{"id":680018,"date":"2026-05-30T22:08:59","date_gmt":"2026-05-30T20:08:59","guid":{"rendered":"https:\/\/www.dynseo.com\/accueillir-un-collegue-autiste-15-reflexes-a-adopter-dans-votre-equipe-dynseo-2\/"},"modified":"2026-05-30T22:12:53","modified_gmt":"2026-05-30T20:12:53","slug":"welcoming-an-autistic-colleague-15-reflexes-to-adopt-in-your-team","status":"publish","type":"post","link":"https:\/\/www.dynseo.com\/en\/welcoming-an-autistic-colleague-15-reflexes-to-adopt-in-your-team\/","title":{"rendered":"Welcoming an Autistic Colleague: 15 Reflexes to Adopt in Your Team"},"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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{background:var(--light-bg);padding:60px 24px;margin-top:60px}\n.dbi-art-2cd6ad .faq-section h2 {color:var(--blue);max-width:880px;margin:0 auto 32px}\n.dbi-art-2cd6ad .faq-wrap {max-width:880px;margin:0 auto}\n.dbi-art-2cd6ad .faq-item {background:#fff;border-radius:var(--br);padding:26px 30px;margin-bottom:14px;box-shadow:var(--shc)}\n.dbi-art-2cd6ad .faq-item h4 {font-size:15px;color:var(--blue);margin-bottom:12px}\n.dbi-art-2cd6ad .faq-item p {font-size:14px;margin:0;line-height:1.8}\n.dbi-art-2cd6ad footer {background:linear-gradient(135deg,var(--blue),var(--blue-dark));color:#fff;padding:40px 24px;text-align:center}\n.dbi-art-2cd6ad footer p {font-size:13px;color:rgba(255,255,255,.78);margin-bottom:16px}\n.dbi-art-2cd6ad .footer-links {display:flex;justify-content:center;gap:10px;flex-wrap:wrap}\n.dbi-art-2cd6ad .footer-links a {color:#fff;font-size:12px;font-weight:600;text-decoration:none;padding:7px 16px;border:1px solid rgba(255,255,255,.28);border-radius:50px}\n@media(max-width:640px) {\n.dbi-art-2cd6ad .formation-card {flex-direction:column}\n.dbi-art-2cd6ad .formation-card img {width:100%;height:180px}\n.dbi-art-2cd6ad .reflex-card {flex-direction:column}\n}<\/p>\n<\/style>\n<div class=\"dbi-art-2cd6ad\">\n<header class=\"hero\">\n<div class=\"hero-tag\">\u267e\ufe0f Autism \u00b7 ASD \u00b7 Inclusive team \u00b7 Managers &amp; Colleagues<\/div>\n<h1>Welcoming an autistic colleague:<!\u2013- [et_pb_br_holder] -\u2013>15 reflexes to adopt in your team<\/h1>\n<pee class=\"hero-sub\">Practical guide for managers, HR, and colleagues \u2014 creating an inclusive work environment for a collaborator with an autism spectrum disorder from day one<\/pee>\n<div class=\"hero-badges\">\n    <span class=\"badge\">\u267e\ufe0f Autism &amp; ASD<\/span><br \/>\n    <span class=\"badge\">\ud83d\udc54 Managers &amp; Colleagues<\/span><br \/>\n    <span class=\"badge\">\ud83c\udf93 Certified training available<\/span><br \/>\n    <span class=\"badge\">\u2705 Qualiopi No. 11757351875<\/span>\n  <\/div>\n<\/header>\n<p><main class=\"container\"><\/p>\n<div class=\"intro-box\"><pee>Autism affects about 1% of the global population, and individuals with high-functioning ASD (Autism Spectrum Disorder) are increasingly entering the regular job market. Their successful integration depends less on their intrinsic abilities \u2014 often remarkable \u2014 than on how their team and manager create the conditions for an adapted work environment. These 15 concrete reflexes, applicable from day one, transform the welcome of an autistic colleague from an anxiety-inducing experience for everyone into a successful inclusion that benefits the whole team.<\/pee><\/div>\n<p>  <a href=\"https:\/\/www.dynseo.com\/courses\/comprendre-lautism-en-milieu-professionnel\/\" target=\"_blank\" style=\"text-decoration:none\"><\/p>\n<div class=\"formation-card\">\n    <img decoding=\"async\" src=\"https:\/\/www.dynseo.com\/wp-content\/uploads\/2026\/03\/Stimuler-et-creer-du-lien-4.png\" alt=\"Training Autism professional environment DYNSEO\" loading=\"lazy\"><\/p>\n<div class=\"fc-content\">\n<div class=\"fc-badges\"><span class=\"fc-badge\">Qualiopi certified<\/span><span class=\"fc-badge\">Online \u00b7 At your own pace<\/span><span class=\"fc-badge\">Eligible OPCO<\/span><span class=\"fc-badge\">Multi-licenses<\/span><\/div>\n<h3>Understanding autism<!\u2013- [et_pb_br_holder] -\u2013>in the workplace<\/h3>\n<pee>Certification training 100% online for managers, HR, colleagues, and disability mission. Understand ASD, adapt the environment, create sustainable inclusion.<\/pee>\n      <span class=\"btn-cta\">Access the training \u2192<\/span>\n    <\/div>\n<\/p><\/div>\n<p>  <\/a><\/p>\n<h2>1. Understanding autism before welcoming<\/h2>\n<h3>1.1 The autistic spectrum: a diverse reality<\/h3>\n<pee>Autism is not a disease \u2014 it is a different neurological functioning mode that affects how a person perceives, processes, and interacts with the world. The term &#8220;spectrum&#8221; reflects the extreme diversity of profiles: from the non-verbal person with an associated intellectual disability to the brilliant engineer with undiagnosed Asperger&#8217;s syndrome until adulthood. People entering the ordinary work environment are almost always high-functioning profiles (HF), often referred to as &#8220;Asperger&#8217;s autistics&#8221; \u2014 individuals with intellectual abilities within the normal or superior range, with developed language, but showing significant differences in social interactions, communication, and sensory processing.<\/pee>\n  <pee>Understanding the autistic spectrum also means understanding that &#8220;if you have met one autistic person, you have met one autistic person&#8221; \u2014 each profile is unique. The 15 reflexes presented here are general principles that apply to the vast majority of ASD profiles in the workplace, but they must always be adapted to the specific person, in dialogue with them. The training <a href=\"https:\/\/www.dynseo.com\/courses\/comprendre-lautism-en-milieu-professionnel\/\">DYNSEO on autism in the workplace<\/a> provides the theoretical and practical foundations to navigate this diversity.<\/pee>\n<h3>1.2 The three main dimensions to understand<\/h3>\n<pee>ASD is characterized by three main dimensions that have concrete manifestations in the workplace. The first is <strong>atypical social communication<\/strong> \u2014 difficulties in reading facial expressions and tones of voice, very literal and direct communication, difficulties in understanding double meanings and implications, preference for written communication. The second is the <strong>need for predictability and intense specific interests<\/strong> \u2014 difficulty with unexpected changes, strong attachment to routines and procedures, very specialized professional interests often at a remarkable level of expertise. The third is <strong>atypical sensory processing<\/strong> \u2014 hyper or hyposensitivity to sounds, lights, textures, and smells, which can make the ordinary work environment deeply uncomfortable or even painful.<\/pee>\n<h2>2. The 15 reflexes from day one<\/h2>\n<h3>2.1 Communication reflexes<\/h3>\n<div class=\"reflex-card\">\n<div class=\"rn\">1<\/div>\n<div class=\"rc\">\n<h4>Communicate clearly, directly, and unambiguously<\/h4>\n<pee>Avoid figurative language, metaphors, irony, and double meanings in professional communications. Say exactly what you mean, in a literal and precise way. &#8220;Can you submit this report by Friday at 5 PM?&#8221; is infinitely more effective than &#8220;it would be nice to have the report fairly soon.&#8221; Direct clarity is not brutality \u2014 it is respect for a mode of communication that differs from yours.<\/pee><\/div>\n<\/div>\n<div class=\"reflex-card\">\n<div class=\"rn\">2<\/div>\n<div class=\"rc\">\n<h4>Always confirm important instructions in writing<\/h4>\n<pee>An autistic person may struggle to memorize and prioritize instructions given only orally, especially in an informal conversation context. Confirming important decisions and tasks by email or message \u2014 even after a verbal conversation \u2014 provides a consultable record, reduces anxiety related to memory, and avoids misunderstandings. This practice, presented as a good practice for the entire team, does not isolate the autistic colleague.<\/pee><\/div>\n<\/div>\n<div class=\"reflex-card\">\n<div class=\"rn\">3<\/div>\n<div class=\"rc\">\n<h4>Announce meetings in advance with a clear agenda<\/h4>\n<pee>Improvised meetings or those with vague agendas are particularly anxiety-inducing for individuals with ASD. Sending a detailed agenda at least 24 hours in advance \u2014 specifying the topics to be discussed, the decisions expected, and the format of the meeting \u2014 allows the autistic colleague to prepare and participate in a much more constructive way. This practice also benefits all participants.<\/pee><\/div>\n<\/div>\n<div class=\"reflex-card\">\n<div class=\"rn\">4<\/div>\n<div class=\"rc\">\n<h4>Do not interpret lack of eye contact as disinterest<\/h4>\n<pee>Many autistic individuals avoid or reduce direct eye contact \u2014 not out of inattention or disinterest, but because maintaining sustained eye contact is cognitively exhausting and can interfere with information processing. An autistic person who looks away during a conversation may actually be listening to you with much more attention than someone who looks you in the eye but is thinking about something else.<\/pee><\/div>\n<\/div>\n<div class=\"reflex-card\">\n<div class=\"rn\">5<\/div>\n<div class=\"rc\">\n<h4>Accept direct communication without experiencing it as aggressive<\/h4>\n<pee>Autistic individuals often have very direct communication that does not filter out usual social conventions \u2014 they say what they think, without the mitigations and polite formulas that usually frame professional exchanges. A comment like &#8220;this presentation has an error in part 3&#8221; may seem harsh but is always factual and aims to improve the outcome. Learning to receive this directness as a form of professional honesty rather than as personal criticism is a valuable adaptation for the entire team.<\/pee><\/div>\n<\/div>\n<h3>2.2 Organizational and environmental reflexes<\/h3>\n<div class=\"reflex-card\">\n<div class=\"rn\">6<\/div>\n<div class=\"rc\">\n<h4>Notify in advance of any changes in routines<\/h4>\n<pee>Unexpected changes \u2014 office relocation, meeting time change, new procedures introduced without notice \u2014 can cause significant distress for an autistic person. Notifying in advance, explaining the reasons for the change, and if possible giving time to adapt gradually significantly reduces this distress. This anticipation often only requires an email or message sent a few days in advance.<\/pee><\/div>\n<\/div>\n<div class=\"reflex-card\">\n<div class=\"rn\">7<\/div>\n<div class=\"rc\">\n<h4>Provide a quiet and defined workspace<\/h4>\n<pee>Open spaces are one of the most challenging environments for individuals with ASD \u2014 constant noise, multiple visual stimuli, inability to control social interactions. Whenever possible, offer a desk at the end of the row, away from high-traffic areas and informal discussion spaces. A physically defined space (office partitions, plants, arrangement of materials) helps create a reassuring &#8220;perimeter.&#8221; The <a href=\"https:\/\/www.dynseo.com\/en\/our-tools\/asd-sensory-needs-map\/\">DYNSEO sensory needs map<\/a> allows for documenting specific sensitivities.<\/pee><\/div>\n<\/div>\n<div class=\"reflex-card\">\n<div class=\"rn\">8<\/div>\n<div class=\"rc\">\n<h4>Respect the need for routines and predictability<\/h4>\n<pee>If your autistic colleague has work rituals \u2014 arriving at a specific time, following a particular sequence of activities, having lunch alone on Tuesdays \u2014 do not question or disrupt them. These routines are not stubbornness: they are self-regulation strategies that allow the person to maintain a level of cognitive comfort that preserves their ability to work. Interrupting them unnecessarily generates disorientation that can take hours to resolve.<\/pee><\/div>\n<\/div>\n<div class=\"reflex-card\">\n<div class=\"rn\">9<\/div>\n<div class=\"rc\">\n<h4>Accept (and do not comment on) stimulation behaviors<\/h4>\n<pee>Many autistic people use repetitive behaviors \u2014 gently rocking, tapping an object, touching their hands, spinning a pen \u2014 to regulate their nervous system in stressful or sensory overload situations. These behaviors, called &#8220;stims,&#8221; do not disrupt work and are not signals of disorder or weakness. Commenting on them or asking to stop is counterproductive \u2014 it deprives the person of their regulation tool and amplifies anxiety.<\/pee><\/div>\n<\/div>\n<div class=\"reflex-card\">\n<div class=\"rn\">10<\/div>\n<div class=\"rc\">\n<h4>Do not force participation in social moments<\/h4>\n<pee>Team lunches, afterworks, team buildings \u2014 these moments that create bonds for most colleagues can be exhausting or anxiety-inducing for someone with ASD. Do not interpret the refusal to participate as disinterest or arrogance. Invite without insisting, accept the refusal without making it a problem, and find other ways to create connections that are less exclusively based on informal social interactions.<\/pee><\/div>\n<\/div>\n<h3>2.3 Management and evaluation reflexes<\/h3>\n<div class=\"reflex-card\">\n<div class=\"rn\">11<\/div>\n<div class=\"rc\">\n<h4>Provide clear instructions on what is expected<\/h4>\n<pee>Autistic individuals often struggle to &#8220;guess&#8221; implicit expectations or to infer what is expected of them. &#8220;Do your best&#8221; or &#8220;you know what I mean&#8221; are not sufficient instructions. Specify: the expected format, length, level of detail, target audience, exact deadline, and what constitutes a satisfactory deliverable. This clarity, once again, benefits all team members.<\/pee><\/div>\n<\/div>\n<div class=\"reflex-card\">\n<div class=\"rn\">12<\/div>\n<div class=\"rc\">\n<h4>Explicitly value strengths<\/h4>\n<pee>Autistic individuals often receive negative feedback about their social behaviors, rigidity, or direct communication \u2014 and rarely positive feedback about their actual skills. Taking the time to explicitly name strengths \u2014 &#8220;your precision on this file avoided a major mistake,&#8221; &#8220;your technical expertise on this subject is remarkable&#8221; \u2014 is important because these individuals do not always know how to &#8220;read&#8221; implicit signs of appreciation.<\/pee><\/div>\n<\/div>\n<div class=\"reflex-card\">\n<div class=\"rn\">13<\/div>\n<div class=\"rc\">\n<h4>Clearly separate feedback on skills from feedback on social behaviors<\/h4>\n<pee>Mixing in the same meeting &#8220;your presentation was excellent&#8221; and &#8220;you should smile more during client meetings&#8221; creates confusion and anxiety. Clearly separate what pertains to professional skills (where feedback should be as precise and factual as possible) from what pertains to social behaviors (where support should be distinct and specific). Never sanction an atypical social behavior that does not have a direct impact on the quality of work.<\/pee><\/div>\n<\/div>\n<div class=\"reflex-card\">\n<div class=\"rn\">14<\/div>\n<div class=\"rc\">\n<h4>Propose an accessible reference for practical questions<\/h4>\n<pee>The start of a job is a particularly difficult period for profiles with ASD \u2014 implicit information is omnipresent and unwritten codes abound. Designate a reference \u2014 a willing colleague or manager \u2014 available to answer practical questions without judgment (&#8220;do I need to send an email for every request or can I come directly?&#8221;) significantly reduces the anxiety of the integration period and accelerates skill acquisition.<\/pee><\/div>\n<\/div>\n<div class=\"reflex-card\">\n<div class=\"rn\">15<\/div>\n<div class=\"rc\">\n<h4>Regularly adjust accommodations in dialogue with the person<\/h4>\n<pee>The accommodations put in place upon arrival are not permanent. Needs evolve with the handling of the position, changes in the environment, and variations in the person&#8217;s condition. Plan regular check-ins \u2014 monthly at first, then quarterly \u2014 to assess what works, what needs adjustment, and what has lost its relevance. This regular review in direct dialogue (and not through an intermediary) with the person concerned is the condition for sustainable inclusion.<\/pee><\/div>\n<\/div>\n<div class=\"cta-block\">\n<h3>Train your team on autism in the workplace<\/h3>\n<pee>DYNSEO certified training, 100% online, fundable by OPCO. Understand ASD, create an inclusive welcome, highlight the strengths of autistic profiles.<\/pee>\n<div class=\"btns\">\n      <a href=\"https:\/\/www.dynseo.com\/courses\/comprendre-lautism-en-milieu-professionnel\/\" class=\"btn-w\">Access the training \u2192<\/a><br \/>\n      <a href=\"https:\/\/www.dynseo.com\/en\/our-training-courses\/\" class=\"btn-o\">Training catalog<\/a>\n    <\/div>\n<\/p><\/div>\n<h2>3. The table of misconceptions about autism at work<\/h2>\n<div class=\"table-wrap\">\n<table>\n<thead>\n<tr>\n<th>Received idea<\/th>\n<th>Reality<\/th>\n<\/tr>\n<\/thead>\n<tbody>\n<tr>\n<td>&#8220;Autistic people cannot work in teams&#8221;<\/td>\n<td>They can work very effectively in teams in predictable environments with clearly defined roles. Their difficulties lie in ambiguous social interactions, not in structured collaboration.<\/td>\n<\/tr>\n<tr>\n<td>&#8220;Autism is a disease that can be cured&#8221;<\/td>\n<td>Autism is a permanent neurological functioning mode. It is not a disease and there is no treatment. Support aims to create favorable conditions, not to &#8220;correct&#8221; the person.<\/td>\n<\/tr>\n<tr>\n<td>&#8220;Autistic people lack empathy&#8221;<\/td>\n<td>Autistic people can have deep affective empathy \u2014 they often suffer more than others in the face of injustice or distress. What they struggle to read is cognitive empathy \u2014 deducing others&#8217; emotional states from implicit non-verbal signals.<\/td>\n<\/tr>\n<tr>\n<td>&#8220;A high-functioning autistic person has no real difficulties&#8221;<\/td>\n<td>High functioning describes intellectual and language abilities, not the absence of difficulties. Many high-functioning autistic individuals arrive at work after years of exhausting social masking efforts, and their quality of life can be severely impacted despite remarkable skills.<\/td>\n<\/tr>\n<tr>\n<td>&#8220;Welcoming an autistic colleague requires exceptional resources&#8221;<\/td>\n<td>The majority of effective adaptations are free or very low-cost \u2014 predictability, clear communication, quiet space, precise instructions. These are improvements in managerial practices that benefit the entire team.<\/td>\n<\/tr>\n<\/tbody>\n<\/table><\/div>\n<h2>4. The strengths of autistic profiles in the workplace<\/h2>\n<h3>4.1 Often remarkable skills<\/h3>\n<pee>Autism, in its high-functioning forms, is associated with particularly valuable skills in certain professional environments. Precision and attention to detail \u2014 often above average \u2014 allow for the detection of errors or inconsistencies that neurotypical colleagues might miss. Systematic thinking and the ability to identify patterns in complex data are assets in fields like IT, data science, engineering, and finance. Loyalty to rules and procedures is a valuable quality in regulated environments. And deep expertise in specific interests can reach remarkable levels \u2014 an autistic person who is passionate about a field can become one of the most knowledgeable people in that field within the organization in just a few years.<\/pee>\n<h3>4.2 The ROI of including autistic profiles<\/h3>\n<pee>Companies like SAP, Microsoft, HP, EY, and several large French groups have developed active recruitment programs for autistic profiles \u2014 precisely for these strengths. SAP has implemented the Autism at Work program since 2013, aiming for 1% of its workforce to be autistic individuals. This program has generated documented productivity gains in software testing and data quality teams. In France, companies like Capgemini and Atos have similar programs. These companies are not doing charity \u2014 they value rare cognitive strengths that the traditional job market systematically misses by not adapting its welcoming conditions.<\/pee>\n<h2>5. DYNSEO tools for welcoming an autistic colleague<\/h2>\n<pee>DYNSEO offers several directly usable resources to prepare for and successfully integrate an autistic collaborator. The <a href=\"https:\/\/www.dynseo.com\/en\/our-tools\/asd-sensory-needs-map\/\">TSA sensory needs map<\/a> allows for documenting the collaborator&#8217;s specific sensitivities and sharing them with relevant colleagues. The <a href=\"https:\/\/www.dynseo.com\/en\/our-tools\/tsa-crisis-management-plan\/\">TSA crisis management plan<\/a> prepares the team to respond effectively to situations of sensory or emotional overload. The <a href=\"https:\/\/www.dynseo.com\/nos-outils\/fiche-communication-tsa\/\">TSA adapted communication sheet<\/a> provides concrete guidelines for daily exchanges. The <a href=\"https:\/\/www.dynseo.com\/nos-outils\/guide-amenagement-tsa\/\">TSA workplace adjustment guide<\/a> structures physical and organizational adaptations. The <a href=\"https:\/\/www.dynseo.com\/mon-dico-une-application-pour-favoriser-la-communication\/\">DYNSEO&#8217;s MON DICO application<\/a> can be useful for profiles with verbal expression difficulties in stressful situations.<\/pee>\n<div class=\"formations-grid\">\n<div class=\"fg-card\">\n<h5>\ud83e\udee5 Invisible disability<\/h5>\n<pee>Identify and support non-visible disabilities in the workplace<\/pee><a href=\"https:\/\/www.dynseo.com\/en\/courses\/invisible-disability-what-the-manager-needs-to-know-en\/\">Discover \u2192<\/a><\/div>\n<div class=\"fg-card\">\n<h5>\ud83d\udd04 Neurodiverse manager<\/h5>\n<pee>12 good practices for inclusive management on a daily basis<\/pee><a href=\"https:\/\/www.dynseo.com\/en\/courses\/managing-a-neurodivergent-employee-en\/\">Discover \u2192<\/a><\/div>\n<div class=\"fg-card\">\n<h5>\u26a1 ADHD at work<\/h5>\n<pee>Recognize and support an adult employee with ADHD<\/pee><a href=\"https:\/\/www.dynseo.com\/en\/courses\/adhd-at-work-recognizing-and-supporting-en\/\">Discover \u2192<\/a><\/div>\n<div class=\"fg-card\">\n<h5>\ud83d\udccb DYS disorders<\/h5>\n<pee>Identify, adapt, and value DYS employees<\/pee><a href=\"https:\/\/www.dynseo.com\/en\/courses\/dys-disorders-in-the-workplace-identify-adapt-and-value-en\/\">Discover \u2192<\/a><\/div>\n<div class=\"fg-card\">\n<h5>\ud83c\udfed ESAT<\/h5>\n<pee>Understand the work environment in ESAT<\/pee><a href=\"https:\/\/www.dynseo.com\/en\/courses\/working-in-an-esat-understanding-and-adapting-the-work-environment-en\/\">Discover \u2192<\/a><\/div>\n<\/p><\/div>\n<h2>6. The legal framework for welcoming an autistic employee<\/h2>\n<pee>Autism can entitle one to RQTH (Recognition of the Quality of Disabled Worker) when it generates lasting limitations in professional activity. Once RQTH is declared to the employer, they have a legal obligation to implement reasonable accommodations (law of February 11, 2005). These accommodations can be funded by AGEFIPH. The <a href=\"https:\/\/www.dynseo.com\/nos-outils\/checklist-recrutement-tsa\/\">DYNSEO TSA inclusive recruitment checklist<\/a> helps prepare a recruitment process that does not unfairly disadvantage TSA candidates.<\/pee>\n<div class=\"legal\">\n    <pee>\u2696\ufe0f <strong>Reminder:<\/strong> The OETH (Obligation to Employ Disabled Workers) requires companies with 20 or more employees to achieve 6% of disabled workers in their workforce. Autistic employees with a RQTH can be counted in this quota. Training teams to welcome these profiles is therefore both an ethical obligation, a good managerial practice, and a lever for managing the OETH.<\/pee>\n<\/div>\n<h2>7. Autism through the lens of law and employment policies in France<\/h2>\n<h3>7.1 Autism in the context of employment for disabled people<\/h3>\n<pee>The Autism and Neurodevelopment Plan 2023-2027, rolled out by the French government, includes specific measures to improve access to employment for autistic individuals. These measures are part of the broader context of the law of February 11, 2005, which recognizes disability as &#8220;any limitation of activity or restriction of participation in social life experienced in one&#8217;s environment by a person due to a substantial, lasting, or definitive impairment of one or more physical, sensory, mental, cognitive, or psychological functions.&#8221; Autism fully falls within this definition and grants the right to RQTH for individuals whose ASD generates a limitation of professional activity.<\/pee>\n<pee>In France, the employment rate of autistic individuals remains dramatically low compared to their potential \u2014 estimated at less than 25% for ASD profiles of all levels, compared to 35% for all disabled individuals and 73% for the general population. This massive gap does not reflect a lack of abilities among autistic individuals, but rather the systemic barriers that recruitment processes, work environments, and unsuitable managerial practices erect against them. The 15 reflexes in this guide, and more broadly the training offered by DYNSEO, directly contribute to lowering these barriers.<\/pee>\n<h3>7.2 AGEFIPH, FIPHFP, and recruitment aids<\/h3>\n<pee>For employers hiring an autistic employee with RQTH, AGEFIPH (private sector) and FIPHFP (public sector) offer several financial aids. The professional integration aid can fund up to 2,000 euros to compensate for the additional costs related to the integration of a disabled worker. The workplace adaptation aid covers specific equipment (noise-canceling headphones, assistive software, adapted ergonomic furniture). The training subsidy for managers on disability can cover part or all of the cost of training such as those offered by DYNSEO. These aids are unknown to many companies that could benefit from them \u2014 the disability mission or the HR service are the contacts for submitting application files to AGEFIPH.<\/pee>\n<h2>8. Testimonials and feedback<\/h2>\n<h3>8.1 What successful managers of ASD inclusion have in common<\/h3>\n<pee>Managers who report a successful inclusion of an autistic employee consistently share several common points. They have taken the time to understand the specific profile of the person \u2014 not just &#8220;autism in general&#8221; \u2014 by directly dialoguing with them about their needs and strengths. They have adapted their concrete managerial practices, often starting with simple adjustments (agenda in advance, written instructions, quiet space) before going further. And they have done the awareness work with the team to create an environment where difference is understood and respected.<\/pee>\n<pee>What is striking in these testimonials is that the adaptations made for the autistic colleague have almost always been beneficial for the entire team: better-prepared meetings because a precise agenda is systematically sent in advance, clearer communications because the manager has learned to be more explicit, better-documented processes because implicit instructions have been put in writing. The inclusion of neurodiversity is a catalyst for universally good managerial practices.<\/pee>\n<h3>8.2 What fails \u2014 and why<\/h3>\n<pee>Failed inclusions also share common characteristics. The lack of prior preparation \u2014 neither the manager nor the team have been trained or even informed about what autism is \u2014 is the most frequent cause. The focus on difficulties rather than strengths is the second \u2014 when the autistic employee is primarily perceived as &#8220;problematic&#8221; rather than as &#8220;different and valuable,&#8221; inclusion is doomed to fail. The rigidity of accommodations \u2014 implemented once and never revised \u2014 is the third. And finally, the lack of support from management and HR for operational managers \u2014 who find themselves alone managing a complex situation without resources or training.<\/pee>\n<pee>These causes of failure are all avoidable with adequate preparation. The DYNSEO training catalog, deployable across all management under conditions adapted to volumes and fundable via OPCO, is specifically designed to eliminate these causes of failure. A trained manager, supported by practical tools and embedded in a coherent company policy on neurodiversity, has all the cards in hand to successfully include an autistic employee \u2014 and make it a rewarding experience for the entire team.<\/pee>\n<pee>In conclusion, welcoming an autistic colleague does not require extraordinary skills or exceptional resources \u2014 it requires curiosity, humility, and the willingness to adapt practices that were often suboptimal even for neurotypical profiles. The 15 reflexes in this guide are a concrete starting point. The DYNSEO training <em>Understanding Autism in the Workplace<\/em> is a structured deepening of this. And creating a truly inclusive team \u2014 where every profile can express its full potential \u2014 is the ambitious but achievable horizon.<\/pee>\n<pee>Companies that take this path invariably discover that they have not only included an autistic colleague \u2014 they have created a work environment that is clearer, more predictable, more explicit, and more respectful of individual differences. An environment that ultimately suits everyone better. This is the promise of well-understood neurodiversity: not a sacrifice made for inclusion, but an investment in a more effective and humane work culture.<\/pee>\n<pee>For HR directors and training managers who wish to go further, the DYNSEO catalog offers five Qualiopi-certified training courses deployable in multi-employee licenses and fundable via OPCO: autism in the workplace, invisible disability, ADHD at work, DYS disorders in the company, neuroatypical management. Together, these five training courses constitute a comprehensive program for raising awareness and enhancing management skills across the spectrum of neurodiversity. The practical tools available for free on dynseo.com\/nos-outils complement these trainings.<\/pee>\n<pee>The successful inclusion of an autistic colleague generates benefits that far exceed the individual situation. It forces the organization to formalize what was implicit, to make explicit what was implied, and to adapt its processes to make them accessible to the most demanding profiles. In doing so, it improves the work experience for everyone \u2014 because good inclusive practices are universally beneficial. A precise agenda before each meeting, clear written instructions, a quiet workspace available, regular and factual feedback \u2014 these managerial practices, adopted to accommodate an autistic colleague, become standards that elevate the quality of management for the entire team. This is the vision of neurodiversity that DYNSEO advocates through its trainings, tools, and resources: not inclusion as a legal constraint, but inclusion as a lever for performance and humanity in the workplace.<\/pee>\n<pee>Strategically, companies that invest in training their managers on autism and neurodiversity achieve measurable results across several key indicators. The retention rate of neuroatypical employees improves significantly \u2014 autistic individuals who find an adapted environment tend to stay much longer than in non-inclusive organizations. The productivity of positions held by ASD profiles in their area of expertise is often above average \u2014 the precision, persistence, and specialized expertise characteristic of these profiles translate into concrete results. And the dynamics of innovation are enriched by alternative ways of thinking that generate original solutions to problems that conventional approaches had not resolved. These documentable benefits, combined with the savings realized on AGEFIPH contributions and the aids available for financing assistance and training, build a solid economic argument for investing in the inclusion of autistic profiles. The DYNSEO catalog, accessible at dynseo.com\/nos-formations, is the most comprehensive training resource available in French to support this investment.<\/pee>\n<pee>The DYNSEO resources \u2014 certified training, free practical tools, AI Coach available at all times \u2014 constitute a complete ecosystem to support companies in this transformation. Each training attended, each tool used, each management conversation better prepared thanks to these resources is an additional building block in the construction of a professional world where cognitive differences are recognized as assets rather than obstacles. This is the project that DYNSEO has carried since its creation, and it is the project that every manager, every HR, and every colleague reading this guide can contribute to today, with the 15 concrete reflexes presented herein.<\/pee>\n<\/main><\/p>\n<section class=\"faq-section\">\n<div class=\"container\">\n<h2>FAQ \u2014 Welcoming an autistic colleague in the workplace<\/h2>\n<div class=\"faq-wrap\">\n<div class=\"faq-item\">\n<h4>Should I inform the team that the new colleague is autistic?<\/h4>\n<pee>No \u2014 unless the employee has expressly requested that this information be shared. The nature of the disability is confidential medical information. What you can do is raise awareness among your team about neurodiversity in general \u2014 through training like that of DYNSEO \u2014 without naming the concerned employee. If the autistic employee chooses to talk about their autism with their colleagues, it is their right and choice. Some autistic people prefer transparency; others prefer to keep this information private. Respect this choice without steering it.<\/pee><\/div>\n<div class=\"faq-item\">\n<h4>How to manage a situation of sensory overload or a crisis in an open space?<\/h4>\n<pee>The priority in case of sensory overload or distress is to offer calm and space \u2014 not attention or multiple interventions. Gently guide the person to a quiet space, reduce stimuli (dim the lights if possible, ask colleagues to step away), and do not insist on an immediate explanation. After the person has regulated themselves, they may \u2014 if they wish \u2014 explain what happened and discuss adjustments to be made. The <a href=\"https:\/\/www.dynseo.com\/en\/our-tools\/tsa-crisis-management-plan\/\">DYNSEO TSA crisis management plan<\/a> prepares the team for these situations.<\/pee><\/div>\n<div class=\"faq-item\">\n<h4>Is it normal for an autistic colleague to be very skilled in their field but struggle in other aspects of the job?<\/h4>\n<pee>Yes \u2014 it is even characteristic. Many TSA profiles exhibit very asymmetric performance: remarkable expertise in their specific area of competence, but real difficulties in aspects that involve social interactions, informal communication, or flexibility. This asymmetry is not a problem to be solved but a reality to be integrated into the job design \u2014 maximizing tasks that leverage strengths and minimizing or compensating for those that highlight difficulties.<\/pee><\/div>\n<div class=\"faq-item\">\n<h4>How to manage tensions between the autistic colleague and the rest of the team related to their direct communication?<\/h4>\n<pee>Tensions related to the direct communication of TSA profiles are common and can be managed on two levels. On one side, explain to the team (without naming the person if they have not disclosed their autism) that some people communicate more directly and that this directness should be interpreted as honesty and not as aggression. On the other side, with the TSA colleague, explain in a very concrete and factual way the professional social conventions that may seem obvious to neurotypicals but need to be explicitly taught: &#8220;in France, we generally start emails with a polite phrase even if we know each other well.&#8221;<\/pee><\/div>\n<div class=\"faq-item\">\n<h4>Can an autistic employee hold a management position?<\/h4>\n<pee>Yes \u2014 and some do it very well, especially in technical environments where management is primarily based on expertise and clarity of expectations rather than relational charisma. Potential difficulties lie in the emotional and relational aspects of management \u2014 managing interpersonal conflicts, reading the emotional states of team members, giving difficult feedback with the right nuance. These skills can be developed with specific support and an organization of the managerial role that values the person&#8217;s strengths.<\/pee><\/div>\n<div class=\"faq-item\">\n<h4>Is remote work always beneficial for autistic employees?<\/h4>\n<pee>Often, but not always. For autistic people suffering from sensory overload in open spaces, remote work can be transformative. But some autistic individuals derive significant benefits from the structure and predictability of the office environment \u2014 the routines of the commute, the physical markers of the workplace, the physical presence of colleagues as social anchors. The optimal solution is almost always a hybrid organization adapted to the specific profile of the person, determined in dialogue with them.<\/pee><\/div>\n<div class=\"faq-item\">\n<h4>How to prepare the onboarding of a new autistic employee?<\/h4>\n<pee>A successful onboarding for a TSA profile is based on four principles: anticipate as much as possible (send the layout of the premises, the list of colleagues with photos, the detailed agenda for the first week, the explicit rules of the office well before the first day); designate an accessible and trained referent; avoid overload of novelty (do not organize multiple social events and presentations on the first day); and plan a first meeting dedicated to practical questions (&#8220;what are the codes for the team meeting? how does equipment ordering work?&#8221;). The <a href=\"https:\/\/www.dynseo.com\/nos-outils\/checklist-recrutement-tsa\/\">DYNSEO inclusive TSA recruitment checklist<\/a> covers these steps in detail.<\/pee><\/div>\n<div class=\"faq-item\">\n<h4>How to finance autism training for managers and teams?<\/h4>\n<pee>The DYNSEO training <em>Understanding autism in the workplace<\/em> can be funded through the Skills Development Plan (OPCO coverage), individual CPF, or FNE-Training. Multi-employee licenses allow for broad deployment under conditions adapted to volumes. DYNSEO supports HR services and disability missions in preparing funding applications and operational deployment.<\/pee><\/div>\n<\/p><\/div>\n<\/p><\/div>\n<\/section>\n<div class=\"container\">\n<div class=\"cta-block\" style=\"margin:0 0 60px\">\n<h3>Train your team on the inclusion of autistic profiles<\/h3>\n<pee>Qualiopi certified training, 100% online, fundable by OPCO. Understand ASD, create an inclusive welcome, highlight the strengths of autistic profiles in the workplace.<\/pee>\n<div class=\"btns\">\n      <a href=\"https:\/\/www.dynseo.com\/courses\/comprendre-lautism-en-milieu-professionnel\/\" class=\"btn-w\">Access the training \u2192<\/a><br \/>\n      <a href=\"https:\/\/www.dynseo.com\/en\/our-training-courses\/\" class=\"btn-o\">The entire catalog<\/a>\n    <\/div>\n<\/p><\/div>\n<\/div>\n<footer>\n  <pee>DYNSEO \u2014 Neurodiversity &amp; inclusion training in the workplace \u00b7 Qualiopi Certified No. 11757351875<\/pee>\n<div class=\"footer-links\">\n    <a href=\"https:\/\/www.dynseo.com\/courses\/comprendre-lautism-en-milieu-professionnel\/\">Professional autism<\/a><br \/>\n    <a href=\"https:\/\/www.dynseo.com\/en\/courses\/managing-a-neurodivergent-employee-en\/\">Neuroatypical manager<\/a><br \/>\n    <a href=\"https:\/\/www.dynseo.com\/en\/courses\/invisible-disability-what-the-manager-needs-to-know-en\/\">Invisible disability<\/a><br \/>\n    <a href=\"https:\/\/www.dynseo.com\/en\/our-training-courses\/\">Catalog<\/a><br \/>\n    <a href=\"https:\/\/www.dynseo.com\/en\/our-tools\/\">Tools<\/a>\n  <\/div>\n<\/footer>\n<\/div>\n<p>[\/et_pb_code][\/et_pb_column][\/et_pb_row][\/et_pb_section]<\/p>\n","protected":false},"excerpt":{"rendered":"","protected":false},"author":4,"featured_media":412655,"comment_status":"closed","ping_status":"closed","sticky":false,"template":"","format":"standard","meta":{"_et_pb_use_builder":"on","_et_pb_old_content":"[et_pb_section fb_built=\"1\" admin_label=\"Article HTML\" _builder_version=\"4.16\" custom_padding=\"0px||0px||false|false\" global_colors_info=\"{}\"][et_pb_row admin_label=\"Contenu\" _builder_version=\"4.16\" width=\"100%\" max_width=\"100%\" custom_padding=\"0px||0px||false|false\" global_colors_info=\"{}\"][et_pb_column type=\"4_4\" _builder_version=\"4.16\" global_colors_info=\"{}\"][et_pb_code admin_label=\"HTML import\u00e9\" 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{background:#fff;border-radius:var(--br);padding:26px 30px;margin-bottom:14px;box-shadow:var(--shc)}\n.dbi-art-2cd6ad .faq-item h4 {font-size:15px;color:var(--blue);margin-bottom:12px}\n.dbi-art-2cd6ad .faq-item p {font-size:14px;margin:0;line-height:1.8}\n.dbi-art-2cd6ad footer {background:linear-gradient(135deg,var(--blue),var(--blue-dark));color:#fff;padding:40px 24px;text-align:center}\n.dbi-art-2cd6ad footer p {font-size:13px;color:rgba(255,255,255,.78);margin-bottom:16px}\n.dbi-art-2cd6ad .footer-links {display:flex;justify-content:center;gap:10px;flex-wrap:wrap}\n.dbi-art-2cd6ad .footer-links a {color:#fff;font-size:12px;font-weight:600;text-decoration:none;padding:7px 16px;border:1px solid rgba(255,255,255,.28);border-radius:50px}\n@media(max-width:640px) {\n.dbi-art-2cd6ad .formation-card {flex-direction:column}\n.dbi-art-2cd6ad .formation-card img {width:100%;height:180px}\n.dbi-art-2cd6ad .reflex-card {flex-direction:column}\n}\n\n<\/style>\n<div class=\"dbi-art-2cd6ad\">\n<header class=\"hero\">\n  <div class=\"hero-tag\">\u267e\ufe0f Autism \u00b7 ASD \u00b7 Inclusive team \u00b7 Managers &amp; Colleagues<\/div>\n  <h1>Welcoming an autistic colleague:<br>15 reflexes to adopt in your team<\/h1>\n  <p class=\"hero-sub\">Practical guide for managers, HR, and colleagues \u2014 creating an inclusive work environment for a collaborator with an autism spectrum disorder from day one<\/p>\n  <div class=\"hero-badges\">\n    <span class=\"badge\">\u267e\ufe0f Autism &amp; ASD<\/span>\n    <span class=\"badge\">\ud83d\udc54 Managers &amp; Colleagues<\/span>\n    <span class=\"badge\">\ud83c\udf93 Certified training available<\/span>\n    <span class=\"badge\">\u2705 Qualiopi No. 11757351875<\/span>\n  <\/div>\n<\/header>\n<main class=\"container\">\n\n  <div class=\"intro-box\"><p>Autism affects about 1% of the global population, and individuals with high-functioning ASD (Autism Spectrum Disorder) are increasingly entering the regular job market. Their successful integration depends less on their intrinsic abilities \u2014 often remarkable \u2014 than on how their team and manager create the conditions for an adapted work environment. These 15 concrete reflexes, applicable from day one, transform the welcome of an autistic colleague from an anxiety-inducing experience for everyone into a successful inclusion that benefits the whole team.<\/p><\/div>\n\n  <a href=\"https:\/\/www.dynseo.com\/courses\/comprendre-lautism-en-milieu-professionnel\/\" target=\"_blank\" style=\"text-decoration:none\">\n  <div class=\"formation-card\">\n    <img src=\"https:\/\/www.dynseo.com\/wp-content\/uploads\/2026\/03\/Stimuler-et-creer-du-lien-4.png\" alt=\"Training Autism professional environment DYNSEO\" loading=\"lazy\">\n    <div class=\"fc-content\">\n<div class=\"fc-badges\"><span class=\"fc-badge\">Qualiopi certified<\/span><span class=\"fc-badge\">Online \u00b7 At your own pace<\/span><span class=\"fc-badge\">Eligible OPCO<\/span><span class=\"fc-badge\">Multi-licenses<\/span><\/div>\n      <h3>Understanding autism<br>in the workplace<\/h3>\n      <p>Certification training 100% online for managers, HR, colleagues, and disability mission. Understand ASD, adapt the environment, create sustainable inclusion.<\/p>\n      <span class=\"btn-cta\">Access the training \u2192<\/span>\n    <\/div>\n  <\/div>\n  <\/a>\n\n  <h2>1. Understanding autism before welcoming<\/h2>\n\n  <h3>1.1 The autistic spectrum: a diverse reality<\/h3>\n  <p>Autism is not a disease \u2014 it is a different neurological functioning mode that affects how a person perceives, processes, and interacts with the world. The term \"spectrum\" reflects the extreme diversity of profiles: from the non-verbal person with an associated intellectual disability to the brilliant engineer with undiagnosed Asperger's syndrome until adulthood. People entering the ordinary work environment are almost always high-functioning profiles (HF), often referred to as \"Asperger's autistics\" \u2014 individuals with intellectual abilities within the normal or superior range, with developed language, but showing significant differences in social interactions, communication, and sensory processing.<\/p>\n  <p>Understanding the autistic spectrum also means understanding that \"if you have met one autistic person, you have met one autistic person\" \u2014 each profile is unique. The 15 reflexes presented here are general principles that apply to the vast majority of ASD profiles in the workplace, but they must always be adapted to the specific person, in dialogue with them. The training <a href=\"https:\/\/www.dynseo.com\/courses\/comprendre-lautism-en-milieu-professionnel\/\">DYNSEO on autism in the workplace<\/a> provides the theoretical and practical foundations to navigate this diversity.<\/p>\n\n  <h3>1.2 The three main dimensions to understand<\/h3>\n  <p>ASD is characterized by three main dimensions that have concrete manifestations in the workplace. The first is <strong>atypical social communication<\/strong> \u2014 difficulties in reading facial expressions and tones of voice, very literal and direct communication, difficulties in understanding double meanings and implications, preference for written communication. The second is the <strong>need for predictability and intense specific interests<\/strong> \u2014 difficulty with unexpected changes, strong attachment to routines and procedures, very specialized professional interests often at a remarkable level of expertise. The third is <strong>atypical sensory processing<\/strong> \u2014 hyper or hyposensitivity to sounds, lights, textures, and smells, which can make the ordinary work environment deeply uncomfortable or even painful.<\/p>\n\n  <h2>2. The 15 reflexes from day one<\/h2>\n\n  <h3>2.1 Communication reflexes<\/h3>\n\n  <div class=\"reflex-card\"><div class=\"rn\">1<\/div><div class=\"rc\"><h4>Communicate clearly, directly, and unambiguously<\/h4><p>Avoid figurative language, metaphors, irony, and double meanings in professional communications. Say exactly what you mean, in a literal and precise way. \"Can you submit this report by Friday at 5 PM?\" is infinitely more effective than \"it would be nice to have the report fairly soon.\" Direct clarity is not brutality \u2014 it is respect for a mode of communication that differs from yours.<\/p><\/div><\/div>\n\n  <div class=\"reflex-card\"><div class=\"rn\">2<\/div>\n<div class=\"rc\"><h4>Always confirm important instructions in writing<\/h4><p>An autistic person may struggle to memorize and prioritize instructions given only orally, especially in an informal conversation context. Confirming important decisions and tasks by email or message \u2014 even after a verbal conversation \u2014 provides a consultable record, reduces anxiety related to memory, and avoids misunderstandings. This practice, presented as a good practice for the entire team, does not isolate the autistic colleague.<\/p><\/div><\/div>\n\n  <div class=\"reflex-card\"><div class=\"rn\">3<\/div><div class=\"rc\"><h4>Announce meetings in advance with a clear agenda<\/h4><p>Improvised meetings or those with vague agendas are particularly anxiety-inducing for individuals with ASD. Sending a detailed agenda at least 24 hours in advance \u2014 specifying the topics to be discussed, the decisions expected, and the format of the meeting \u2014 allows the autistic colleague to prepare and participate in a much more constructive way. This practice also benefits all participants.<\/p><\/div><\/div>\n\n  <div class=\"reflex-card\"><div class=\"rn\">4<\/div><div class=\"rc\"><h4>Do not interpret lack of eye contact as disinterest<\/h4><p>Many autistic individuals avoid or reduce direct eye contact \u2014 not out of inattention or disinterest, but because maintaining sustained eye contact is cognitively exhausting and can interfere with information processing. An autistic person who looks away during a conversation may actually be listening to you with much more attention than someone who looks you in the eye but is thinking about something else.<\/p><\/div><\/div>\n\n  <div class=\"reflex-card\"><div class=\"rn\">5<\/div><div class=\"rc\"><h4>Accept direct communication without experiencing it as aggressive<\/h4><p>Autistic individuals often have very direct communication that does not filter out usual social conventions \u2014 they say what they think, without the mitigations and polite formulas that usually frame professional exchanges. A comment like \"this presentation has an error in part 3\" may seem harsh but is always factual and aims to improve the outcome. Learning to receive this directness as a form of professional honesty rather than as personal criticism is a valuable adaptation for the entire team.<\/p><\/div><\/div>\n\n  <h3>2.2 Organizational and environmental reflexes<\/h3>\n\n  <div class=\"reflex-card\"><div class=\"rn\">6<\/div><div class=\"rc\"><h4>Notify in advance of any changes in routines<\/h4><p>Unexpected changes \u2014 office relocation, meeting time change, new procedures introduced without notice \u2014 can cause significant distress for an autistic person. Notifying in advance, explaining the reasons for the change, and if possible giving time to adapt gradually significantly reduces this distress. This anticipation often only requires an email or message sent a few days in advance.<\/p><\/div><\/div>\n\n  <div class=\"reflex-card\"><div class=\"rn\">7<\/div><div class=\"rc\"><h4>Provide a quiet and defined workspace<\/h4><p>Open spaces are one of the most challenging environments for individuals with ASD \u2014 constant noise, multiple visual stimuli, inability to control social interactions. Whenever possible, offer a desk at the end of the row, away from high-traffic areas and informal discussion spaces. A physically defined space (office partitions, plants, arrangement of materials) helps create a reassuring \"perimeter.\" The <a href=\"https:\/\/www.dynseo.com\/nos-outils\/carte-des-besoins-sensoriels-tsa\/\">DYNSEO sensory needs map<\/a> allows for documenting specific sensitivities.<\/p><\/div><\/div>\n\n  <div class=\"reflex-card\"><div class=\"rn\">8<\/div>\n<div class=\"rc\"><h4>Respect the need for routines and predictability<\/h4><p>If your autistic colleague has work rituals \u2014 arriving at a specific time, following a particular sequence of activities, having lunch alone on Tuesdays \u2014 do not question or disrupt them. These routines are not stubbornness: they are self-regulation strategies that allow the person to maintain a level of cognitive comfort that preserves their ability to work. Interrupting them unnecessarily generates disorientation that can take hours to resolve.<\/p><\/div><\/div>\n\n  <div class=\"reflex-card\"><div class=\"rn\">9<\/div><div class=\"rc\"><h4>Accept (and do not comment on) stimulation behaviors<\/h4><p>Many autistic people use repetitive behaviors \u2014 gently rocking, tapping an object, touching their hands, spinning a pen \u2014 to regulate their nervous system in stressful or sensory overload situations. These behaviors, called \"stims,\" do not disrupt work and are not signals of disorder or weakness. Commenting on them or asking to stop is counterproductive \u2014 it deprives the person of their regulation tool and amplifies anxiety.<\/p><\/div><\/div>\n\n  <div class=\"reflex-card\"><div class=\"rn\">10<\/div><div class=\"rc\"><h4>Do not force participation in social moments<\/h4><p>Team lunches, afterworks, team buildings \u2014 these moments that create bonds for most colleagues can be exhausting or anxiety-inducing for someone with ASD. Do not interpret the refusal to participate as disinterest or arrogance. Invite without insisting, accept the refusal without making it a problem, and find other ways to create connections that are less exclusively based on informal social interactions.<\/p><\/div><\/div>\n\n  <h3>2.3 Management and evaluation reflexes<\/h3>\n\n  <div class=\"reflex-card\"><div class=\"rn\">11<\/div><div class=\"rc\"><h4>Provide clear instructions on what is expected<\/h4><p>Autistic individuals often struggle to \"guess\" implicit expectations or to infer what is expected of them. \"Do your best\" or \"you know what I mean\" are not sufficient instructions. Specify: the expected format, length, level of detail, target audience, exact deadline, and what constitutes a satisfactory deliverable. This clarity, once again, benefits all team members.<\/p><\/div><\/div>\n\n  <div class=\"reflex-card\"><div class=\"rn\">12<\/div><div class=\"rc\"><h4>Explicitly value strengths<\/h4><p>Autistic individuals often receive negative feedback about their social behaviors, rigidity, or direct communication \u2014 and rarely positive feedback about their actual skills. Taking the time to explicitly name strengths \u2014 \"your precision on this file avoided a major mistake,\" \"your technical expertise on this subject is remarkable\" \u2014 is important because these individuals do not always know how to \"read\" implicit signs of appreciation.<\/p><\/div><\/div>\n\n  <div class=\"reflex-card\"><div class=\"rn\">13<\/div><div class=\"rc\"><h4>Clearly separate feedback on skills from feedback on social behaviors<\/h4><p>Mixing in the same meeting \"your presentation was excellent\" and \"you should smile more during client meetings\" creates confusion and anxiety. Clearly separate what pertains to professional skills (where feedback should be as precise and factual as possible) from what pertains to social behaviors (where support should be distinct and specific). Never sanction an atypical social behavior that does not have a direct impact on the quality of work.<\/p><\/div><\/div>\n\n  <div class=\"reflex-card\"><div class=\"rn\">14<\/div>\n<div class=\"rc\"><h4>Propose an accessible reference for practical questions<\/h4><p>The start of a job is a particularly difficult period for profiles with ASD \u2014 implicit information is omnipresent and unwritten codes abound. Designate a reference \u2014 a willing colleague or manager \u2014 available to answer practical questions without judgment (\"do I need to send an email for every request or can I come directly?\") significantly reduces the anxiety of the integration period and accelerates skill acquisition.<\/p><\/div><\/div>\n\n  <div class=\"reflex-card\"><div class=\"rn\">15<\/div><div class=\"rc\"><h4>Regularly adjust accommodations in dialogue with the person<\/h4><p>The accommodations put in place upon arrival are not permanent. Needs evolve with the handling of the position, changes in the environment, and variations in the person's condition. Plan regular check-ins \u2014 monthly at first, then quarterly \u2014 to assess what works, what needs adjustment, and what has lost its relevance. This regular review in direct dialogue (and not through an intermediary) with the person concerned is the condition for sustainable inclusion.<\/p><\/div><\/div>\n\n  <div class=\"cta-block\">\n    <h3>Train your team on autism in the workplace<\/h3>\n    <p>DYNSEO certified training, 100% online, fundable by OPCO. Understand ASD, create an inclusive welcome, highlight the strengths of autistic profiles.<\/p>\n    <div class=\"btns\">\n      <a href=\"https:\/\/www.dynseo.com\/courses\/comprendre-lautism-en-milieu-professionnel\/\" class=\"btn-w\">Access the training \u2192<\/a>\n      <a href=\"https:\/\/www.dynseo.com\/nos-formations\/\" class=\"btn-o\">Training catalog<\/a>\n    <\/div>\n  <\/div>\n\n  <h2>3. The table of misconceptions about autism at work<\/h2>\n<div class=\"table-wrap\">\n    <table>\n      <thead><tr><th>Received idea<\/th><th>Reality<\/th><\/tr><\/thead>\n      <tbody>\n        <tr><td>\"Autistic people cannot work in teams\"<\/td><td>They can work very effectively in teams in predictable environments with clearly defined roles. Their difficulties lie in ambiguous social interactions, not in structured collaboration.<\/td><\/tr>\n        <tr><td>\"Autism is a disease that can be cured\"<\/td><td>Autism is a permanent neurological functioning mode. It is not a disease and there is no treatment. Support aims to create favorable conditions, not to \"correct\" the person.<\/td><\/tr>\n        <tr><td>\"Autistic people lack empathy\"<\/td><td>Autistic people can have deep affective empathy \u2014 they often suffer more than others in the face of injustice or distress. What they struggle to read is cognitive empathy \u2014 deducing others' emotional states from implicit non-verbal signals.<\/td><\/tr>\n        <tr><td>\"A high-functioning autistic person has no real difficulties\"<\/td><td>High functioning describes intellectual and language abilities, not the absence of difficulties. Many high-functioning autistic individuals arrive at work after years of exhausting social masking efforts, and their quality of life can be severely impacted despite remarkable skills.<\/td><\/tr>\n        <tr><td>\"Welcoming an autistic colleague requires exceptional resources\"<\/td><td>The majority of effective adaptations are free or very low-cost \u2014 predictability, clear communication, quiet space, precise instructions. These are improvements in managerial practices that benefit the entire team.<\/td><\/tr>\n      <\/tbody>\n    <\/table>\n  <\/div>\n\n  <h2>4. The strengths of autistic profiles in the workplace<\/h2>\n\n  <h3>4.1 Often remarkable skills<\/h3>\n  <p>Autism, in its high-functioning forms, is associated with particularly valuable skills in certain professional environments. Precision and attention to detail \u2014 often above average \u2014 allow for the detection of errors or inconsistencies that neurotypical colleagues might miss. Systematic thinking and the ability to identify patterns in complex data are assets in fields like IT, data science, engineering, and finance. Loyalty to rules and procedures is a valuable quality in regulated environments. And deep expertise in specific interests can reach remarkable levels \u2014 an autistic person who is passionate about a field can become one of the most knowledgeable people in that field within the organization in just a few years.<\/p>\n\n  <h3>4.2 The ROI of including autistic profiles<\/h3>\n  <p>Companies like SAP, Microsoft, HP, EY, and several large French groups have developed active recruitment programs for autistic profiles \u2014 precisely for these strengths. SAP has implemented the Autism at Work program since 2013, aiming for 1% of its workforce to be autistic individuals. This program has generated documented productivity gains in software testing and data quality teams. In France, companies like Capgemini and Atos have similar programs. These companies are not doing charity \u2014 they value rare cognitive strengths that the traditional job market systematically misses by not adapting its welcoming conditions.<\/p>\n\n  <h2>5. DYNSEO tools for welcoming an autistic colleague<\/h2>\n  <p>DYNSEO offers several directly usable resources to prepare for and successfully integrate an autistic collaborator. The <a href=\"https:\/\/www.dynseo.com\/nos-outils\/carte-des-besoins-sensoriels-tsa\/\">TSA sensory needs map<\/a> allows for documenting the collaborator's specific sensitivities and sharing them with relevant colleagues. The <a href=\"https:\/\/www.dynseo.com\/nos-outils\/plan-de-gestion-des-crises-tsa\/\">TSA crisis management plan<\/a> prepares the team to respond effectively to situations of sensory or emotional overload. The <a href=\"https:\/\/www.dynseo.com\/nos-outils\/fiche-communication-tsa\/\">TSA adapted communication sheet<\/a> provides concrete guidelines for daily exchanges. The <a href=\"https:\/\/www.dynseo.com\/nos-outils\/guide-amenagement-tsa\/\">TSA workplace adjustment guide<\/a> structures physical and organizational adaptations. The <a href=\"https:\/\/www.dynseo.com\/mon-dico-une-application-pour-favoriser-la-communication\/\">DYNSEO's MON DICO application<\/a> can be useful for profiles with verbal expression difficulties in stressful situations.<\/p>\n<div class=\"formations-grid\">\n    <div class=\"fg-card\"><h5>\ud83e\udee5 Invisible disability<\/h5><p>Identify and support non-visible disabilities in the workplace<\/p><a href=\"https:\/\/www.dynseo.com\/courses\/handicap-invisible-ce-que-le-manager-doit-savoir\/\">Discover \u2192<\/a><\/div>\n    <div class=\"fg-card\"><h5>\ud83d\udd04 Neurodiverse manager<\/h5><p>12 good practices for inclusive management on a daily basis<\/p><a href=\"https:\/\/www.dynseo.com\/courses\/manager-un-collaborateur-neuroatypique\/\">Discover \u2192<\/a><\/div>\n    <div class=\"fg-card\"><h5>\u26a1 ADHD at work<\/h5><p>Recognize and support an adult employee with ADHD<\/p><a href=\"https:\/\/www.dynseo.com\/courses\/tdah-au-travail-reconnaitre-et-accompagner\/\">Discover \u2192<\/a><\/div>\n    <div class=\"fg-card\"><h5>\ud83d\udccb DYS disorders<\/h5><p>Identify, adapt, and value DYS employees<\/p><a href=\"https:\/\/www.dynseo.com\/courses\/troubles-dys-en-entreprise-reperer-adapter-et-valoriser\/\">Discover \u2192<\/a><\/div>\n    <div class=\"fg-card\"><h5>\ud83c\udfed ESAT<\/h5><p>Understand the work environment in ESAT<\/p><a href=\"https:\/\/www.dynseo.com\/courses\/travailler-en-esat-comprendre-et-adapter-lenvironnement-de-travail\/\">Discover \u2192<\/a><\/div>\n  <\/div>\n\n  <h2>6. The legal framework for welcoming an autistic employee<\/h2>\n  <p>Autism can entitle one to RQTH (Recognition of the Quality of Disabled Worker) when it generates lasting limitations in professional activity. Once RQTH is declared to the employer, they have a legal obligation to implement reasonable accommodations (law of February 11, 2005). These accommodations can be funded by AGEFIPH. The <a href=\"https:\/\/www.dynseo.com\/nos-outils\/checklist-recrutement-tsa\/\">DYNSEO TSA inclusive recruitment checklist<\/a> helps prepare a recruitment process that does not unfairly disadvantage TSA candidates.<\/p>\n<div class=\"legal\">\n    <p>\u2696\ufe0f <strong>Reminder:<\/strong> The OETH (Obligation to Employ Disabled Workers) requires companies with 20 or more employees to achieve 6% of disabled workers in their workforce. Autistic employees with a RQTH can be counted in this quota. Training teams to welcome these profiles is therefore both an ethical obligation, a good managerial practice, and a lever for managing the OETH.<\/p>\n<\/div>\n\n<h2>7. Autism through the lens of law and employment policies in France<\/h2>\n\n<h3>7.1 Autism in the context of employment for disabled people<\/h3>\n<p>The Autism and Neurodevelopment Plan 2023-2027, rolled out by the French government, includes specific measures to improve access to employment for autistic individuals. These measures are part of the broader context of the law of February 11, 2005, which recognizes disability as \"any limitation of activity or restriction of participation in social life experienced in one's environment by a person due to a substantial, lasting, or definitive impairment of one or more physical, sensory, mental, cognitive, or psychological functions.\" Autism fully falls within this definition and grants the right to RQTH for individuals whose ASD generates a limitation of professional activity.<\/p>\n<p>In France, the employment rate of autistic individuals remains dramatically low compared to their potential \u2014 estimated at less than 25% for ASD profiles of all levels, compared to 35% for all disabled individuals and 73% for the general population. This massive gap does not reflect a lack of abilities among autistic individuals, but rather the systemic barriers that recruitment processes, work environments, and unsuitable managerial practices erect against them. The 15 reflexes in this guide, and more broadly the training offered by DYNSEO, directly contribute to lowering these barriers.<\/p>\n\n<h3>7.2 AGEFIPH, FIPHFP, and recruitment aids<\/h3>\n<p>For employers hiring an autistic employee with RQTH, AGEFIPH (private sector) and FIPHFP (public sector) offer several financial aids. The professional integration aid can fund up to 2,000 euros to compensate for the additional costs related to the integration of a disabled worker. The workplace adaptation aid covers specific equipment (noise-canceling headphones, assistive software, adapted ergonomic furniture). The training subsidy for managers on disability can cover part or all of the cost of training such as those offered by DYNSEO. These aids are unknown to many companies that could benefit from them \u2014 the disability mission or the HR service are the contacts for submitting application files to AGEFIPH.<\/p>\n\n<h2>8. Testimonials and feedback<\/h2>\n\n<h3>8.1 What successful managers of ASD inclusion have in common<\/h3>\n<p>Managers who report a successful inclusion of an autistic employee consistently share several common points. They have taken the time to understand the specific profile of the person \u2014 not just \"autism in general\" \u2014 by directly dialoguing with them about their needs and strengths. They have adapted their concrete managerial practices, often starting with simple adjustments (agenda in advance, written instructions, quiet space) before going further. And they have done the awareness work with the team to create an environment where difference is understood and respected.<\/p>\n<p>What is striking in these testimonials is that the adaptations made for the autistic colleague have almost always been beneficial for the entire team: better-prepared meetings because a precise agenda is systematically sent in advance, clearer communications because the manager has learned to be more explicit, better-documented processes because implicit instructions have been put in writing. The inclusion of neurodiversity is a catalyst for universally good managerial practices.<\/p>\n\n<h3>8.2 What fails \u2014 and why<\/h3>\n<p>Failed inclusions also share common characteristics. The lack of prior preparation \u2014 neither the manager nor the team have been trained or even informed about what autism is \u2014 is the most frequent cause. The focus on difficulties rather than strengths is the second \u2014 when the autistic employee is primarily perceived as \"problematic\" rather than as \"different and valuable,\" inclusion is doomed to fail. The rigidity of accommodations \u2014 implemented once and never revised \u2014 is the third. And finally, the lack of support from management and HR for operational managers \u2014 who find themselves alone managing a complex situation without resources or training.<\/p>\n<p>These causes of failure are all avoidable with adequate preparation. The DYNSEO training catalog, deployable across all management under conditions adapted to volumes and fundable via OPCO, is specifically designed to eliminate these causes of failure. A trained manager, supported by practical tools and embedded in a coherent company policy on neurodiversity, has all the cards in hand to successfully include an autistic employee \u2014 and make it a rewarding experience for the entire team.<\/p>\n\n<p>In conclusion, welcoming an autistic colleague does not require extraordinary skills or exceptional resources \u2014 it requires curiosity, humility, and the willingness to adapt practices that were often suboptimal even for neurotypical profiles. The 15 reflexes in this guide are a concrete starting point. The DYNSEO training <em>Understanding Autism in the Workplace<\/em> is a structured deepening of this. And creating a truly inclusive team \u2014 where every profile can express its full potential \u2014 is the ambitious but achievable horizon.<\/p>\n<p>Companies that take this path invariably discover that they have not only included an autistic colleague \u2014 they have created a work environment that is clearer, more predictable, more explicit, and more respectful of individual differences. An environment that ultimately suits everyone better. This is the promise of well-understood neurodiversity: not a sacrifice made for inclusion, but an investment in a more effective and humane work culture.<\/p>\n<p>For HR directors and training managers who wish to go further, the DYNSEO catalog offers five Qualiopi-certified training courses deployable in multi-employee licenses and fundable via OPCO: autism in the workplace, invisible disability, ADHD at work, DYS disorders in the company, neuroatypical management. Together, these five training courses constitute a comprehensive program for raising awareness and enhancing management skills across the spectrum of neurodiversity. The practical tools available for free on dynseo.com\/nos-outils complement these trainings.<\/p>\n<p>The successful inclusion of an autistic colleague generates benefits that far exceed the individual situation. It forces the organization to formalize what was implicit, to make explicit what was implied, and to adapt its processes to make them accessible to the most demanding profiles. In doing so, it improves the work experience for everyone \u2014 because good inclusive practices are universally beneficial. A precise agenda before each meeting, clear written instructions, a quiet workspace available, regular and factual feedback \u2014 these managerial practices, adopted to accommodate an autistic colleague, become standards that elevate the quality of management for the entire team. This is the vision of neurodiversity that DYNSEO advocates through its trainings, tools, and resources: not inclusion as a legal constraint, but inclusion as a lever for performance and humanity in the workplace.<\/p>\n<p>Strategically, companies that invest in training their managers on autism and neurodiversity achieve measurable results across several key indicators. The retention rate of neuroatypical employees improves significantly \u2014 autistic individuals who find an adapted environment tend to stay much longer than in non-inclusive organizations. The productivity of positions held by ASD profiles in their area of expertise is often above average \u2014 the precision, persistence, and specialized expertise characteristic of these profiles translate into concrete results. And the dynamics of innovation are enriched by alternative ways of thinking that generate original solutions to problems that conventional approaches had not resolved. These documentable benefits, combined with the savings realized on AGEFIPH contributions and the aids available for financing assistance and training, build a solid economic argument for investing in the inclusion of autistic profiles. The DYNSEO catalog, accessible at dynseo.com\/nos-formations, is the most comprehensive training resource available in French to support this investment.<\/p>\n<p>The DYNSEO resources \u2014 certified training, free practical tools, AI Coach available at all times \u2014 constitute a complete ecosystem to support companies in this transformation. Each training attended, each tool used, each management conversation better prepared thanks to these resources is an additional building block in the construction of a professional world where cognitive differences are recognized as assets rather than obstacles. This is the project that DYNSEO has carried since its creation, and it is the project that every manager, every HR, and every colleague reading this guide can contribute to today, with the 15 concrete reflexes presented herein.<\/p>\n<\/main>\n<section class=\"faq-section\">\n  <div class=\"container\">\n    <h2>FAQ \u2014 Welcoming an autistic colleague in the workplace<\/h2>\n    <div class=\"faq-wrap\">\n      <div class=\"faq-item\"><h4>Should I inform the team that the new colleague is autistic?<\/h4><p>No \u2014 unless the employee has expressly requested that this information be shared. The nature of the disability is confidential medical information. What you can do is raise awareness among your team about neurodiversity in general \u2014 through training like that of DYNSEO \u2014 without naming the concerned employee. If the autistic employee chooses to talk about their autism with their colleagues, it is their right and choice. Some autistic people prefer transparency; others prefer to keep this information private. Respect this choice without steering it.<\/p><\/div>\n      <div class=\"faq-item\"><h4>How to manage a situation of sensory overload or a crisis in an open space?<\/h4><p>The priority in case of sensory overload or distress is to offer calm and space \u2014 not attention or multiple interventions. Gently guide the person to a quiet space, reduce stimuli (dim the lights if possible, ask colleagues to step away), and do not insist on an immediate explanation. After the person has regulated themselves, they may \u2014 if they wish \u2014 explain what happened and discuss adjustments to be made. The <a href=\"https:\/\/www.dynseo.com\/nos-outils\/plan-de-gestion-des-crises-tsa\/\">DYNSEO TSA crisis management plan<\/a> prepares the team for these situations.<\/p><\/div>\n      <div class=\"faq-item\"><h4>Is it normal for an autistic colleague to be very skilled in their field but struggle in other aspects of the job?<\/h4><p>Yes \u2014 it is even characteristic. Many TSA profiles exhibit very asymmetric performance: remarkable expertise in their specific area of competence, but real difficulties in aspects that involve social interactions, informal communication, or flexibility. This asymmetry is not a problem to be solved but a reality to be integrated into the job design \u2014 maximizing tasks that leverage strengths and minimizing or compensating for those that highlight difficulties.<\/p><\/div>\n      <div class=\"faq-item\"><h4>How to manage tensions between the autistic colleague and the rest of the team related to their direct communication?<\/h4><p>Tensions related to the direct communication of TSA profiles are common and can be managed on two levels. On one side, explain to the team (without naming the person if they have not disclosed their autism) that some people communicate more directly and that this directness should be interpreted as honesty and not as aggression. On the other side, with the TSA colleague, explain in a very concrete and factual way the professional social conventions that may seem obvious to neurotypicals but need to be explicitly taught: \"in France, we generally start emails with a polite phrase even if we know each other well.\"<\/p><\/div>\n      <div class=\"faq-item\"><h4>Can an autistic employee hold a management position?<\/h4><p>Yes \u2014 and some do it very well, especially in technical environments where management is primarily based on expertise and clarity of expectations rather than relational charisma. Potential difficulties lie in the emotional and relational aspects of management \u2014 managing interpersonal conflicts, reading the emotional states of team members, giving difficult feedback with the right nuance. These skills can be developed with specific support and an organization of the managerial role that values the person's strengths.<\/p><\/div>\n      <div class=\"faq-item\"><h4>Is remote work always beneficial for autistic employees?<\/h4><p>Often, but not always. For autistic people suffering from sensory overload in open spaces, remote work can be transformative. But some autistic individuals derive significant benefits from the structure and predictability of the office environment \u2014 the routines of the commute, the physical markers of the workplace, the physical presence of colleagues as social anchors. The optimal solution is almost always a hybrid organization adapted to the specific profile of the person, determined in dialogue with them.<\/p><\/div>\n      <div class=\"faq-item\"><h4>How to prepare the onboarding of a new autistic employee?<\/h4><p>A successful onboarding for a TSA profile is based on four principles: anticipate as much as possible (send the layout of the premises, the list of colleagues with photos, the detailed agenda for the first week, the explicit rules of the office well before the first day); designate an accessible and trained referent; avoid overload of novelty (do not organize multiple social events and presentations on the first day); and plan a first meeting dedicated to practical questions (\"what are the codes for the team meeting? how does equipment ordering work?\"). The <a href=\"https:\/\/www.dynseo.com\/nos-outils\/checklist-recrutement-tsa\/\">DYNSEO inclusive TSA recruitment checklist<\/a> covers these steps in detail.<\/p><\/div>\n      <div class=\"faq-item\"><h4>How to finance autism training for managers and teams?<\/h4><p>The DYNSEO training <em>Understanding autism in the workplace<\/em> can be funded through the Skills Development Plan (OPCO coverage), individual CPF, or FNE-Training. Multi-employee licenses allow for broad deployment under conditions adapted to volumes. DYNSEO supports HR services and disability missions in preparing funding applications and operational deployment.<\/p><\/div>\n    <\/div>\n  <\/div>\n<\/section>\n<div class=\"container\">\n  <div class=\"cta-block\" style=\"margin:0 0 60px\">\n    <h3>Train your team on the inclusion of autistic profiles<\/h3>\n    <p>Qualiopi certified training, 100% online, fundable by OPCO. Understand ASD, create an inclusive welcome, highlight the strengths of autistic profiles in the workplace.<\/p>\n    <div class=\"btns\">\n      <a href=\"https:\/\/www.dynseo.com\/courses\/comprendre-lautism-en-milieu-professionnel\/\" class=\"btn-w\">Access the training \u2192<\/a>\n      <a href=\"https:\/\/www.dynseo.com\/nos-formations\/\" class=\"btn-o\">The entire catalog<\/a>\n    <\/div>\n  <\/div>\n<\/div>\n\n<footer>\n  <p>DYNSEO \u2014 Neurodiversity &amp; inclusion training in the workplace \u00b7 Qualiopi Certified No. 11757351875<\/p>\n  <div class=\"footer-links\">\n    <a href=\"https:\/\/www.dynseo.com\/courses\/comprendre-lautism-en-milieu-professionnel\/\">Professional autism<\/a>\n    <a href=\"https:\/\/www.dynseo.com\/courses\/manager-un-collaborateur-neuroatypique\/\">Neuroatypical manager<\/a>\n    <a href=\"https:\/\/www.dynseo.com\/courses\/handicap-invisible-ce-que-le-manager-doit-savoir\/\">Invisible disability<\/a>\n    <a href=\"https:\/\/www.dynseo.com\/nos-formations\/\">Catalog<\/a>\n    <a href=\"https:\/\/www.dynseo.com\/nos-outils\/\">Tools<\/a>\n  <\/div>\n<\/footer>\n<\/div>[\/et_pb_code][\/et_pb_column][\/et_pb_row][\/et_pb_section]","_et_gb_content_width":"","footnotes":""},"categories":[2915],"tags":[],"class_list":["post-680018","post","type-post","status-publish","format-standard","has-post-thumbnail","hentry","category-les-conseils-des-coachs"],"yoast_head":"<!-- This site is optimized with the Yoast SEO plugin v27.7 - https:\/\/yoast.com\/product\/yoast-seo-wordpress\/ -->\n<title>Welcoming an Autistic Colleague: 15 Reflexes to Adopt in Your Team - DYNSEO - Educational apps &amp; 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