Neuroinklusion i vidensarbejde

Abstract

This thesis explores how employees with neurodivergence experience working life within Danish knowledge-based organizations and how inclusive practices can be developed to support sustainable neuroinclusion. The study builds on a phenomenological-hermeneutic approach and is based on qualitative interviews with 15 neurodivergent employees diagnosed with ASD, ADHD, ADD or AuDHD. The analysis follows an abductive logic, moving iteratively between data and theory through a combination of open and selective coding. The empirical analysis reveals central dimensions of the participants’ work experiences, including self-understanding, strengths, structure, sensitivity, social interaction, coping strategies, visibility, career implications, and future aspirations. This shows that neurodivergent employees often face a mismatch between their cognitive needs and organizational norms, which are typically shaped by implicit neurotypical expectations. The subsequent theoretical analysis draws on Smith and Lewis’ (2011) paradox framework to conceptualize three persistent tensions that structure these challenges: inclusion versus stigmatization, structure versus flexibility, and responsibility versus power. Drawing on theories from Goffman (stigma), Edmondson (psychological safety), Lukes (power), Lewin (Person–Environment Fit), and Steinfeld & Maisel (universal design), the analysis shows how these paradoxes mutually reinforce one another and constitute a structural pressure on neurodivergent employees. The thesis concludes by proposing five strategic principles for organizational neuroinclusion and presents a practice-oriented contribution in the form of a pixi booklet designed for leaders and organizations. This accessible resource aims to translate the study’s insights into actionable recommendations, supporting the development of inclusive workplaces that view neurodivergence not as a deviation to be managed, but as a valuable part of cognitive diversity.