How Neurodivergent Workers Use and Make Sense of Assistive Technologies

Implications for The AMO Model and Digital Masking

Bibliographic Data

ID11489355
AuthorsSophie Hennekam (0000-0002-8974-9653, Audencia Business School Nantes France), Emmanuelle Walkowiak (0000-0002-7153-614X, Department of Economics, Finance and Marketing RMIT University (Royal Melbourne Institute of Technology) Melbourne Victoria Australia, corresponding author), Joanna Szulc (0000-0001-9182-8425, Faculty of Management and Economics Gdańsk University of Technology Gdańsk Poland)
Year2026
Volume41
Issue2
Pages252-264
Publication date2026-02-26
Open AccessYes
TypeARTICLE
VenueNew Technology Work and Employment (JOURNAL)
Journal identifiersISSN: 0268-1072 • E-ISSN: 1468-005X
PublisherWiley (PUBLISHER • GB)
DOI10.1111/ntwe.70025
OpenAlexW7134201718
LanguageEN
References cited48

This article explores how neurodivergent workers use and make sense of assistive technologies by drawing on 30 semi‐structured interviews with these individuals. We contribute to the ability, motivation and opportunity (AMO) model by revealing its underlying neuro‐normative assumptions. We show how assistive technologies, such as screen readers, influence the abilities and motivation of neurodivergent workers, making opportunities more attainable and allowing them to consider different career possibilities. We identify three processes through which assistive technologies influence the career development of neurodivergent workers. First, they can reduce cognitive, socioemotional and sensory challenges. Second, they can increase neurodivergent workers' feelings of confidence, autonomy, self‐efficacy and agency. Third, they can remove the stigma associated with neurodivergence. Finally, we show that while assistive technologies enable neurodivergent workers to digitally conceal their condition, doing so can also have unintended negative consequences. We call this concept, consisting of hiding one's neurodivergence through assistive technologies, digital masking

Assistive technology · Feeling · Psychology of self · Socioemotional selectivity theory · Unintended consequences · Disability Education and Employment · Emotional Labor in Professions · Innovative Education and Learning Practices

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