Aspects of academic life and work that some may consider "normal," such as extensive meetings, brightly lit spaces, constant reading, and demands for continuous productivity, can be additionally debilitating for people with non-apparent disabilities like traumatic brain injury (TBI). These concerns affect the 28.3 percent of the academic workforce who report either a visible or nonapparent disability (e.g., fibromyalgia, diabetes, long COVID, TBI). Research suggests that 17 percent of all staff feel dissatisfied with their campuses' climate for disabled persons; the self-advocacy and effort required to get needed accommodations, which sometimes takes years, adds even more burden to people with disabilities. A key to creating an inclusive climate for disabled staff is to dispel preconceived notions about disabled staff and sufficient accommodations, and to instead listen and learn about what their lives and unique situations are really like, which should then inform the identification of appropriate accommodations. To foster true inclusivity for disabled persons, departments and campus units should ensure accessible language and office spaces, proactively identify accommodations for various titles, and, when feasible, work to disrupt workaholic cultural norms.