Main Page - Revision history

PeteTyerman: /* Practical support and adjustments */

2026-04-15T08:02:32Z

Practical support and adjustments

← Older revision		Revision as of 08:02, 15 April 2026
Line 30:		Line 30:
	== Legal awareness and challenge ==		== Legal awareness and challenge ==

	* [[A reasoned framework for understanding, using, and challenging clinical evidence in neurodevelopmental conditions]]		* [[A reasoned framework for understanding, using, and challenging clinical evidence in neurodevelopmental conditions]] (This page sets out the underlying framework for how clinical evidence should be understood and challenged. It provides the foundation for the guidance and examples in this section)
	* [[Requesting adjustments in recruitment]]: (How to ask for reasonable adjustments during recruitment and selection.)		* [[Requesting adjustments in recruitment]]: (How to ask for reasonable adjustments during recruitment and selection.)
	* [[Reports on failings of the Equality Act in disability\|Reports on the failings in disability progress following the Equality Act]]: (Evidence and analysis of systemic problems after the Equality Act.)		* [[Reports on failings of the Equality Act in disability\|Reports on the failings in disability progress following the Equality Act]]: (Evidence and analysis of systemic problems after the Equality Act.)

PeteTyerman at 07:50, 15 April 2026

2026-04-15T07:50:32Z

← Older revision		Revision as of 07:50, 15 April 2026
Line 28:		Line 28:
	* [[The Value of Standardised Cognitive Assessment in Neurodiversity]]		* [[The Value of Standardised Cognitive Assessment in Neurodiversity]]
	* '''[[Uneven Cognitive Profiles and Assessment Validity\|When adjustments are refused because capability is misunderstood]]''' – recognising when assessment processes measure constraints rather than ability.		* '''[[Uneven Cognitive Profiles and Assessment Validity\|When adjustments are refused because capability is misunderstood]]''' – recognising when assessment processes measure constraints rather than ability.
	*
	== Legal awareness and challenge ==		== Legal awareness and challenge ==

			* [[A reasoned framework for understanding, using, and challenging clinical evidence in neurodevelopmental conditions]]
	* [[Requesting adjustments in recruitment]]: (How to ask for reasonable adjustments during recruitment and selection.)		* [[Requesting adjustments in recruitment]]: (How to ask for reasonable adjustments during recruitment and selection.)
	* [[Reports on failings of the Equality Act in disability\|Reports on the failings in disability progress following the Equality Act]]: (Evidence and analysis of systemic problems after the Equality Act.)		* [[Reports on failings of the Equality Act in disability\|Reports on the failings in disability progress following the Equality Act]]: (Evidence and analysis of systemic problems after the Equality Act.)

PeteTyerman: Editing the order of areas

2026-04-04T08:41:54Z

Editing the order of areas

← Older revision		Revision as of 08:41, 4 April 2026
Line 3:		Line 3:
	This site is a practical knowledge hub on neurodiversity, disability rights, and reasonable adjustments. If you’re new, start with the first section below. If you’re looking for something specific, use the search box.		This site is a practical knowledge hub on neurodiversity, disability rights, and reasonable adjustments. If you’re new, start with the first section below. If you’re looking for something specific, use the search box.

	== '''Understanding the Bigger Picture~~'''~~ ==		== Understanding disability and neurodiversity ==

			* [[Neurodiverse condition Disability\|Neurodiverse conditions and their relations to disability]] (Explains how neurodivergent conditions relate to disability under social, legal, and functional models.)

			* [[Proving you are disabled(neurodiversity)\|Proving you are disabled in neurodiversity]] (Guidance on how disability is recognised and evidenced, particularly for non-visible and neurodevelopmental conditions.)
			* '''[[Uneven Cognitive Profiles and Assessment Validity\|Why uneven cognitive profiles are often misunderstood]]''' – how differences between reasoning ability and speed, memory, or fluency lead to misjudged capability in education, work, and decision-making
			== Understanding the Bigger Picture ==
	''(Foundational explanations that apply across work, education, and public systems)''		''(Foundational explanations that apply across work, education, and public systems)''

Line 10:		Line 16:
	Explains how modern organised environments — including workplaces and schools — have become more variable, interruptive, and cognitively demanding, and why these changes disproportionately affect neurodivergent people. Includes guidance on how equality law applies when these changes cause difficulty.		Explains how modern organised environments — including workplaces and schools — have become more variable, interruptive, and cognitively demanding, and why these changes disproportionately affect neurodivergent people. Includes guidance on how equality law applies when these changes cause difficulty.

	* [[How Structured School Environments Have Changed (and Why It Matters)]]'''[[Uneven Cognitive Profiles and Assessment Validity\|Why modern systems amplify cognitive unevenness]]''' – and why older assumptions about “coping” and “capability” no longer hold..		* [[How Structured School Environments Have Changed (and Why It Matters)]]'''[[Uneven Cognitive Profiles and Assessment Validity\|Why modern systems amplify cognitive unevenness]]''' – and why older assumptions about “coping” and “capability” no longer hold.



	~~== Understanding disability and neurodiversity ==~~

	* [[Neurodiverse condition Disability\|Neurodiverse conditions and their relations to disability]] (Explains how neurodivergent conditions relate to disability under social, legal, and functional models.)

	* [[Proving you are disabled(neurodiversity)\|Proving you are disabled in neurodiversity]] (Guidance on how disability is recognised and evidenced, particularly for non-visible and neurodevelopmental conditions.)
	* '''[[Uneven Cognitive Profiles and Assessment Validity\|Why uneven cognitive profiles are often misunderstood]]''' – how differences between reasoning ability and speed, memory, or fluency lead to misjudged capability in education, work, and decision-making
	== Practical support and adjustments ==		== Practical support and adjustments ==

Line 30:		Line 28:
	* [[The Value of Standardised Cognitive Assessment in Neurodiversity]]		* [[The Value of Standardised Cognitive Assessment in Neurodiversity]]
	* '''[[Uneven Cognitive Profiles and Assessment Validity\|When adjustments are refused because capability is misunderstood]]''' – recognising when assessment processes measure constraints rather than ability.		* '''[[Uneven Cognitive Profiles and Assessment Validity\|When adjustments are refused because capability is misunderstood]]''' – recognising when assessment processes measure constraints rather than ability.
			*
	== Legal awareness and challenge ==		== Legal awareness and challenge ==

Line 39:		Line 38:

	*'''[[Uneven Cognitive Profiles and Assessment Validity\|Assessment validity and decision-making risk]]''' – how misunderstanding uneven cognitive profiles can lead to invalid or discriminatory outcomes		*'''[[Uneven Cognitive Profiles and Assessment Validity\|Assessment validity and decision-making risk]]''' – how misunderstanding uneven cognitive profiles can lead to invalid or discriminatory outcomes



	''Disclaimer: These pages are for general information only and do not constitute legal advice.'' For individual guidance, contact for children [[SENDIASS]], [https://www.ipsea.org.uk IPSEA], otherwise Advisory, Conciliation and Arbitration Service (ACAS) or [https://www.equalityadvisoryservice.com the Equality Advisory and Support Service (EASS)]. See the full [[Legal and Support Disclaimer]] for details.		''Disclaimer: These pages are for general information only and do not constitute legal advice.'' For individual guidance, contact for children [[SENDIASS]], [https://www.ipsea.org.uk IPSEA], otherwise Advisory, Conciliation and Arbitration Service (ACAS) or [https://www.equalityadvisoryservice.com the Equality Advisory and Support Service (EASS)]. See the full [[Legal and Support Disclaimer]] for details.

PeteTyerman: /* Practical support and adjustments */

2026-02-19T09:05:32Z

Practical support and adjustments

← Older revision		Revision as of 09:05, 19 February 2026
Line 22:		Line 22:
	== Practical support and adjustments ==		== Practical support and adjustments ==

	* A structured framework to support assessment of reasonable adjustments under Section 20 of the Equality Act 2010.		* [[A structured framework to support assessment of reasonable adjustments under Section 20 of the Equality Act 2010.]]
	* [[Finding appropriate adjustments for your disability\|Finding adjustments for your disability]] (Practical guidance on identifying and requesting reasonable adjustments in work, education, and daily life.)		* [[Finding appropriate adjustments for your disability\|Finding adjustments for your disability]] (Practical guidance on identifying and requesting reasonable adjustments in work, education, and daily life.)

PeteTyerman: /* Practical support and adjustments */

2026-02-19T09:05:08Z

Practical support and adjustments

← Older revision		Revision as of 09:05, 19 February 2026
Line 22:		Line 22:
	== Practical support and adjustments ==		== Practical support and adjustments ==

			* A structured framework to support assessment of reasonable adjustments under Section 20 of the Equality Act 2010.
	* [[Finding appropriate adjustments for your disability\|Finding adjustments for your disability]] (Practical guidance on identifying and requesting reasonable adjustments in work, education, and daily life.)		* [[Finding appropriate adjustments for your disability\|Finding adjustments for your disability]] (Practical guidance on identifying and requesting reasonable adjustments in work, education, and daily life.)

PeteTyerman at 14:53, 2 February 2026

2026-02-02T14:53:27Z

← Older revision		Revision as of 14:53, 2 February 2026
Line 10:		Line 10:
	Explains how modern organised environments — including workplaces and schools — have become more variable, interruptive, and cognitively demanding, and why these changes disproportionately affect neurodivergent people. Includes guidance on how equality law applies when these changes cause difficulty.		Explains how modern organised environments — including workplaces and schools — have become more variable, interruptive, and cognitively demanding, and why these changes disproportionately affect neurodivergent people. Includes guidance on how equality law applies when these changes cause difficulty.

	* [[How Structured School Environments Have Changed (and Why It Matters)]]		* [[How Structured School Environments Have Changed (and Why It Matters)]]'''[[Uneven Cognitive Profiles and Assessment Validity\|Why modern systems amplify cognitive unevenness]]''' – and why older assumptions about “coping” and “capability” no longer hold..
	* '''[[Uneven Cognitive Profiles and Assessment Validity\|Why ~~uneven~~ cognitive ~~profiles are often misunderstood~~]]''' – ~~how differences between reasoning ability~~ and ~~speed, memory, or fluency lead to misjudged capability in education, work,~~ and ~~decision-making~~.


Line 20:		Line 19:

	* [[Proving you are disabled(neurodiversity)\|Proving you are disabled in neurodiversity]] (Guidance on how disability is recognised and evidenced, particularly for non-visible and neurodevelopmental conditions.)		* [[Proving you are disabled(neurodiversity)\|Proving you are disabled in neurodiversity]] (Guidance on how disability is recognised and evidenced, particularly for non-visible and neurodevelopmental conditions.)
			* '''[[Uneven Cognitive Profiles and Assessment Validity\|Why uneven cognitive profiles are often misunderstood]]''' – how differences between reasoning ability and speed, memory, or fluency lead to misjudged capability in education, work, and decision-making
	== Practical support and adjustments ==		== Practical support and adjustments ==

PeteTyerman: added links to new page or series of pages

2026-02-02T14:48:09Z

added links to new page or series of pages

← Older revision		Revision as of 14:48, 2 February 2026
Line 11:		Line 11:

	* [[How Structured School Environments Have Changed (and Why It Matters)]]		* [[How Structured School Environments Have Changed (and Why It Matters)]]
			* '''[[Uneven Cognitive Profiles and Assessment Validity\|Why uneven cognitive profiles are often misunderstood]]''' – how differences between reasoning ability and speed, memory, or fluency lead to misjudged capability in education, work, and decision-making.


Line 27:		Line 28:
	* [[Clinician issues\|Clinician specific issues]] (Issues faced by clinicians and healthcare professionals with disabilities or neurodivergent conditions.)		* [[Clinician issues\|Clinician specific issues]] (Issues faced by clinicians and healthcare professionals with disabilities or neurodivergent conditions.)
	* [[The Value of Standardised Cognitive Assessment in Neurodiversity]]		* [[The Value of Standardised Cognitive Assessment in Neurodiversity]]
			* '''[[Uneven Cognitive Profiles and Assessment Validity\|When adjustments are refused because capability is misunderstood]]''' – recognising when assessment processes measure constraints rather than ability.
	== Legal awareness and challenge ==		== Legal awareness and challenge ==

Line 35:		Line 37:
	* [[Considering a tribunal case\|Considering taking disability discrimination case to a tribunal]]: (Practical considerations when deciding whether to pursue a tribunal claim.)		* [[Considering a tribunal case\|Considering taking disability discrimination case to a tribunal]]: (Practical considerations when deciding whether to pursue a tribunal claim.)

	*		*'''[[Uneven Cognitive Profiles and Assessment Validity\|Assessment validity and decision-making risk]]''' – how misunderstanding uneven cognitive profiles can lead to invalid or discriminatory outcomes

	''Disclaimer: These pages are for general information only and do not constitute legal advice.'' For individual guidance, contact for children [[SENDIASS]], [https://www.ipsea.org.uk IPSEA], otherwise Advisory, Conciliation and Arbitration Service (ACAS) or [https://www.equalityadvisoryservice.com the Equality Advisory and Support Service (EASS)]. See the full [[Legal and Support Disclaimer]] for details.		''Disclaimer: These pages are for general information only and do not constitute legal advice.'' For individual guidance, contact for children [[SENDIASS]], [https://www.ipsea.org.uk IPSEA], otherwise Advisory, Conciliation and Arbitration Service (ACAS) or [https://www.equalityadvisoryservice.com the Equality Advisory and Support Service (EASS)]. See the full [[Legal and Support Disclaimer]] for details.

PeteTyerman at 10:09, 10 January 2026

2026-01-10T10:09:23Z

← Older revision		Revision as of 10:09, 10 January 2026
Line 26:		Line 26:

	* [[Clinician issues\|Clinician specific issues]] (Issues faced by clinicians and healthcare professionals with disabilities or neurodivergent conditions.)		* [[Clinician issues\|Clinician specific issues]] (Issues faced by clinicians and healthcare professionals with disabilities or neurodivergent conditions.)
	* ~~'''~~[[The Value of Standardised Cognitive Assessment in Neurodiversity]]~~'''~~		* [[The Value of Standardised Cognitive Assessment in Neurodiversity]]
	== Legal awareness and challenge ==		== Legal awareness and challenge ==

PeteTyerman: /* Understanding disability and neurodiversity */

2026-01-10T10:02:30Z

Understanding disability and neurodiversity

← Older revision		Revision as of 10:02, 10 January 2026
Line 26:		Line 26:

	* [[Clinician issues\|Clinician specific issues]] (Issues faced by clinicians and healthcare professionals with disabilities or neurodivergent conditions.)		* [[Clinician issues\|Clinician specific issues]] (Issues faced by clinicians and healthcare professionals with disabilities or neurodivergent conditions.)
			* '''[[The Value of Standardised Cognitive Assessment in Neurodiversity]]'''
	== Legal awareness and challenge ==		== Legal awareness and challenge ==

PeteTyerman at 15:11, 22 December 2025

2025-12-22T15:11:42Z

← Older revision		Revision as of 15:11, 22 December 2025
Line 9:		Line 9:

	Explains how modern organised environments — including workplaces and schools — have become more variable, interruptive, and cognitively demanding, and why these changes disproportionately affect neurodivergent people. Includes guidance on how equality law applies when these changes cause difficulty.		Explains how modern organised environments — including workplaces and schools — have become more variable, interruptive, and cognitively demanding, and why these changes disproportionately affect neurodivergent people. Includes guidance on how equality law applies when these changes cause difficulty.

			* [[How Structured School Environments Have Changed (and Why It Matters)]]