{"id":536189,"date":"2026-04-01T20:01:27","date_gmt":"2026-04-01T18:01:27","guid":{"rendered":"https:\/\/www.dynseo.com\/formation-manager-un-collaborateur-neuroatypique-programme-contenu-et-avis-dynseo-2\/"},"modified":"2026-04-01T20:03:56","modified_gmt":"2026-04-01T18:03:56","slug":"training-a-neurodivergent-employee-program-content-and-reviews-dynseo","status":"publish","type":"post","link":"https:\/\/www.dynseo.com\/en\/training-a-neurodivergent-employee-program-content-and-reviews-dynseo\/","title":{"rendered":"Training a Neurodivergent Employee: Program, Content and Reviews | DYNSEO"},"content":{"rendered":"<p>[et_pb_section fb_built=&#8221;1&#8243; admin_label=&#8221;Article HTML&#8221; _builder_version=&#8221;4.16&#8243; custom_padding=&#8221;0px||0px||false|false&#8221; global_colors_info=&#8221;{}&#8221;][et_pb_row admin_label=&#8221;Contenu&#8221; _builder_version=&#8221;4.16&#8243; width=&#8221;100%&#8221; max_width=&#8221;100%&#8221; custom_padding=&#8221;0px||0px||false|false&#8221; 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gap: 20px; justify-content: center; flex-wrap: wrap; margin-top: 15px; }\n.dbi-art-fc7eeb .formation-cta-box { background: linear-gradient(135deg, #5e5ed7 0%, #5268c9 100%); border-radius: 20px; padding: 40px; margin: 40px 0; text-align: center; color: white; position: relative; overflow: hidden; }\n.dbi-art-fc7eeb .formation-cta-box h3 { font-family: 'Montserrat', sans-serif; color: white; font-size: 1.5rem; margin-bottom: 15px; }\n.dbi-art-fc7eeb .formation-cta-box p { color: rgba(255,255,255,0.9); margin-bottom: 20px; text-align: center; }\n.dbi-art-fc7eeb .formation-cta-box img { max-width: 100%; height: auto; border-radius: 12px; margin: 20px 0; box-shadow: 0 10px 30px rgba(0,0,0,0.2); }\n.dbi-art-fc7eeb .formation-cta-box .cta-button { background: white; color: #5e5ed7; font-weight: 700; }\n.dbi-art-fc7eeb a { color: #5e5ed7; }\n@media (max-width: 768px) {\n.dbi-art-fc7eeb .article-header h1 { font-size: 1.8rem; }\n.dbi-art-fc7eeb .stats-grid { grid-template-columns: 1fr; }\n.dbi-art-fc7eeb .benefits-grid { grid-template-columns: 1fr; }\n.dbi-art-fc7eeb .article-header { padding: 40px 15px; }\n.dbi-art-fc7eeb .container { padding: 15px; }\n.dbi-art-fc7eeb h2 { font-size: 1.5rem; }\n.dbi-art-fc7eeb .comparison-table { font-size: 0.9rem; }\n}<\/p>\n<\/style>\n<div class=\"dbi-art-fc7eeb\">\n<article>\n<header class=\"article-header\">\n<div class=\"article-category\">\ud83c\udf93 Professional Training \u2014 Inclusive Management<\/div>\n<h1>Training Manager a Neurodivergent Employee: Program, Content and Reviews<\/h1>\n<pee class=\"subtitle\">Everything you need to know about DYNSEO&#8217;s online training for managers \u2014 detailed program, neurodiversity in practice, Qualiopi certification.<\/pee>\n<\/header>\n<div class=\"container\">\n<div class=\"intro-paragraph\">\n        <strong>Between 15 and 20% of employees exhibit some form of neurodiversity.<\/strong> Autism, ADHD, DYS disorders, High Intellectual Potential \u2014 these neurological differences intersect in all teams, often without being named. The training <em>Manager a Neurodivergent Employee<\/em> from DYNSEO has been designed to give managers a comprehensive and transversal vision \u2014 understanding different profiles, recognizing masking, adapting management styles, and creating conditions for these often talented employees to express their full potential.\n    <\/div>\n<div class=\"stats-grid\">\n<div class=\"stat-card\">\n            <span class=\"stat-number\">15\u201320 %<\/span><\/p>\n<div class=\"stat-label\">of employees exhibit some form of neurodiversity in a normal-sized team<\/div>\n<\/p><\/div>\n<div class=\"stat-card\">\n            <span class=\"stat-number\">60 %<\/span><\/p>\n<div class=\"stat-label\">of neurodivergent individuals have experienced at least one burnout related to an unsuitable environment<\/div>\n<\/p><\/div>\n<div class=\"stat-card\">\n            <span class=\"stat-number\">3\u00d7<\/span><\/p>\n<div class=\"stat-label\">more cost to replace an unsupported neurodivergent employee who leaves the company<\/div>\n<\/p><\/div>\n<\/p><\/div>\n<h2>Why a Transversal Training on Neurodiversity is Necessary<\/h2>\n<pee>Training on autism, ADHD, or DYS exists \u2014 and they are useful. But they have a limitation: in the real life of a manager, profiles are rarely &#8220;pure.&#8221; An employee may be both ADHD and HPI. Another may have a mild autistic profile with DYS difficulties. A third may not be diagnosed but exhibit characteristics that call for the same managerial adaptations.<\/pee>\n<pee>The training <em>Manager a Neurodivergent Employee<\/em> from DYNSEO addresses this need for a transversal vision. It provides managers with the fundamental principles that apply to all neurodivergent profiles while allowing them to identify the specificities of each situation. It is the first investment to make before \u2014 or in addition to \u2014 dedicated training.<\/pee>\n<h3>Masking: The Central Concept of Neurodiversity in the Workplace<\/h3>\n<pee>Regardless of the neurodivergent profile concerned \u2014 autism, ADHD, DYS, or HPI \u2014 one concept consistently arises: masking. Masking is the set of conscious and unconscious strategies that a neurodivergent person deploys to appear neurotypical \u2014 to &#8220;pass&#8221; in an environment designed by and for brains functioning according to a norm.<\/pee>\n<pee>Masking is exhausting. It consumes considerable cognitive and emotional resources, which are no longer available for the work itself. It explains why employees seem to &#8220;hold it together&#8221; for months or years, then collapse without apparent prior warning. Recognizing masking \u2014 and creating conditions for it to be less necessary \u2014 is one of the most valuable managerial skills developed by this training.<\/pee>\n<div class=\"formation-cta-box\">\n<h3>\ud83c\udf93 Training Manager a Neurodivergent Employee<\/h3>\n<pee>Qualiopi certified training \u00b7 Online \u00b7 At your own pace \u00b7 Intended for managers, team leaders, and HR directors<\/pee>\n        <a href=\"https:\/\/www.dynseo.com\/en\/courses\/managing-a-neurodivergent-employee-en\/\" target=\"_blank\"><br \/>\n            <img decoding=\"async\" src=\"https:\/\/www.dynseo.com\/wp-content\/uploads\/2026\/02\/formation-elearning-en-ligne.png\" alt=\"Training Manager a Neurodivergent Employee - DYNSEO\" \/><br \/>\n        <\/a><br \/>\n        <!\u2013- [et_pb_br_holder] -\u2013><br \/>\n        <a href=\"https:\/\/www.dynseo.com\/en\/courses\/managing-a-neurodivergent-employee-en\/\" target=\"_blank\" class=\"cta-button\">Access the training \u2192<\/a>\n    <\/div>\n<h2>Detailed Program of the Training<\/h2>\n<div class=\"method-card blue\">\n<div class=\"method-badge badge-blue\">\ud83d\udcda Module 1<\/div>\n<h4>Neurodiversity: Overview of Profiles and Realities in the Workplace<\/h4>\n<pee>This introductory module presents the different neurodivergent profiles \u2014 autism (ASD), ADHD, DYS disorders (dyslexia, dyspraxia, dyscalculia\u2026), and High Intellectual Potential. It provides epidemiological data, explains why these profiles are so frequently undiagnosed in adults, and establishes the essential conceptual framework: neurodiversity as a natural variation of human functioning, not as a deficit or pathology.<\/pee>\n    <\/div>\n<div class=\"method-card teal\">\n<div class=\"method-badge badge-green\">\ud83d\udcda Module 2<\/div>\n<h4>Masking and Hidden Exhaustion \u2014 Recognizing the Signals<\/h4>\n<pee>This central module is dedicated to masking. It describes the mechanisms of masking according to profiles, the signals of exhaustion that precede burnout, and how to create a work environment that reduces the need for masking without the person needing to reveal their diagnosis. This is often the module cited as the most &#8220;revealing&#8221; by participating managers.<\/pee>\n    <\/div>\n<div class=\"method-card yellow\">\n<div class=\"method-badge badge-yellow\">\ud83d\udcda Module 3<\/div>\n<h4>What the Manager Sees \u2014 and What is Really Happening<\/h4>\n<pee>This module presents the most common friction situations between neurotypical managers and neurodivergent employees, with a dual reading for each situation. It covers communication difficulties, behaviors perceived as problematic, misunderstandings about motivation, and the most frequent managerial errors \u2014 with concrete alternatives for each situation.<\/pee>\n    <\/div>\n<div class=\"method-card rose\">\n<div class=\"method-badge badge-rose\">\ud83d\udcda Module 4<\/div>\n<h4>Adapting Management: Instructions, Feedback, Predictability<\/h4>\n<pee>This module provides the principles of management adapted to neurodiversity: precise and written communication, direct and structured feedback, predictable environment, inclusive onboarding, meeting management. It presents universal adaptations \u2014 which benefit all neurodivergent profiles \u2014 and specific adaptations for each type of profile.<\/pee>\n    <\/div>\n<div class=\"method-card blue\">\n<div class=\"method-badge badge-blue\">\ud83d\udcda Module 5<\/div>\n<h4>Inclusive Onboarding and Building a Sustainable Support Plan<\/h4>\n<pee>This practical module guides managers in constructing an adapted onboarding and a long-term support plan. It covers the 4 key elements of a sustainable plan: identifying specific needs, concrete adjustments, regular follow-up, and continuous adaptation. It also addresses managing tensions within the team.<\/pee>\n    <\/div>\n<div class=\"method-card teal\">\n<div class=\"method-badge badge-green\">\ud83d\udcda Module 6<\/div>\n<h4>Legal Framework, Obligations, and Resources<\/h4>\n<pee>This final module covers the legal obligations of the employer (2005 law, OETH, reasonable accommodations), the role of the occupational physician and RQTH, and available resources (AGEFIPH, Cap Emploi, specialized associations). It enables managers to situate their responsibilities and rely on existing systems.<\/pee>\n    <\/div>\n<h2>Neurodiversity in the Workplace: The Most Common Profiles<\/h2>\n<h3>Autism (ASD): The Profile of Precision and Honesty<\/h3>\n<pee>Autistic employees exhibit differences in processing social and sensory information. In the workplace, this translates into literal communication (difficulty with implications), sensory sensitivity (difficult open space), and resistance to unexpected changes. Associated strengths: exceptional rigor, in-depth expertise, direct honesty, remarkable reliability. To learn more: the <a href=\"https:\/\/www.dynseo.com\/courses\/comprendre-lautism-en-milieu-professionnel\/\" target=\"_blank\">training dedicated to autism in the workplace<\/a>.<\/pee>\n<h3>ADHD: The Profile of Energy and Creativity<\/h3>\n<pee>ADHD employees exhibit differences in attention regulation and impulsivity. In the workplace, this translates into variability in performance depending on stimulation, difficulties with time management and working memory, and often misunderstood procrastination. Associated strengths: creativity, reactivity, hyperfocus, energy, ability to manage multiple topics. To delve deeper: the <a href=\"https:\/\/www.dynseo.com\/en\/courses\/adhd-at-work-recognizing-and-supporting-en\/\" target=\"_blank\">ADHD training at work<\/a>.<\/pee>\n<h3>DYS Disorders: The Profiles of Unconventional Intelligence<\/h3>\n<pee>DYS disorders (dyslexia, dyspraxia, dyscalculia, dysorthographia) are specific difficulties in acquiring certain automatons (reading, writing, calculating, spatial management). They do not reflect intelligence level \u2014 many highly intelligent people have a DYS disorder. In the workplace: difficulties in writing quickly, spelling errors, difficulties in spatial organization. Associated strengths: global thinking, creativity, ability to find alternative solutions.<\/pee>\n<h3>HPI: The Profile of Complex Thinking<\/h3>\n<pee>High Intellectual Potential (HPI) is not a disorder but a difference in cognitive functioning \u2014 a faster and more complex information processing ability than average. In the workplace: may become bored with insufficiently stimulating tasks, struggles to accept solutions perceived as suboptimal, may appear impatient or arrogant. Strengths: rapid analysis, systemic vision, creativity, ability to learn quickly.<\/pee>\n<table class=\"comparison-table\">\n<thead>\n<tr>\n<th>Profile<\/th>\n<th>Frequent Difficulties in the Workplace<\/th>\n<th>Strengths to Value<\/th>\n<th>Key Adjustment<\/th>\n<\/tr>\n<\/thead>\n<tbody>\n<tr>\n<td><strong>Autism (ASD)<\/strong><\/td>\n<td>Implicit communication, unexpected changes, sensory overload<\/td>\n<td>Rigor, expertise, honesty, reliability<\/td>\n<td>Written instructions, predictability, adapted sensory environment<\/td>\n<\/tr>\n<tr>\n<td><strong>ADHD<\/strong><\/td>\n<td>Time management, working memory, sustained concentration<\/td>\n<td>Creativity, reactivity, hyperfocus, energy<\/td>\n<td>Written briefs, intermediate milestones, protected concentration periods<\/td>\n<\/tr>\n<tr>\n<td><strong>DYS<\/strong><\/td>\n<td>Rapid reading, writing, spatial organization<\/td>\n<td>Global thinking, creativity, alternative solutions<\/td>\n<td>Visual supports, voice dictation, adaptation of delivery formats<\/td>\n<\/tr>\n<tr>\n<td><strong>HPI<\/strong><\/td>\n<td>Routine tasks, slow decision-making, rules perceived as arbitrary<\/td>\n<td>Rapid analysis, systemic vision, versatility, quick learning<\/td>\n<td>Stimulating missions, autonomy, involvement in design<\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n<h2>Inclusive Onboarding: What a Standard Onboarding Misses<\/h2>\n<pee>Standard onboardings implicitly assume that every new arrival decodes the unwritten codes of the company as they go \u2014 how to address superiors, the level of formality in emails, what is decided in formal meetings and what is negotiated in the hallways, the implicit rules about schedules, breaks, participation in team activities. For a neurotypical employee, this decoding happens naturally, in a few weeks. For a neurodivergent employee, it is a considerable cognitive load that adds to the learning of the job itself.<\/pee>\n<div class=\"checklist\">\n<h4>\u2705 The 6 Elements of Inclusive Onboarding<\/h4>\n<ul>\n<li>A written document describing the expectations of the position with explicit success criteria<\/li>\n<li>A guide to the unwritten rules of the team (how we communicate, meetings, breaks, internal culture)<\/li>\n<li>An identified reference person \u2014 someone to ask all questions without social filters<\/li>\n<li>Regular and structured check-ins during the first 3 months (bi-weekly at the start)<\/li>\n<li>An invitation without obligation to team social activities<\/li>\n<li>An explicit check-in at 1 month, 2 months, 3 months on what works and what can be improved<\/li>\n<\/ul><\/div>\n<h2>Managing Tensions in the Team Around a Neurodivergent Employee<\/h2>\n<pee>The question consistently arises in training: &#8220;What if other team members see the adjustments as privileges?&#8221; This is a legitimate concern that deserves a structured response.<\/pee>\n<pee>Several elements can help prevent and manage these tensions. First, <strong>confidentiality<\/strong>: the reasons for an adjustment are never shared without the person&#8217;s consent. The team does not know why their manager communicates differently with one of its members \u2014 and they do not need to know.<\/pee>\n<pee>Next, <strong>normalizing<\/strong> adjustments: by presenting adjustments as individualized managerial practices (&#8220;I adapt to everyone&#8217;s functioning&#8221;), the manager avoids creating a visible &#8220;exception&#8221; category. Finally, <strong>generalizing<\/strong> good practices that benefit everyone \u2014 writing instructions, giving direct feedback, structuring meetings \u2014 reduces the perception of inequality.<\/pee>\n<div class=\"quote-box\">\n        <pee>&#8220;After the training, I decided to change my managerial practices with the whole team \u2014 not just with the employee I suspected of being ADHD. Written briefs for everyone, agenda sent before each meeting, structured individual check-ins. In three months, everyone was doing better. Not just him.&#8221;<\/pee>\n<div class=\"author\">\u2014 Technical team leader, participant in DYNSEO training, 2025<\/div>\n<\/p><\/div>\n<h2>The 4 Key Elements of a Sustainable Support Plan<\/h2>\n<div class=\"benefits-grid\">\n<div class=\"benefit-card\">\n<div class=\"benefit-icon\">\ud83d\udd0d<\/div>\n<h4>1. Identify Specific Needs<\/h4>\n<pee>Observe and listen without diagnosing. Create space for a conversation about functioning needs. Involve the occupational physician if necessary.<\/pee>\n        <\/div>\n<div class=\"benefit-card\">\n<div class=\"benefit-icon\">\ud83d\udee0\ufe0f<\/div>\n<h4>2. Implement Concrete Adjustments<\/h4>\n<pee>Choose the simplest and most impactful adjustments first. Formalize what is put in place \u2014 for both parties.<\/pee>\n        <\/div>\n<div class=\"benefit-card\">\n<div class=\"benefit-icon\">\ud83d\udcc5<\/div>\n<h4>3. Regular Follow-Up<\/h4>\n<pee>Regular check-ins on the effectiveness of adjustments. Adjust what is not working. Document positive developments.<\/pee>\n        <\/div>\n<div class=\"benefit-card\">\n<div class=\"benefit-icon\">\ud83d\udd04<\/div>\n<h4>4. Continuously Adapt<\/h4>\n<pee>The context changes \u2014 position, team, missions. Needs evolve. An effective support plan is not fixed; it adapts.<\/pee>\n        <\/div>\n<\/p><\/div>\n<h3>Complementary Trainings to Go Further<\/h3>\n<pee>The transversal training can be complemented by dedicated trainings according to the encountered profiles: the <a href=\"https:\/\/www.dynseo.com\/courses\/comprendre-lautism-en-milieu-professionnel\/\" target=\"_blank\"><strong>training Understanding Autism in the Workplace<\/strong><\/a>, the <a href=\"https:\/\/www.dynseo.com\/en\/courses\/adhd-at-work-recognizing-and-supporting-en\/\" target=\"_blank\"><strong>ADHD Training at Work<\/strong><\/a>, and the <a href=\"https:\/\/www.dynseo.com\/en\/courses\/invisible-disability-what-the-manager-needs-to-know-en\/\" target=\"_blank\"><strong>Invisible Disability Training<\/strong><\/a>. Find the entire catalog on the <a href=\"https:\/\/www.dynseo.com\/en\/formations-inclusion-entreprise-2\/\" target=\"_blank\"><strong>inclusion training page<\/strong><\/a>.<\/pee>\n<div class=\"formation-cta-box\">\n<h3>\ud83c\udf93 Ready to Manage Neurodiversity with Confidence?<\/h3>\n<pee>DYNSEO training gives you the keys to understand and support all neurodivergent profiles. Online, Qualiopi certified, at your own pace.<\/pee>\n        <a href=\"https:\/\/www.dynseo.com\/en\/courses\/managing-a-neurodivergent-employee-en\/\" target=\"_blank\" class=\"cta-button\">Access the training \u2192<\/a>\n    <\/div>\n<h2>FAQ \u2014 Frequently Asked Questions About the Training and Inclusive Management<\/h2>\n<\/article>\n<\/div>\n<div class=\"faq-section\">\n<div class=\"faq-item\">\n<h4>Does this training cover all neurodivergent profiles or is it specialized?<\/h4>\n<pee>It offers a cross-sectional view covering the most common profiles in the workplace: autism (ASD), ADHD, DYS disorders, and HPI. For each, it presents the specific manifestations in a professional context and the appropriate managerial adaptations. Dedicated training (autism, ADHD) allows for a deeper dive into each profile.<\/pee>\n        <\/div>\n<div class=\"faq-item\">\n<h4>Do I need to have an identified neurodivergent employee to take this training?<\/h4>\n<pee>No. Most managers have neurodivergent employees on their team without knowing it \u2014 because 70% of affected adults are not diagnosed. The training prepares you to manage your entire team in a more inclusive way, whether a diagnosis is made or not.<\/pee>\n        <\/div>\n<div class=\"faq-item\">\n<h4>Will this training teach me to diagnose neurodiversity in my employees?<\/h4>\n<pee>No \u2014 and this is intentional. Diagnosis remains the responsibility of health professionals. The training teaches you to recognize behavioral patterns, create a favorable environment for dialogue, and implement appropriate adjustments \u2014 without needing a diagnosis to act.<\/pee>\n        <\/div>\n<div class=\"faq-item\">\n<h4>Is the training fundable through my skills development plan?<\/h4>\n<pee>Yes. DYNSEO&#8217;s Qualiopi certification allows for coverage by OPCOs as part of your company&#8217;s skills development plan. Check with your HR department or your OPCO for the specific modalities for your sector.<\/pee>\n        <\/div>\n<div class=\"faq-item\">\n<h4>How can I approach the issue of neurodiversity with my team without &#8220;stigmatizing&#8221;?<\/h4>\n<pee>The training addresses this point in detail. The recommended approach is to view neurodiversity as a natural variation \u2014 not as an exception or disability to manage. Managers who openly share their interest in inclusive management practices, without pointing out specific individuals, create an environment where everyone feels freer to discuss their needs.<\/pee>\n        <\/div>\n<\/p><\/div>\n<div class=\"conclusion\">\n<h2>Conclusion: inclusive management, a competitive advantage<\/h2>\n<pee>Neurodiversity in the workplace is not a problem to manage \u2014 it is a resource to value. Well-managed neurodiverse teams produce more creative solutions, better detect errors, and benefit from perspectives that homogeneous teams cannot generate. The condition: managers must know how to welcome and support these different profiles.<\/pee>\n        <pee>The training <em>Managing a neurodivergent employee<\/em> from DYNSEO provides managers with the tools to achieve this \u2014 in a concrete, practical way, and applicable the day after the training. An investment that is measured in team performance, retention of talented employees, and reduction of burnout-related absences.<\/pee>\n    <\/div>\n<\/div>\n<footer class=\"article-footer\">\n<h3>DYNSEO Training \u2014 Inclusion &amp; Neurodiversity in the Workplace<\/h3>\n<div class=\"footer-links\">\n        <a href=\"https:\/\/www.dynseo.com\/en\/courses\/managing-a-neurodivergent-employee-en\/\" target=\"_blank\">Managing neurodivergent<\/a><br \/>\n        <a href=\"https:\/\/www.dynseo.com\/courses\/comprendre-lautism-en-milieu-professionnel\/\" target=\"_blank\">Professional Autism Training<\/a><br \/>\n        <a href=\"https:\/\/www.dynseo.com\/en\/courses\/adhd-at-work-recognizing-and-supporting-en\/\" target=\"_blank\">ADHD Training<\/a><br \/>\n        <a href=\"https:\/\/www.dynseo.com\/en\/courses\/invisible-disability-what-the-manager-needs-to-know-en\/\" target=\"_blank\">Invisible Disability<\/a><br \/>\n        <a href=\"https:\/\/www.dynseo.com\/en\/formations-inclusion-entreprise-2\/\" target=\"_blank\">All Trainings<\/a>\n    <\/div>\n<\/footer>\n<\/article>\n<\/div>\n<p>[\/et_pb_code][\/et_pb_column][\/et_pb_row][\/et_pb_section]<\/p>\n<p>[et_pb_code]<script type=\"application\/ld+json\">{\"@context\":\"https:\/\/schema.org\",\"@type\":\"FAQPage\",\"mainEntity\":[{\"@type\":\"Question\",\"name\":\"Quel pourcentage de collaborateurs pr\u00e9sente une forme de neurodiversit\u00e9 en entreprise ?\",\"acceptedAnswer\":{\"@type\":\"Answer\",\"text\":\"Entre 15 et 20 % des collaborateurs pr\u00e9sentent une forme de neurodiversit\u00e9 dans une \u00e9quipe de taille normale. Cette neurodiversit\u00e9 peut inclure l'autisme, le TDAH, les troubles DYS ou le Haut Potentiel Intellectuel.\"}},{\"@type\":\"Question\",\"name\":\"Pourquoi la formation DYNSEO adopte-t-elle une approche transversale de la neurodiversit\u00e9 ?\",\"acceptedAnswer\":{\"@type\":\"Answer\",\"text\":\"Dans la r\u00e9alit\u00e9 manag\u00e9riale, les profils sont rarement 'purs'. Un collaborateur peut \u00eatre \u00e0 la fois TDAH et HPI, ou pr\u00e9senter un profil autistique l\u00e9ger avec des difficult\u00e9s DYS. 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}\n.dbi-art-fc7eeb .formation-cta-box p { color: rgba(255,255,255,0.9); margin-bottom: 20px; text-align: center; }\n.dbi-art-fc7eeb .formation-cta-box img { max-width: 100%; height: auto; border-radius: 12px; margin: 20px 0; box-shadow: 0 10px 30px rgba(0,0,0,0.2); }\n.dbi-art-fc7eeb .formation-cta-box .cta-button { background: white; color: #5e5ed7; font-weight: 700; }\n.dbi-art-fc7eeb a { color: #5e5ed7; }\n@media (max-width: 768px) {\n.dbi-art-fc7eeb .article-header h1 { font-size: 1.8rem; }\n.dbi-art-fc7eeb .stats-grid { grid-template-columns: 1fr; }\n.dbi-art-fc7eeb .benefits-grid { grid-template-columns: 1fr; }\n.dbi-art-fc7eeb .article-header { padding: 40px 15px; }\n.dbi-art-fc7eeb .container { padding: 15px; }\n.dbi-art-fc7eeb h2 { font-size: 1.5rem; }\n.dbi-art-fc7eeb .comparison-table { font-size: 0.9rem; }\n}\n\n<\/style>\n<div class=\"dbi-art-fc7eeb\">\n<article>\n<header class=\"article-header\">\n    <div class=\"article-category\">\ud83c\udf93 Professional Training \u2014 Inclusive Management<\/div>\n    <h1>Training Manager a Neurodivergent Employee: Program, Content and Reviews<\/h1>\n    <p class=\"subtitle\">Everything you need to know about DYNSEO's online training for managers \u2014 detailed program, neurodiversity in practice, Qualiopi certification.<\/p>\n<\/header>\n\n<div class=\"container\">\n\n    <div class=\"intro-paragraph\">\n        <strong>Between 15 and 20% of employees exhibit some form of neurodiversity.<\/strong> Autism, ADHD, DYS disorders, High Intellectual Potential \u2014 these neurological differences intersect in all teams, often without being named. The training <em>Manager a Neurodivergent Employee<\/em> from DYNSEO has been designed to give managers a comprehensive and transversal vision \u2014 understanding different profiles, recognizing masking, adapting management styles, and creating conditions for these often talented employees to express their full potential.\n    <\/div>\n\n    <div class=\"stats-grid\">\n        <div class=\"stat-card\">\n            <span class=\"stat-number\">15\u201320 %<\/span>\n            <div class=\"stat-label\">of employees exhibit some form of neurodiversity in a normal-sized team<\/div>\n        <\/div>\n        <div class=\"stat-card\">\n            <span class=\"stat-number\">60 %<\/span>\n            <div class=\"stat-label\">of neurodivergent individuals have experienced at least one burnout related to an unsuitable environment<\/div>\n        <\/div>\n        <div class=\"stat-card\">\n            <span class=\"stat-number\">3\u00d7<\/span>\n            <div class=\"stat-label\">more cost to replace an unsupported neurodivergent employee who leaves the company<\/div>\n        <\/div>\n    <\/div>\n\n    <h2>Why a Transversal Training on Neurodiversity is Necessary<\/h2>\n\n    <p>Training on autism, ADHD, or DYS exists \u2014 and they are useful. But they have a limitation: in the real life of a manager, profiles are rarely \"pure.\" An employee may be both ADHD and HPI. Another may have a mild autistic profile with DYS difficulties. A third may not be diagnosed but exhibit characteristics that call for the same managerial adaptations.<\/p>\n\n    <p>The training <em>Manager a Neurodivergent Employee<\/em> from DYNSEO addresses this need for a transversal vision. It provides managers with the fundamental principles that apply to all neurodivergent profiles while allowing them to identify the specificities of each situation. It is the first investment to make before \u2014 or in addition to \u2014 dedicated training.<\/p>\n\n    <h3>Masking: The Central Concept of Neurodiversity in the Workplace<\/h3>\n\n    <p>Regardless of the neurodivergent profile concerned \u2014 autism, ADHD, DYS, or HPI \u2014 one concept consistently arises: masking. Masking is the set of conscious and unconscious strategies that a neurodivergent person deploys to appear neurotypical \u2014 to \"pass\" in an environment designed by and for brains functioning according to a norm.<\/p>\n\n    <p>Masking is exhausting. It consumes considerable cognitive and emotional resources, which are no longer available for the work itself. It explains why employees seem to \"hold it together\" for months or years, then collapse without apparent prior warning. Recognizing masking \u2014 and creating conditions for it to be less necessary \u2014 is one of the most valuable managerial skills developed by this training.<\/p>\n\n    <div class=\"formation-cta-box\">\n        <h3>\ud83c\udf93 Training Manager a Neurodivergent Employee<\/h3>\n        <p>Qualiopi certified training \u00b7 Online \u00b7 At your own pace \u00b7 Intended for managers, team leaders, and HR directors<\/p>\n        <a href=\"https:\/\/www.dynseo.com\/courses\/manager-un-collaborateur-neuroatypique\/\" target=\"_blank\">\n            <img src=\"https:\/\/www.dynseo.com\/wp-content\/uploads\/2026\/02\/formation-elearning-en-ligne.png\" alt=\"Training Manager a Neurodivergent Employee - DYNSEO\" \/>\n        <\/a>\n        <br>\n        <a href=\"https:\/\/www.dynseo.com\/courses\/manager-un-collaborateur-neuroatypique\/\" target=\"_blank\" class=\"cta-button\">Access the training \u2192<\/a>\n    <\/div>\n\n    <h2>Detailed Program of the Training<\/h2>\n\n    <div class=\"method-card blue\">\n        <div class=\"method-badge badge-blue\">\ud83d\udcda Module 1<\/div>\n        <h4>Neurodiversity: Overview of Profiles and Realities in the Workplace<\/h4>\n        <p>This introductory module presents the different neurodivergent profiles \u2014 autism (ASD), ADHD, DYS disorders (dyslexia, dyspraxia, dyscalculia\u2026), and High Intellectual Potential. It provides epidemiological data, explains why these profiles are so frequently undiagnosed in adults, and establishes the essential conceptual framework: neurodiversity as a natural variation of human functioning, not as a deficit or pathology.<\/p>\n    <\/div>\n\n    <div class=\"method-card teal\">\n        <div class=\"method-badge badge-green\">\ud83d\udcda Module 2<\/div>\n        <h4>Masking and Hidden Exhaustion \u2014 Recognizing the Signals<\/h4>\n        <p>This central module is dedicated to masking. It describes the mechanisms of masking according to profiles, the signals of exhaustion that precede burnout, and how to create a work environment that reduces the need for masking without the person needing to reveal their diagnosis. This is often the module cited as the most \"revealing\" by participating managers.<\/p>\n    <\/div>\n\n    <div class=\"method-card yellow\">\n        <div class=\"method-badge badge-yellow\">\ud83d\udcda Module 3<\/div>\n        <h4>What the Manager Sees \u2014 and What is Really Happening<\/h4>\n        <p>This module presents the most common friction situations between neurotypical managers and neurodivergent employees, with a dual reading for each situation. It covers communication difficulties, behaviors perceived as problematic, misunderstandings about motivation, and the most frequent managerial errors \u2014 with concrete alternatives for each situation.<\/p>\n    <\/div>\n\n    <div class=\"method-card rose\">\n        <div class=\"method-badge badge-rose\">\ud83d\udcda Module 4<\/div>\n        <h4>Adapting Management: Instructions, Feedback, Predictability<\/h4>\n        <p>This module provides the principles of management adapted to neurodiversity: precise and written communication, direct and structured feedback, predictable environment, inclusive onboarding, meeting management. It presents universal adaptations \u2014 which benefit all neurodivergent profiles \u2014 and specific adaptations for each type of profile.<\/p>\n    <\/div>\n\n    <div class=\"method-card blue\">\n        <div class=\"method-badge badge-blue\">\ud83d\udcda Module 5<\/div>\n        <h4>Inclusive Onboarding and Building a Sustainable Support Plan<\/h4>\n        <p>This practical module guides managers in constructing an adapted onboarding and a long-term support plan. It covers the 4 key elements of a sustainable plan: identifying specific needs, concrete adjustments, regular follow-up, and continuous adaptation. It also addresses managing tensions within the team.<\/p>\n    <\/div>\n\n    <div class=\"method-card teal\">\n        <div class=\"method-badge badge-green\">\ud83d\udcda Module 6<\/div>\n        <h4>Legal Framework, Obligations, and Resources<\/h4>\n        <p>This final module covers the legal obligations of the employer (2005 law, OETH, reasonable accommodations), the role of the occupational physician and RQTH, and available resources (AGEFIPH, Cap Emploi, specialized associations). It enables managers to situate their responsibilities and rely on existing systems.<\/p>\n    <\/div>\n\n    <h2>Neurodiversity in the Workplace: The Most Common Profiles<\/h2>\n\n    <h3>Autism (ASD): The Profile of Precision and Honesty<\/h3>\n\n    <p>Autistic employees exhibit differences in processing social and sensory information. In the workplace, this translates into literal communication (difficulty with implications), sensory sensitivity (difficult open space), and resistance to unexpected changes. Associated strengths: exceptional rigor, in-depth expertise, direct honesty, remarkable reliability. To learn more: the <a href=\"https:\/\/www.dynseo.com\/courses\/comprendre-lautism-en-milieu-professionnel\/\" target=\"_blank\">training dedicated to autism in the workplace<\/a>.<\/p>\n\n    <h3>ADHD: The Profile of Energy and Creativity<\/h3>\n\n    <p>ADHD employees exhibit differences in attention regulation and impulsivity. In the workplace, this translates into variability in performance depending on stimulation, difficulties with time management and working memory, and often misunderstood procrastination. Associated strengths: creativity, reactivity, hyperfocus, energy, ability to manage multiple topics. To delve deeper: the <a href=\"https:\/\/www.dynseo.com\/courses\/tdah-au-travail-reconnaitre-et-accompagner\/\" target=\"_blank\">ADHD training at work<\/a>.<\/p>\n\n    <h3>DYS Disorders: The Profiles of Unconventional Intelligence<\/h3>\n\n    <p>DYS disorders (dyslexia, dyspraxia, dyscalculia, dysorthographia) are specific difficulties in acquiring certain automatons (reading, writing, calculating, spatial management). They do not reflect intelligence level \u2014 many highly intelligent people have a DYS disorder. In the workplace: difficulties in writing quickly, spelling errors, difficulties in spatial organization. Associated strengths: global thinking, creativity, ability to find alternative solutions.<\/p>\n\n    <h3>HPI: The Profile of Complex Thinking<\/h3>\n\n    <p>High Intellectual Potential (HPI) is not a disorder but a difference in cognitive functioning \u2014 a faster and more complex information processing ability than average. In the workplace: may become bored with insufficiently stimulating tasks, struggles to accept solutions perceived as suboptimal, may appear impatient or arrogant. Strengths: rapid analysis, systemic vision, creativity, ability to learn quickly.<\/p>\n\n    <table class=\"comparison-table\">\n        <thead>\n            <tr>\n                <th>Profile<\/th>\n                <th>Frequent Difficulties in the Workplace<\/th>\n                <th>Strengths to Value<\/th>\n                <th>Key Adjustment<\/th>\n            <\/tr>\n        <\/thead>\n        <tbody>\n            <tr>\n                <td><strong>Autism (ASD)<\/strong><\/td>\n                <td>Implicit communication, unexpected changes, sensory overload<\/td>\n                <td>Rigor, expertise, honesty, reliability<\/td>\n                <td>Written instructions, predictability, adapted sensory environment<\/td>\n            <\/tr>\n            <tr>\n                <td><strong>ADHD<\/strong><\/td>\n                <td>Time management, working memory, sustained concentration<\/td>\n                <td>Creativity, reactivity, hyperfocus, energy<\/td>\n                <td>Written briefs, intermediate milestones, protected concentration periods<\/td>\n            <\/tr>\n            <tr>\n                <td><strong>DYS<\/strong><\/td>\n                <td>Rapid reading, writing, spatial organization<\/td>\n                <td>Global thinking, creativity, alternative solutions<\/td>\n                <td>Visual supports, voice dictation, adaptation of delivery formats<\/td>\n            <\/tr>\n            <tr>\n                <td><strong>HPI<\/strong><\/td>\n                <td>Routine tasks, slow decision-making, rules perceived as arbitrary<\/td>\n                <td>Rapid analysis, systemic vision, versatility, quick learning<\/td>\n                <td>Stimulating missions, autonomy, involvement in design<\/td>\n            <\/tr>\n        <\/tbody>\n    <\/table>\n\n    <h2>Inclusive Onboarding: What a Standard Onboarding Misses<\/h2>\n\n    <p>Standard onboardings implicitly assume that every new arrival decodes the unwritten codes of the company as they go \u2014 how to address superiors, the level of formality in emails, what is decided in formal meetings and what is negotiated in the hallways, the implicit rules about schedules, breaks, participation in team activities. For a neurotypical employee, this decoding happens naturally, in a few weeks. For a neurodivergent employee, it is a considerable cognitive load that adds to the learning of the job itself.<\/p>\n\n    <div class=\"checklist\">\n        <h4>\u2705 The 6 Elements of Inclusive Onboarding<\/h4>\n        <ul>\n            <li>A written document describing the expectations of the position with explicit success criteria<\/li>\n            <li>A guide to the unwritten rules of the team (how we communicate, meetings, breaks, internal culture)<\/li>\n            <li>An identified reference person \u2014 someone to ask all questions without social filters<\/li>\n            <li>Regular and structured check-ins during the first 3 months (bi-weekly at the start)<\/li>\n            <li>An invitation without obligation to team social activities<\/li>\n            <li>An explicit check-in at 1 month, 2 months, 3 months on what works and what can be improved<\/li>\n        <\/ul>\n    <\/div>\n\n    <h2>Managing Tensions in the Team Around a Neurodivergent Employee<\/h2>\n\n    <p>The question consistently arises in training: \"What if other team members see the adjustments as privileges?\" This is a legitimate concern that deserves a structured response.<\/p>\n\n    <p>Several elements can help prevent and manage these tensions. First, <strong>confidentiality<\/strong>: the reasons for an adjustment are never shared without the person's consent. The team does not know why their manager communicates differently with one of its members \u2014 and they do not need to know.<\/p>\n\n    <p>Next, <strong>normalizing<\/strong> adjustments: by presenting adjustments as individualized managerial practices (\"I adapt to everyone's functioning\"), the manager avoids creating a visible \"exception\" category. Finally, <strong>generalizing<\/strong> good practices that benefit everyone \u2014 writing instructions, giving direct feedback, structuring meetings \u2014 reduces the perception of inequality.<\/p>\n\n    <div class=\"quote-box\">\n        <p>\"After the training, I decided to change my managerial practices with the whole team \u2014 not just with the employee I suspected of being ADHD. Written briefs for everyone, agenda sent before each meeting, structured individual check-ins. In three months, everyone was doing better. Not just him.\"<\/p>\n        <div class=\"author\">\u2014 Technical team leader, participant in DYNSEO training, 2025<\/div>\n    <\/div>\n\n    <h2>The 4 Key Elements of a Sustainable Support Plan<\/h2>\n\n    <div class=\"benefits-grid\">\n        <div class=\"benefit-card\">\n            <div class=\"benefit-icon\">\ud83d\udd0d<\/div>\n            <h4>1. Identify Specific Needs<\/h4>\n            <p>Observe and listen without diagnosing. Create space for a conversation about functioning needs. Involve the occupational physician if necessary.<\/p>\n        <\/div>\n        <div class=\"benefit-card\">\n            <div class=\"benefit-icon\">\ud83d\udee0\ufe0f<\/div>\n            <h4>2. Implement Concrete Adjustments<\/h4>\n            <p>Choose the simplest and most impactful adjustments first. Formalize what is put in place \u2014 for both parties.<\/p>\n        <\/div>\n        <div class=\"benefit-card\">\n            <div class=\"benefit-icon\">\ud83d\udcc5<\/div>\n            <h4>3. Regular Follow-Up<\/h4>\n            <p>Regular check-ins on the effectiveness of adjustments. Adjust what is not working. Document positive developments.<\/p>\n        <\/div>\n        <div class=\"benefit-card\">\n            <div class=\"benefit-icon\">\ud83d\udd04<\/div>\n            <h4>4. Continuously Adapt<\/h4>\n            <p>The context changes \u2014 position, team, missions. Needs evolve. An effective support plan is not fixed; it adapts.<\/p>\n        <\/div>\n    <\/div>\n\n    <h3>Complementary Trainings to Go Further<\/h3>\n\n    <p>The transversal training can be complemented by dedicated trainings according to the encountered profiles: the <a href=\"https:\/\/www.dynseo.com\/courses\/comprendre-lautism-en-milieu-professionnel\/\" target=\"_blank\"><strong>training Understanding Autism in the Workplace<\/strong><\/a>, the <a href=\"https:\/\/www.dynseo.com\/courses\/tdah-au-travail-reconnaitre-et-accompagner\/\" target=\"_blank\"><strong>ADHD Training at Work<\/strong><\/a>, and the <a href=\"https:\/\/www.dynseo.com\/courses\/handicap-invisible-ce-que-le-manager-doit-savoir\/\" target=\"_blank\"><strong>Invisible Disability Training<\/strong><\/a>. Find the entire catalog on the <a href=\"https:\/\/www.dynseo.com\/formations-inclusion-entreprise\/\" target=\"_blank\"><strong>inclusion training page<\/strong><\/a>.<\/p>\n\n    <div class=\"formation-cta-box\">\n        <h3>\ud83c\udf93 Ready to Manage Neurodiversity with Confidence?<\/h3>\n        <p>DYNSEO training gives you the keys to understand and support all neurodivergent profiles. Online, Qualiopi certified, at your own pace.<\/p>\n        <a href=\"https:\/\/www.dynseo.com\/courses\/manager-un-collaborateur-neuroatypique\/\" target=\"_blank\" class=\"cta-button\">Access the training \u2192<\/a>\n    <\/div>\n\n    <h2>FAQ \u2014 Frequently Asked Questions About the Training and Inclusive Management<\/h2>\n\n<\/article>\n<\/div>\n<div class=\"faq-section\">\n        <div class=\"faq-item\">\n            <h4>Does this training cover all neurodivergent profiles or is it specialized?<\/h4>\n            <p>It offers a cross-sectional view covering the most common profiles in the workplace: autism (ASD), ADHD, DYS disorders, and HPI. For each, it presents the specific manifestations in a professional context and the appropriate managerial adaptations. Dedicated training (autism, ADHD) allows for a deeper dive into each profile.<\/p>\n        <\/div>\n        <div class=\"faq-item\">\n            <h4>Do I need to have an identified neurodivergent employee to take this training?<\/h4>\n            <p>No. Most managers have neurodivergent employees on their team without knowing it \u2014 because 70% of affected adults are not diagnosed. The training prepares you to manage your entire team in a more inclusive way, whether a diagnosis is made or not.<\/p>\n        <\/div>\n        <div class=\"faq-item\">\n            <h4>Will this training teach me to diagnose neurodiversity in my employees?<\/h4>\n            <p>No \u2014 and this is intentional. Diagnosis remains the responsibility of health professionals. The training teaches you to recognize behavioral patterns, create a favorable environment for dialogue, and implement appropriate adjustments \u2014 without needing a diagnosis to act.<\/p>\n        <\/div>\n        <div class=\"faq-item\">\n            <h4>Is the training fundable through my skills development plan?<\/h4>\n            <p>Yes. DYNSEO's Qualiopi certification allows for coverage by OPCOs as part of your company's skills development plan. Check with your HR department or your OPCO for the specific modalities for your sector.<\/p>\n        <\/div>\n        <div class=\"faq-item\">\n            <h4>How can I approach the issue of neurodiversity with my team without \"stigmatizing\"?<\/h4>\n            <p>The training addresses this point in detail. The recommended approach is to view neurodiversity as a natural variation \u2014 not as an exception or disability to manage. Managers who openly share their interest in inclusive management practices, without pointing out specific individuals, create an environment where everyone feels freer to discuss their needs.<\/p>\n        <\/div>\n    <\/div>\n\n    <div class=\"conclusion\">\n        <h2>Conclusion: inclusive management, a competitive advantage<\/h2>\n        <p>Neurodiversity in the workplace is not a problem to manage \u2014 it is a resource to value. Well-managed neurodiverse teams produce more creative solutions, better detect errors, and benefit from perspectives that homogeneous teams cannot generate. The condition: managers must know how to welcome and support these different profiles.<\/p>\n        <p>The training <em>Managing a neurodivergent employee<\/em> from DYNSEO provides managers with the tools to achieve this \u2014 in a concrete, practical way, and applicable the day after the training. An investment that is measured in team performance, retention of talented employees, and reduction of burnout-related absences.<\/p>\n    <\/div>\n\n<\/div>\n\n<footer class=\"article-footer\">\n    <h3>DYNSEO Training \u2014 Inclusion &amp; Neurodiversity in the Workplace<\/h3>\n    <div class=\"footer-links\">\n        <a href=\"https:\/\/www.dynseo.com\/courses\/manager-un-collaborateur-neuroatypique\/\" target=\"_blank\">Managing neurodivergent<\/a>\n        <a href=\"https:\/\/www.dynseo.com\/courses\/comprendre-lautism-en-milieu-professionnel\/\" target=\"_blank\">Professional Autism Training<\/a>\n        <a href=\"https:\/\/www.dynseo.com\/courses\/tdah-au-travail-reconnaitre-et-accompagner\/\" target=\"_blank\">ADHD Training<\/a>\n        <a href=\"https:\/\/www.dynseo.com\/courses\/handicap-invisible-ce-que-le-manager-doit-savoir\/\" target=\"_blank\">Invisible Disability<\/a>\n        <a href=\"https:\/\/www.dynseo.com\/formations-inclusion-entreprise\/\" target=\"_blank\">All Trainings<\/a>\n    <\/div>\n<\/footer>\n<\/article>\n<\/div>[\/et_pb_code][\/et_pb_column][\/et_pb_row][\/et_pb_section]\n\n[et_pb_code]<script type=\"application\/ld+json\">{\"@context\":\"https:\/\/schema.org\",\"@type\":\"FAQPage\",\"mainEntity\":[{\"@type\":\"Question\",\"name\":\"Quel pourcentage de collaborateurs pr\u00e9sente une forme de neurodiversit\u00e9 en entreprise ?\",\"acceptedAnswer\":{\"@type\":\"Answer\",\"text\":\"Entre 15 et 20 % des collaborateurs pr\u00e9sentent une forme de neurodiversit\u00e9 dans une \u00e9quipe de taille normale. 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