Accessibility in the Grants Writing Process: Working Towards Best Practice

by Caroline McGlone

Introduction

The grant-writing process poses significant challenges, especially for individuals with ADHD, autism, and physical disabilities. Traditional methods and rigid deadlines often become insurmountable barriers, preventing talented and deserving candidates from accessing essential support. To foster true inclusivity and equity, grant-giving bodies must revise their practices, recognising and accommodating the unique needs of all applicants.

The Problem with “Fair” Processes

The concept of a “fair” process often overlooks the inherent unfairness of disability. Disabilities vary widely in nature and severity, meaning that a one-size-fits-all approach to fairness doesn’t work. Someone living with multiple or severe disabilities may face far greater disadvantages. Grant-giving organisations must actively tailor their processes to address these disparities.

Flexible Deadlines and Compassionate Considerations

While deadlines are crucial for organisation and planning, they must also be flexible to account for life’s unpredictable circumstances. Grant-giving bodies should be prepared to adjust deadlines when applicants face extenuating situations, ensuring a genuinely fair and inclusive process. Compassion and understanding are key, recognising that flexibility can differ between an applicant submitting their best work or missing out entirely.

Revising Contact Points for Accessibility

Providing multiple contact points, such as email and telephone, is essential for applicants to seek extra support or additional time. These channels are vital for those needing help navigating the application process. Clear communication and accessible points of contact show a commitment to supporting all applicants, particularly those with disabilities.

Beyond Traditional Skill Assessments

The skills needed to write CVs and grant forms are often not directly related to the applicant’s job or project. Organisations should explore ways to gather information about candidates without relying solely on their ability to present information neatly. There’s often an inherent bias towards applicants who can present well, which can be a significant barrier for those with disabilities.

Addressing Neurodivergent Challenges

Although more likely to be under-employed or in insecure work statistically in the overall employment market, a greater proportion of neurodivergent people work in creative industries. Grants awards are a vital part of most creative career progression pathways.

Employment Challenges for Autistic and ADHD Individuals

A significant proportion of autistic and ADHD individuals are not in work, not in full-time work, or are often in insecure contracts such as temporary, part-time, or zero-hour contracts. For example:

• Only 22% of autistic adults are employed, with just 16% in full-time paid work.
• Adults with ADHD are more likely to be unemployed, with employment rates around 10-14% lower than their non-ADHD peers.

These employment challenges highlight the urgent need for more inclusive and supportive grant processes.

Supporting Applicants with Multiple Diagnoses

Disabled applicants with multiple disabilities often face greater disadvantages in grant processes and may require more adjustments. Recognising and accommodating these varied needs is crucial for fostering an inclusive environment.

Extension Periods and Time Buffers

Introducing an extension period after the publicised grant deadline can significantly benefit disabled applicants. Allowing a gap between submission and review provides a valuable time buffer, enabling applicants to complete and submit their applications with necessary adjustments. This approach ensures a more inclusive process, giving all applicants a fair chance to succeed.

Conclusion

Revising the grant-writing process to be more accessible is not just about fairness—it’s essential. By understanding the unique challenges faced by individuals with ADHD, autism, and physical disabilities and by implementing flexible, compassionate practices, grant-giving bodies can ensure they support a diverse range of talented individuals. Creating an inclusive process benefits everyone, fostering innovation and creativity by tapping into a broader pool of applicants.

References are to be looked up / included in our resource folder.

• National Autistic Society: Employment Gap.
• Office for National Statistics (UK): Employment of Disabled People.
• Journal of Attention Disorders: Employment and ADHD.
• American Journal of Psychiatry: Unemployment Rates among Adults with ADHD.
• Journal of Clinical Psychiatry: ADHD and Employment.
• National Autistic Society: Autism and Employment Survey.
• UK Government: Employment in the Arts Sector.
• Arts Council England: Workforce Analysis.Creative Diversity Network: Inclusion in the Arts.
• Harvard Business Review: Neurodiversity as a Competitive Advantage.
• British Council: Inclusive Practices in the Arts.