CIfA’s policy statement on equal opportunities in archaeology states that ‘equal opportunities are integral to every aspect of archaeological work. It is essential that all people are treated equally and not disadvantaged by prejudices or bias’ and this encompasses both visible and invisible disabilities. One example of an invisible disability includes neurodiversity. Estimated to affect 15 per cent of the population, neurodivergent individuals process and interpret information in different ways with attention deficit disorders, autism, dyslexia and dyspraxia identified as specific examples.
This webpage forms part of our developing online resources providing information and good practice case studies to help individuals and workplaces to better support archaeologists. If you are aware of other links we might use or have good practice case studies you would be happy to share, please get in touch at email@example.com.
Case studies and experiences
- Neurodiversity and archaeological practice - dyslexia case studies
- Experiences with dyslexia
- Dyslexia awareness - case study from Air Photo Services
- Dyslexia awareness week 2020 - collated experiences from archaeologists
- Top tips for making a simple positive change to help dyslexic colleagues
- Be concise when giving instructions - long streams of instructions can be misunderstood and lead to mistakes
- Use dyslexic friendly fonts and font size
- Provide access to a super good computer keyboard
- Learn about dyslexia
- Talk to your staff/colleagues and find out the nuances of what they struggle with. Dyslexia is so individual and presents differently across everyone.
- British Dyslexia Association
- See dyslexia differently - (Youtube video; British Dyslexia Association)