whether it’s a colleague or customer or vendor — the statistics are clear on that. So, all of us as human beings and employees need to figure out how to best support those who deserve our sensitivity — those we supervise or those with whom we work. When businesses are trying to fill vacancies, it’s clear that they need to earnestly try to be as inclusive as possible — to benefit the business in the long run, and simply just to do the right thing by others.
This may be obvious to you, but it will be helpful to spell this out. Can you articulate to our readers a few reasons why it is so important for a business or organization to have an inclusive work culture?
There are varying statistics, but one that struck me is that an estimated 33% of our workforce in the United States now identify as neurodiverse. So it is obvious that cultivating a spirit of inclusivity makes good sense. Our culture has come a long way over the years in recognizing how we can better support people with physical disabilities — but the invisible disabilities (neurodiversities) have often gone under the radar. This means that there is a population who have historically been very underemployed, because companies have not necessarily done enough in the past to understand their needs, nor have they always leaned into opportunities to build relationships with those prospective employees. But this movement of workplace inclusion for neurodiverse people is gaining momentum — and it’s wonderful to be part of it. Our fellow human beings, regardless of disability or differences, deserve the same rights to feel productive, earn a good living, and share their talents as everyone else — and the truth is that having neurodiverse people on your team can bring value to the lives of ALL employees. Colleagues often discover that the neurodiverse members of their team have strengths that may not have been fully acknowledged or tapped into historically, but that those qualities are extremely beneficial to the group and the success of the business or organization.
I remember seeing a video about a businessman whose company focused on reviewing customer data. He discovered that his neurodiverse employees were great at pattern recognition and paid meticulous attention to detail. This “niche group” had very few mistakes, and so he now employs mostly neurodiverse individuals!
I think any workplace is going to be better on every level when you employ a diverse group of people.
The Americans With Disabilities Act (ADA) requires businesses to make reasonable accommodations for people with disabilities. For the benefit of our readers, can you help explain what this looks like in practice? What exactly are reasonable accommodations? Can you please share a few examples?
First of all, when it comes to disclosing in order to get those formal accommodations recognized, it is important to be aware of the fact that people who are neurodiverse tend not to disclose as often as others with different types of disabilities. This can put an employer at somewhat of a disadvantage because they may want to help an employee but if the employee hasn’t disclosed, it can be difficult. So we advise companies to ask employees what exactly — in their past work experiences — has helped them be a better employee and thrive. That question gives them a chance to share what they need without asking them to specifically disclose a diagnosis, difference, or disability.
It can be very daunting for neurodiverse people to learn and operate in new environments, often leading to mental fatigue. To mitigate the risk of exhaustion and burnout from processing information and sensory overload, it is always helpful to provide workers with a quiet space for short breaks. Those breaks don’t need to be any longer than they are for anyone else, but having a place to decompress can make a big difference — and we have found that this is a very popular and highly utilized accommodation that an employer can set up and make easily available to employees.
Aside from what is legally required, what are some best practices that can make a business place feel more welcoming and inclusive of people with disabilities? If you can, please share a few examples.
As they say, first impressions matter! If a neurodiverse individual is looking for work, that person will be more inclined to apply if there is some kind of statement or mission that clearly indicates the company’s commitment to diversity and inclusion. It sends the message to the prospective employee, and that person might think, “okay — this is a place that might work well for me.”
In addition, every company should invest in training for Human Resources/hiring staff. They are often the first people with whom a prospective employee is interacting, so they should have a solid understanding of how to engage with neurodiverse individuals and what questions to ask. That first experience with a company could determine whether that prospect will feel like the workplace is going to be welcoming or not, and whether or not it will be worth continuing the application process.
And again, employers can say something open-ended without specifically asking for someone to disclose a disability: “If you want any accommodations, let us know and we can have a conversation about that topic too.” Open the door for a prospective employee to self-advocate — without putting pressure on that individual to disclose.
Lastly, a truly inclusive workplace is one that offers training to coworkers so that they, too, can understand the perspective of a neurodiverse employee — where they’re coming from, what workarounds there might be for challenges that arise, and, of course, the many strengths those employees bring to the table.
Can you share a few examples of ideas that were implemented at your workplace to help promote disability inclusion? Can you share with us how the work culture was impacted as a result?
The one that comes to mind is actually at the workplace of an Anderson Center for Autism graduate who is still supported by our organization in a group home setting. I’ve known this person since he was just 10 or 12 years old, and he was always very bright. He has since flourished! I ran into him at a supermarket and learned that he had been working there for 8 or 9 years — and his success in the workplace has been possible because of a mentor that was assigned to him when he first started. In that mentor-mentee relationship, he was given a safe space to ask questions, problem-solve, and develop the confidence needed to feel confident and successful in his role. Because that supermarket invested in his mentor, they now have a very loyal, devoted employee who brings so much to his colleagues and customers.
What are your “5 Things I Wish Someone Told Me When I First Started My Career”?
- The skill of teaching can be applied in many different environments outside of your classroom. I have used my teaching skills when raising my children and now advising them about raising their own children; I’ve used teaching skills when presenting to coworkers. In my current role overseeing Consultation and Training, my understanding of content development, scope and sequence, and curriculum has been so valuable.
- You will need to exhibit more patience with adults than you needed with your students! I love kids and I loved being a part of their educational journey. I understood that each child learns differently, and it was my job to discover how best to help them learn. I was patient with that process. Over time, I learned that adults often need that same (or greater) level of patience. We all bring a unique experience to our adult selves. As a supervisor of many first-time employees, I learned to be patient and respectful of the adult learning process within a work environment.
- You will need to be more flexible than you are right now. As the special education teacher, I had to ensure Plan A, B, C, D and E were ready to go! I tried to think ahead and plan for any number of possible challenges that might arise across a school day. I was in control! But, outside of the classroom I had to learn that I could not be in control of everything. I had to learn to be flexible and let the “process unfold” without directing the outcome.
- Your students will stay in your heart forever. I don’t think a day goes by where one of my former students doesn’t pop into my thinking. I taught children with autism, learning disabilities, social-emotional challenges, attention deficit hyperactivity and severe trauma. Yes, they struggled because of those challenges, but they also demonstrated kindness, patience, a sense of humor, perspective, gratitude, and perseverance. Two years ago, a former colleague connected me to the mother of a student who was in my very first classroom. Her son had recently passed away and she was grieving- especially because she thought no one would miss him or think of him again. When we spoke, I told her that I keep a photo of my first classroom group in my office and I look at their beautiful faces every day. I also shared that every year, when I attend a local Fourth of July parade, I think of her son Michael as I watch the fire trucks pass by. He loved fire trucks, and I can still hear his voice as he named each type of truck. Just knowing that one person would keep her son in their heart made such an impact on her. But, I reminded her that it was Michael who made the greater impact.
- You chose the right career path. Teaching opened up many opportunities that I hadn’t envisioned when I first started my career. I became a school administrator, an agency director, a consultant and trainer, and I’m so grateful for such opportunities. But I remain a teacher in my soul.
Can you please give us your favorite “Life Lesson Quote”? Can you share a story about how that was relevant in your own life?
“We are the sowers- our children are those who reap. We labor so that future generations will be better and nobler than we are.” -Maria Montessori
I believe it is our responsibility to teach the children of today how to be good, decent, responsible, contributing adults to our greater community. My work at Anderson Center Consulting and Training is a reminder that we all have a chance to make meaningful contributions every single day.
You are a person of enormous influence. If you could inspire a movement that would bring the most amount of good to the most amount of people, what would that be? You never know what your idea can trigger. 🙂
I wish I could shine a light on the enormous importance of developing and encouraging language skills in young children. Studies are revealing that the increase in “screen time” available to young children is correlated to a reduction in their expressive and receptive language and communication skills. Language development has long term effects on reading, school success, executive functioning, social skills, and so much more. I would promote more play, more interaction, more singing, more nursery rhymes, more games- minus the device! Of course, technology offers us so many advantages and we should leverage those to our benefit. As a culture, we should emphasize the crucial role parents, siblings, and family members play in the early development of language in young children.
How can our readers further follow your work online?
Your readers can learn more on our website: andersoncenterforautism.org, or follow us on social media:
Facebook: https://www.facebook.com/AndersonCenterforAutism
Instagram: https://www.instagram.com/andersoncenterforautism/
YouTube: https://www.youtube.com/user/AndersonCenterAutism/videos
LinkedIn: https://www.linkedin.com/company/anderson-center-for-autism/.
This was very inspiring. Thank you so much for the time you spent with this. We wish you continued success and good health!
About the Interviewer: Eric L. Pines is a nationally recognized federal employment lawyer, mediator, and attorney business coach. He represents federal employees and acts as in-house counsel for over fifty thousand federal employees through his work as a federal employee labor union representative. A formal federal employee himself, Mr. Pines began his federal employment law career as in-house counsel for AFGE Local 1923 which is in Social Security Administration’s headquarters and is the largest federal union local in the world. He presently serves as AFGE 1923’s Chief Counsel as well as in-house counsel for all FEMA bargaining unit employees and numerous Department of Defense and Veteran Affairs unions.
While he and his firm specialize in representing federal employees from all federal agencies and in reference to virtually all federal employee matters, his firm has placed special attention on representing Veteran Affairs doctors and nurses hired under the authority of Title. He and his firm have a particular passion in representing disabled federal employees with their requests for medical and religious reasonable accommodations when those accommodations are warranted under the Rehabilitation Act of 1973 (ADA). He also represents them with their requests for Federal Employee Disability Retirement (OPM) when an accommodation would not be possible.
Mr. Pines has also served as a mediator for numerous federal agencies including serving a year as the Library of Congress’ in-house EEO Mediator. He has also served as an expert witness in federal court for federal employee matters. He has also worked as an EEO technical writer drafting hundreds of Final Agency Decisions for the federal sector.
Mr. Pines’ firm is headquartered in Houston, Texas and has offices in Baltimore, Maryland and Atlanta, Georgia. His first passion is his wife and five children. He plays classical and rock guitar and enjoys playing ice hockey, running, and biking. Please visit his websites at www.pinesfederal.com and www.toughinjurylawyers.com. He can also be reached at eric@pinesfederal.com.
Disability Inclusion In The Workplace: Kathleen Marshall Of Anderson Center Consulting and Training… was originally published in Authority Magazine on Medium, where people are continuing the conversation by highlighting and responding to this story.