Across the Table: Inclusion and Lab Design

I am a practical person. When I hear of the need for inclusion in laboratory design, I look for practical solutions.  First, though, I research what" inclusion" means so I can have understanding. In reading documents on the subject I see that concerns fall into two primary categories, the physical design of the laboratory and the behavior of managers in response to needs.

Flexible laboratory design concepts have been around for at least 25 years. This includes requirements included in ADA laws, adjustable height work surfaces and seating, maximizing sunlight in labs, non-grasp handles for fixtures, etc. All of these have long been accepted by and made standard operating procedures within the lab design community.

These are primarily, but not exclusively, solutions for a person's physical concerns. Gender and race needs should become irrelevant if design charrettes address the preferences/needs of lab staff. The most I can find regarding the physical environment and neurodivergence relates to height adjustability.  

I do also find, though, some design concerns regarding lighting. Some who are neurodivergent do not like bright lights, such as from sunlight. This should be easily handled with shades. Our daughter teaches high school special education and we just helped her with this exact need. She also has special shades covering the overhead lighting.

Physical design should only be an issue if there are 1) conflicting safety requirements, 2) cost restrictions, or 3) conflicting lab process/equipment requirements.

Behavioral design might be the greater focus. As I read literature on the broad topic of neurodivergence, concerns deal with how managers work to accomodate staff needs. This includes the preferred working styles of staff.  Needs caused by dyslexia, ADHD, race, gender, etc., fit into behavioral needs management, typically relating to work style preferences.

Neurodivergent people often (but assuredly not always) prefer jobs with minimal requirements for literacy or sitting still. I'm sorry, but both are requirements for most laboratories. So, they gravitate to other professions.

On the other hand, some who are neurodivergent like the rules and regulations common to laboratory processes.  They may also prefer working by themselves. These are behavioral design issues, not physical.

Again, I am practical. I read some documents that make no sense. Authors use many words and claim non-supported positive results so they can promote themselves and their firms as being inclusive. Rarely, though, do they make specific suggestions, as I have noted above.

Several times, I read comments stating that only four percent of people in labs claim to be neurodivergent, that this is not acceptable and is evidence of systemic discrimination. Is it also systemic discrimination that people like me, only 5'5" in height, are extremely underrepresented in professional basketball? It may be that neurodivergent people don't like doing lab work! On the other hand, it may be that they would like the work if they knew what the work entails. This has nothing to do with laboratory design but with the behavior of those who teach, counsel and recruit.

Dave can be reached at dwithee@alum.mit.edu or 920-737-8477.

All opinions expressed in Across The Table with Dave Withee are exclusive to the author and are not reflective of Lab Design News.