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Combined display of all available logs of movingforward-together. You can narrow down the view by selecting a log type, the username (case-sensitive), or the affected page (also case-sensitive).

• 09:06, 19 February 2026 PeteTyerman talk contribs created page A structured framework to support assessment of reasonable adjustments under Section 20 of the Equality Act 2010. (Created page with "'''Equality Act 2010 – Section 20''' '''Operational Framework for Reasonable Adjustments''' The Equality Act 2010 imposes a positive duty on employers to make reasonable adjustments where workplace arrangements place a disabled employee at a substantial disadvantage. This document provides a structured, practical framework to assist employers in complying with that duty in day-to-day decision-making. It reflects the purpose of the Act — namely, to prevent and remo...") Tag: Visual edit
• 11:33, 10 February 2026 PeteTyerman talk contribs created page Base cases: uneven cognitive profiles and assessment failure (Created page with " == Base Cases: Uneven Cognitive Profiles and Assessment Failure == This page presents real-world examples demonstrating recurring structural failure in assessment and decision-making where uneven cognitive profiles are not properly recognised or accommodated. All cases set out here are based on real events, including decided tribunal or court cases, settled claims, and documented institutional decisions. Where necessary, identifying details have been anonymised. The pu...") Tag: Visual edit
• 10:46, 10 February 2026 PeteTyerman talk contribs created page Applied contexts and systemic consequences (Created page with "== Applied Contexts and Systemic Consequences == This page brings together the practical implications of uneven cognitive profiles across education, employment, and decision-making systems, and explains how structural misinterpretation accumulates over time. The domain separation visible in structured cognitive assessment demonstrates that reasoning capacity and efficiency under load may diverge significantly within the same individual. Where systems rely on aggregated...") Tag: Visual edit
• 10:41, 10 February 2026 PeteTyerman talk contribs created page Structured Cognitive Evidence and Uneven Profiles (Created page with "== Structured Cognitive Evidence and Uneven Profiles == This page explains how structured cognitive assessment provides empirical support for identifying uneven cognitive profiles. The framework described in this section is grounded primarily in domain-based assessment models such as the Wechsler Adult Intelligence Scale (WAIS). WAIS separates cognitive functioning into distinct domains rather than treating intelligence as a single uniform capacity. This separation allo...") Tag: Visual edit
• 10:27, 10 February 2026 PeteTyerman talk contribs created page Why Generic Assessment Fails with Uneven Cognitive Profiles (Created page with "== Why Generic Assessment Fails with Uneven Cognitive Profiles == This page explains why standard or “generic” assessment methods often produce invalid conclusions when cognitive abilities are unevenly distributed across domains. Generic assessment typically assumes that cognitive abilities are broadly uniform. Where this assumption does not hold, performance may be dominated by the most constrained domain rather than by the reasoning capacity being evaluated. ===...") Tag: Visual edit
• 10:22, 10 February 2026 PeteTyerman talk contribs created page Cognitive capacity, expression, and compensability (Created page with " == Cognitive Capacity, Expression, and Compensability == This page explains the distinction between cognitive capacity and cognitive expression, and how this distinction becomes visible within structured domain-based assessment such as WAIS. Cognitive capacity refers to underlying reasoning ability — abstraction, conceptual integration, and problem-solving. Within WAIS, this is most strongly reflected in reasoning-dominant domains such as Verbal Comprehension (VCI) a...") Tag: Visual edit
• 10:19, 10 February 2026 PeteTyerman talk contribs created page WAIS Domain Structure and Internal Discrepancy (Created page with " == WAIS Domain Structure and Internal Discrepancy == This page explains how the Wechsler Adult Intelligence Scale (WAIS) provides structured, standardised evidence of internal cognitive differences across distinct domains. WAIS does not measure a single, uniform intelligence. It separates cognitive functioning into multiple domains, including: Verbal Comprehension (VCI) Perceptual Reasoning (PRI) Working Memory (WMI) Processing Speed (PSI) Each domain is standardi...") Tag: Visual edit
• 09:38, 10 February 2026 PeteTyerman talk contribs created page Limits of cognitive adjustability (Created page with " == Limits of Cognitive Adjustability == This page explains which aspects of cognition can be adjusted for and which represent intrinsic capacity, and why confusing the two leads to error. Adjustment can operate on how cognitive ability is accessed and expressed, but not on whether cognitive ability exists. This distinction is central to valid assessment. === Non-adjustable domains: core capacity === Certain cognitive domains reflect intrinsic reasoning ability, abstra...") Tag: Visual edit
• 12:02, 3 February 2026 PeteTyerman talk contribs created page Cognitive Capacity, Expression, and Compensability (Created page with " == Cognitive Capacity, Expression, and Compensability == This page explains the distinction between cognitive capacity and cognitive expression, and why confusing the two leads to systematic misassessment where cognitive profiles are uneven. Cognitive capacity refers to underlying ability to reason, understand, analyse, and solve problems. Cognitive expression refers to the conditions under which that capacity can be accessed, demonstrated, or translated into observabl...") Tag: Visual edit
• 11:58, 3 February 2026 PeteTyerman talk contribs created page Uneven cognitive profiles explained (Created page with "== Uneven Cognitive Profiles Explained == An uneven cognitive profile describes a pattern in which different cognitive abilities are distributed unevenly within the same individual. Some domains may be strong or exceptional, while others are significantly more constrained. This unevenness is common in neurodivergent conditions such as dyslexia and ADHD, and is frequently present in autism. Where assessment systems assume that cognitive abilities are broadly even, uneve...")
• 11:53, 3 February 2026 PeteTyerman talk contribs created page Avoiding Misassessment of Capability in Judicial and Quasi-Judicial Settings (Created page with "== Avoiding Misassessment of Capability in Judicial and Quasi-Judicial Settings == This page explains how uneven cognitive profiles can affect participation, evidence-giving, and perceived credibility in judicial and quasi-judicial processes, and how procedural demands may suppress substantive capability. Judicial and tribunal settings often place high demands on speed of response, verbal articulation, memory, and real-time processing. Where these demands interact with...")
• 10:20, 3 February 2026 PeteTyerman talk contribs created page Avoiding Misassessment of capability in education (Created page with " == Avoiding Misassessment of Capability in Education == This page explains how uneven cognitive profiles can lead to systematic misjudgement of learning, attainment, and academic potential when assessment methods assume uniform cognitive ability. In education, assessment often conflates understanding with the speed, fluency, or format in which that understanding is demonstrated. For learners with uneven cognitive profiles, reasoning ability may be underestimated becaus...") Tag: Visual edit
• 10:18, 3 February 2026 PeteTyerman talk contribs deleted page Avoiding misassessment of capability in employment (content was: " == Avoiding Misassessment of Capability in Employment == This page explains how uneven cognitive profiles can lead to misjudgement of capability in recruitment, appraisal, performance management, and capability procedures when assessment processes focus on how work is performed rather than what the role actually requires. In employment settings, visible difficult...", and the only contributor was "PeteTyerman" (talk))
• 10:18, 3 February 2026 PeteTyerman talk contribs created page Avoiding Misassessment of capability in employment (Created page with " == Avoiding Misassessment of Capability in Employment == This page explains how uneven cognitive profiles can lead to misjudgement of capability in recruitment, appraisal, performance management, and capability procedures when assessment processes focus on how work is performed rather than what the role actually requires. In employment settings, visible difficulties are often those associated with processing speed, organisation, working memory, or communication style....") Tag: Visual edit
• 10:09, 3 February 2026 PeteTyerman talk contribs deleted page Avoiding misassessment of capability in education (content was: " == Avoiding Misassessment of Capability in Employment == This page explains how uneven cognitive profiles can lead to misjudgement of capability in recruitment, appraisal, performance management, and capability procedures when assessment processes focus on how work is performed rather than what the role actually requires. In employment settings, visible difficult...", and the only contributor was "PeteTyerman" (talk))
• 10:05, 3 February 2026 PeteTyerman talk contribs created page Avoiding misassessment of capability in employment (Created page with " == Avoiding Misassessment of Capability in Employment == This page explains how uneven cognitive profiles can lead to misjudgement of capability in recruitment, appraisal, performance management, and capability procedures when assessment processes focus on how work is performed rather than what the role actually requires. In employment settings, visible difficulties are often those associated with processing speed, organisation, working memory, or communication style....") Tag: Visual edit
• 10:01, 3 February 2026 PeteTyerman talk contribs created page Avoiding misassessment of capability in education (new page avoiding Misassessment) Tag: Visual edit
• 14:56, 2 February 2026 PeteTyerman talk contribs created page Uneven Cognitive Profiles and Assessment Validity (new page on cognitive profiles) Tag: Visual edit
• 10:03, 10 January 2026 PeteTyerman talk contribs created page The Value of Standardised Cognitive Assessment in Neurodiversity (Created page with "1. The Value of Standardised Cognitive Assessment in Neurodiversity For individuals who are neurodivergent, standardised cognitive assessment can provide a structured and objective way of understanding how cognitive strengths and difficulties interact in real-world settings. Neurodiversity is often characterised by uneven cognitive profiles, where areas of strong reasoning, synthesis, and problem-solving coexist with difficulties in processing speed, working memory, orga...") Tag: Visual edit: Switched
• 11:43, 9 January 2026 PeteTyerman talk contribs created page Attendance, Disability, and Recording Absence (Created page with " = Attendance, Disability, and Recording Absence = == Guidance for parents where disability or neurodiversity affects school attendance == == Purpose == This page explains how disability, including neurodiversity, may lawfully affect school attendance. It sets out how disability law applies to partial, intermittent, or reduced attendance, as well as complete non-attendance, and explains how parents should respond when attendance concerns are raised. It also explains w...") Tag: Visual edit
• 12:31, 5 January 2026 PeteTyerman talk contribs created page Homework references (Created page with " This article summarises research evidence relevant to homework, learning outcomes, cognitive load, and learner variability. It supports the view that homework effectiveness is conditional rather than universal. == Meta-analyses of homework effectiveness == === Cooper et al. (2006) === Cooper, Robinson, and Patall reviewed research published between 1987 and 2003 and found no meaningful relationship between homework and academic achievement in primary education, and o...") Tag: Visual edit
• 12:24, 5 January 2026 PeteTyerman talk contribs created page Homework issues (Created page with "'''Homework''' refers to learning-related tasks assigned by schools to be completed outside formal lesson time. While homework is widely used in education systems internationally, educational research does not establish homework as inherently necessary or universally beneficial. Its effectiveness varies by age group, subject, task design, and learner characteristics.<ref name="Cooper2006" /><ref name="Hattie2009" /> As a result, contemporary research treats homework as...") Tag: Visual edit
• 10:18, 25 December 2025 PeteTyerman talk contribs created page Long format exams (new page on long format exams) Tag: Visual edit
• 15:12, 22 December 2025 PeteTyerman talk contribs created page How Structured School Environments Have Changed (and Why It Matters) (Created page with " = How Structured School Environments Have Changed (and Why It Matters) = This page explains how modern school environments have changed over time, and why those changes can create particular difficulties for neurodivergent children and young people. It also explains why increasing diagnosis and support needs should be understood as a response to environmental change rather than as evidence that children themselves have fundamentally changed. Schools today are not organ...") Tag: Visual edit
• 11:47, 22 December 2025 PeteTyerman talk contribs created page How Structured Environments Have Changed (and Why It Matters) (new page on changes) Tag: Visual edit
• 16:50, 19 December 2025 PeteTyerman talk contribs created page Adjustments and proportionality (new page) Tag: Visual edit
• 11:45, 15 December 2025 PeteTyerman talk contribs created page Requesting adjustments in recruitment (new page) Tag: Visual edit
• 10:07, 13 December 2025 PeteTyerman talk contribs deleted page Taking a Disability Discrimination Case to the County Court (Not the SEND Tribunal) (content was: " ''This page is part of the School Issues section.'' * Return to main navigation:* School_Issues This a draft page and subject further updates = Taking a Disability Discrimination Case to the County Court (Not the SEND Tribunal) = == 1. Overview == Most parents are never told that '''disability discrimination in schools is enforceable in the County Court'...", and the only contributor was "PeteTyerman" (talk))
• 11:52, 9 December 2025 PeteTyerman talk contribs created page File:Wiki logo.png (new wiki logo)
• 11:52, 9 December 2025 PeteTyerman talk contribs uploaded File:Wiki logo.png (new wiki logo)
• 10:25, 9 December 2025 PeteTyerman talk contribs created page File:Logo 3 with footer.png (1st logo attempt)
• 10:25, 9 December 2025 PeteTyerman talk contribs uploaded File:Logo 3 with footer.png (1st logo attempt)
• 10:38, 18 November 2025 PeteTyerman talk contribs created page Draft Evidence Page: “Evidence That EBSA May Mask Trauma in Autistic/ADHD Children” (Created page with "Draft Evidence Page: “Evidence That EBSA May Mask Trauma in Autistic/ADHD Children” You can paste this straight into your wiki as a new standalone page. Evidence That EBSA May Mask Trauma in Autistic/ADHD Children This is a draft evidence page. It is intentionally not linked into the public menu structure until the evidence base is fully assembled. 1. Overview This page summarises the emerging research suggesting that a proportion of children labelled with “Emot...")
• 10:13, 18 November 2025 PeteTyerman talk contribs created page Should a Child Whose School or LA Suggests “EBSA” Be Assessed for CPTSD? (Created page with "this page is a ideas page as this area has poor levels or research = Should a Child Whose School or LA Suggests “EBSA” Be Assessed for CPTSD? = == 1. Overview == When a school or local authority labels a child with “Emotionally Based School Avoidance” (EBSA), it is often presented as a benign, neutral explanation for non-attendance. However, '''EBSA is not a clinical diagnosis''', has no formal criteria, and does not identify the underlying cause of the child...") Tag: Visual edit
• 10:07, 18 November 2025 PeteTyerman talk contribs created page Diagnostic Pathway for Suspected School-Based Trauma (Including Possible CPTSD) (Created page with "= Diagnostic Pathway for Suspected School-Based Trauma (Including Possible CPTSD) = This currently a page in developent due to much missunderstanding or research on of cPTSD disability discrimination trauma == 1. Overview == Children—especially autistic or ADHD children—may develop trauma symptoms in response to repeated distress, punishment, exclusion, or unsafe experiences in school. Many of these children are labelled with “EBSA” (Emotionally Based School Avo...") Tag: Visual edit
• 09:28, 18 November 2025 PeteTyerman talk contribs created page Taking a Disability Discrimination Case to the County Court (Not the SEND Tribunal) (new page) Tag: Visual edit
• 11:10, 17 November 2025 PeteTyerman talk contribs created page Understanding meltdowns (meltdowns new page) Tag: Visual edit
• 11:52, 13 November 2025 PeteTyerman talk contribs created page Attendance-Related Absence and Enforcement (Created page with "# Disability-Related Absence and Attendance Enforcement: Harassment, Discrimination, and Legal Duties This page expands on the Equality Act duties around disability-related absence and explains when punitive attendance enforcement by schools or Local Authorities may amount to **harassment**, **discrimination**, or **unlawful practice**. It is designed to be linked from the main Absence & Reasonable Adjustments page on your wiki. --- ## **1. Overview** Disabled child...")
• 11:48, 13 November 2025 PeteTyerman talk contribs created page Disability-Related School Absence: A Parents Guide (disability related absence guide) Tag: Visual edit
• 16:43, 6 November 2025 PeteTyerman talk contribs created page Legal and Support Disclaimer (Created page with "== Legal and Support Disclaimer == This guide explains parents’ rights and education law in plain English to help families act with confidence. It is designed for '''information and empowerment''', not as legal representation or advice. Every situation is different. If you are dealing with a disagreement about your child’s support, reasonable adjustments, or access to education, you should seek independent professional advice. You can contact: * '''SENDIASS''' –...")
• 16:35, 6 November 2025 PeteTyerman talk contribs created page Next Steps and Tribunal Options (next steps in tribunal in phonics) Tag: Visual edit
• 16:33, 6 November 2025 PeteTyerman talk contribs created page Protecting Wellbeing (protecting well be in phonics added) Tag: Visual edit
• 16:29, 6 November 2025 PeteTyerman talk contribs created page Evidence and Research (added research and evidence-based phonics) Tag: Visual edit
• 16:16, 6 November 2025 PeteTyerman talk contribs created page Legal Rights and Letters (I did phonics legal page) Tag: Visual edit
• 16:09, 6 November 2025 PeteTyerman talk contribs created page Working with Schools (Created page with "Working with Schools Many parents can clearly see when phonics is not working for their child. They raise concerns, but too often are told things like: “We have to follow phonics — it’s school policy.” “Your child just needs more practice.” “They’re fine in school — we don’t see any issues.” “We can’t change anything without a diagnosis.” “Let’s wait and monitor.” These responses are not lawful. Once a child is disadvantaged by a...")
• 11:56, 6 November 2025 PeteTyerman talk contribs created page Alternative Reading Approaches (that it alternative reading approaches to phonics pages) Tag: Visual edit
• 11:53, 6 November 2025 PeteTyerman talk contribs created page Recognising Distress and Harm (Addedrecognise Distress and harm phonics pages) Tag: Visual edit
• 11:48, 6 November 2025 PeteTyerman talk contribs created page When Phonics Is Proving a Problem (Created page with "When Phonics Is Proving a Problem Reading should open doors — not close them. For most children, learning to read is exciting and empowering. But for some, particularly autistic or neurodivergent learners, synthetic phonics — the UK method of breaking words into sounds and blending them — can become confusing, distressing, and damaging to confidence. This guide is for parents who feel something isn’t right but don’t know what to do next. It explains what’s...")
• 10:06, 6 November 2025 PeteTyerman talk contribs created page JCQ adjustments requirements (Created page with "= Understanding Exam Access Arrangements and Disability = == What parents need to know about JCQ rules for GCSEs and A-levels == '''Summary:''' This page explains how the JCQ (Joint Council for Qualifications) rules on exam access arrangements work alongside the ''Equality Act 2010''. It clarifies that schools and exam boards must comply with the Equality Act in every case; that a pupil’s disability does not need to be re-tested if already evidenced; and that the SEND...")
• 09:53, 26 October 2025 PeteTyerman talk contribs deleted page File:Moving forward together logo.png (content was: "", and the only contributor was "PeteTyerman" (talk))