movingforward-together wiki https://wiki.movingforward-together.org/wiki/Main_Page MediaWiki 1.41.0 first-letter Media Special Talk User User talk Movingforward-together Movingforward-together talk File File talk MediaWiki MediaWiki talk Template Template talk Help Help talk Category Category talk 0 1 443 438 2026-04-15T08:02:32Z PeteTyerman 6 /* Practical support and adjustments */ 443 wikitext text/x-wiki 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 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)'' * [[How Structured Environments Have Changed (and Why It Matters)]] 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. == 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.) * [[School Issues|School specific issues]] (How disability and neurodiversity affect school settings, including support duties and common barriers.) * [[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]] * '''[[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 == * [[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.) * [[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.) * [[Assess your knowledge of the Equality Act 2010 in disability|Assessing your understanding of disability in the Equality Act 2010]]: (A quick self-check to understand how the Equality Act applies to disability.) * [[Ddaq100|Disability Discrimination Awareness Questionnaire]] preliminary findings : (Preliminary findings from the DDAQ project on disability discrimination awareness.) * [[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. 2mxrpklpy89e1ltfmqgix42mw7nxwan