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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.. | ||
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* [[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 == | ||
* [[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.) | ||
Latest revision as of 09:05, 19 February 2026
Welcome to the Moving Forward Together Wiki.
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
(Foundational explanations that apply across work, education, and public systems)
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)Why modern systems amplify cognitive unevenness – and why older assumptions about “coping” and “capability” no longer hold..
Understanding disability and neurodiversity
- Neurodiverse conditions and their relations to disability (Explains how neurodivergent conditions relate to disability under social, legal, and functional models.)
- Proving you are disabled in neurodiversity (Guidance on how disability is recognised and evidenced, particularly for non-visible and neurodevelopmental conditions.)
- 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
- A structured framework to support assessment of reasonable adjustments under Section 20 of the Equality Act 2010.
- Finding adjustments for your disability (Practical guidance on identifying and requesting reasonable adjustments in work, education, and daily life.)
- School specific issues (How disability and neurodiversity affect school settings, including support duties and common barriers.)
- Clinician specific issues (Issues faced by clinicians and healthcare professionals with disabilities or neurodivergent conditions.)
- The Value of Standardised Cognitive Assessment in Neurodiversity
- When adjustments are refused because capability is misunderstood – recognising when assessment processes measure constraints rather than ability.
Legal awareness and challenge
- Requesting adjustments in recruitment: (How to ask for reasonable adjustments during recruitment and selection.)
- Reports on the failings in disability progress following the Equality Act: (Evidence and analysis of systemic problems after the Equality Act.)
- Assessing your understanding of disability in the Equality Act 2010: (A quick self-check to understand how the Equality Act applies to disability.)
- Disability Discrimination Awareness Questionnaire preliminary findings : (Preliminary findings from the DDAQ project on disability discrimination awareness.)
- Considering taking disability discrimination case to a tribunal: (Practical considerations when deciding whether to pursue a tribunal claim.)
- 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, IPSEA, otherwise Advisory, Conciliation and Arbitration Service (ACAS) or the Equality Advisory and Support Service (EASS). See the full Legal and Support Disclaimer for details.
