Don’t Hear What I Didn’t Say: Grace, Space and Safe
By Patricia Regier
© Regier Education Inc.
Creating truly inclusive spaces that also welcome neurodiverse (Neurodivergent) brains— in learning, work, and life — begins with three powerful principles: Grace, Space, and Safe.
This blog explores how neurodiversity, universal design, and thoughtful inclusion transform how we engage and learn together.
[Plus, I have included a bonus podcast at the end of this article. It’s pretty great!]
I recently heard this saying, ‘don’t hear what I didn’t say’, and thought this is perfect! If someone doesn’t want to give a hug or go out after work, it doesn’t mean they don’t like you. This principle can also apply to how we facilitate learning environments. If someone doesn’t want to participate in the small groups, or talk out loud to the large group, it doesn’t mean they aren’t engaged or learning. If someone is moving more in a space, or typing notes into their phone instead of on paper, don’t assume they are distracted and aren’t listening.
Grace, Space, and Safe: Foundations for Inclusion
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Grace to not be or expect what society assumes is “typical.”
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Space to learn and work in ways that align with a person’s strengths.
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Safe environments where everyone feels accepted, respected, and supported.
When we give each other grace, we let go of assumptions and expectations.
While providing space, we empower growth and engagement.
Once we ensure safety, we invite authentic participation and learning.
This includes neurodiversity and all types of learning and communication.
Understanding Neurodiversity
Neurodiversity acknowledges that there is natural variation in how people think, learn, experience and engage with the world.
It includes individuals who are Autistic, ADHD, dyslexic, or who have other unique cognitive profiles. Neurodivergent employees are creative and innovative thinkers, seeing patterns and solutions to complex problems.
Being neurodivergent simply means thinking differently — and that’s a strength.
But it could include social differences too, and grace, space and safety are essential in the workplace and learning environments.
- If an employee or participant doesn’t make eye contact, be OK with that.
- Or someone always skips team lunches, they may be experiencing sensory sensitivities.
- A person may prefer the overhead lights off and the window blinds open instead.
- Some may prefer written instructions because they process information differently.
- Others may work best alone because they focus better in quieter spaces.
- Be kind, flexible and go forward with curiosity and empathy.
- People also don’t have to share their diagnosis for you to be considerate.
Universal Design: Inclusion by Design
Universal Design for Learning (UDL) means designing inclusive learning and working environments that anticipate every need before someone has to ask. Consider all types of brains and be proactive in including those who are neurodivergent (neurodiversity).
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Make slides, documents, and videos accessible by default.
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Avoid flashing or blinking animations.
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Include closed captions and transcripts.
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Ensure materials are keyboard-navigable and screen-reader friendly.
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Build in time for reflection and reprocessing.
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Be flexible and offer various ways for how people can choose to participate.
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Don’t always share music during reflection or individual activity time.
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Allow time for reflection and reprocessing.
- Use inclusive language in your examples and learning content.
A proactive mindset says: We’re designing for everyone.
Everyday Inclusive Practices
Inclusion doesn’t have to be complicated. Here are simple ways to make learning and working environments more accessible to everyone, including those who are neurodivergent:
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Provide choice in how learners demonstrate understanding — written, verbal, or visual.
- Don’t require everyone to participate in small groups, or ensure people know they don’t all have to contribute in the discussion.
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Build quiet reflection time into live sessions or meetings.
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Offer optional visual cues alongside verbal instructions.
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Keep layouts clear and uncluttered to avoid cognitive overload.
- Information in small digestible chunks.
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Check readability and accessibility using built-in tools before sharing materials.
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Send gentle calendar reminders, prompts, and summaries — not as pressure, but as friendly supports that help everyone stay engaged.
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Follow up with encouraging messages or small check-ins — they go a long way in creating connection and belonging.
Small, proactive steps — like reminders, clear communication, and patience — make a powerful difference.
Final Thoughts
Creating Grace, Space, and Safe environments that include neurodiversity isn’t just an act of compassion — it’s a strategic advantage.
When we design with universal inclusion in mind, we open the door for more creativity, innovation, and belonging.
Sometimes inclusion simply looks like a kind follow-up, a reminder email, or a thoughtful check-in — gentle gestures that meet people where they are and help them thrive.
Consider all ways of thinking, doing, learning and interacting at work and when facilitating training. Establish expectations that this is a safe and inclusive environment for all brains, including neurodivergent individuals and those with a variety of accessibility needs.
So next time, before reacting or assuming — pause, be curious.
And don’t hear what wasn’t said.
Reflections from the I4PL conference 2025.
I was one of the speakers on an interactive panel discussion titled: Designing for Every Mind: Neurodiversity in Learning and Leadership (Panel). Here is a recap and follow-up specific to that session.
Podcast Radio Show
Related Video
At Regier Education Inc., I’m committed to helping trainers, facilitators, and organizations create inclusive, accessible, and engaging learning experiences—whether in live sessions, or self-directed online courses.
If you’d like to explore more, here are some of my top resources: Accessibility & Inclusion YouTube Playlist
Alternatively, connect with me to explore how Regier Education Inc. can enhance your learning experiences with accessibility and inclusivity from the outset.
I have a reading list of new books about accessibility, inclusion and neurodiversity. Stay tuned for new tips and recommendations on these reads!
Patricia Regier
Founder, Regier Education Inc.
Learning Experience and Instructional Designer | Facilitator | Consultant | Author of The Online Shift: 101 Pro Tips for Facilitators, Workplace Trainers & Speakers
https://www.regiereducation.com
BONUS
In case you missed it: Accessible Learning Design, Zoom’s new Hand Gestures, Using AI as a writing partner, First look at Canva’s new features, Leveraging YouTube
Additionally, I typically post a video weekly, and they may be expanded into blog posts and articles. To view the latest tutorials and pro tips, subscribe or check out my YouTube channel.
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About the Author
Patricia Regier, MEd is the Online Expert who’s built a career on the belief that training and online learning doesn’t have to be boring. As Owner of Regier Education Inc. and with a Master of Adult Education, Patricia is known for making her audience feel empowered, engaged, courageous and confident. Her debut book and keynote, The Online Shift teaches newcomers to the online space and seasoned professionals alike how to optimize their online presence and maximize engagement. She’s tried, tested and refined using the latest behavioral science, research and psychology to make sure your next online experience is a hit!
To request more information about learning and development opportunities or book Patricia as a speaker, facilitator, consultant, or instructional designer email [email protected]
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