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- 09:06, 19 February 2026 A structured framework to support assessment of reasonable adjustments under Section 20 of the Equality Act 2010. (hist | edit) [3,080 bytes] PeteTyerman (talk | contribs) (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 Base cases: uneven cognitive profiles and assessment failure (hist | edit) [3,101 bytes] PeteTyerman (talk | contribs) (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 Applied contexts and systemic consequences (hist | edit) [2,804 bytes] PeteTyerman (talk | contribs) (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 Structured Cognitive Evidence and Uneven Profiles (hist | edit) [3,090 bytes] PeteTyerman (talk | contribs) (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 Why Generic Assessment Fails with Uneven Cognitive Profiles (hist | edit) [2,623 bytes] PeteTyerman (talk | contribs) (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 Cognitive capacity, expression, and compensability (hist | edit) [2,326 bytes] PeteTyerman (talk | contribs) (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 WAIS Domain Structure and Internal Discrepancy (hist | edit) [3,661 bytes] PeteTyerman (talk | contribs) (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 Limits of cognitive adjustability (hist | edit) [1,771 bytes] PeteTyerman (talk | contribs) (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 Cognitive Capacity, Expression, and Compensability (hist | edit) [2,975 bytes] PeteTyerman (talk | contribs) (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 Uneven cognitive profiles explained (hist | edit) [2,695 bytes] PeteTyerman (talk | contribs) (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 Avoiding Misassessment of Capability in Judicial and Quasi-Judicial Settings (hist | edit) [2,574 bytes] PeteTyerman (talk | contribs) (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 Avoiding Misassessment of capability in education (hist | edit) [2,331 bytes] PeteTyerman (talk | contribs) (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 Avoiding Misassessment of capability in employment (hist | edit) [2,583 bytes] PeteTyerman (talk | contribs) (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
- 14:56, 2 February 2026 Uneven Cognitive Profiles and Assessment Validity (hist | edit) [4,292 bytes] PeteTyerman (talk | contribs) (new page on cognitive profiles) Tag: Visual edit
- 10:03, 10 January 2026 The Value of Standardised Cognitive Assessment in Neurodiversity (hist | edit) [10,046 bytes] PeteTyerman (talk | contribs) (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 Attendance, Disability, and Recording Absence (hist | edit) [8,778 bytes] PeteTyerman (talk | contribs) (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 Homework references (hist | edit) [2,782 bytes] PeteTyerman (talk | contribs) (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 Homework issues (hist | edit) [4,357 bytes] PeteTyerman (talk | contribs) (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 Long format exams (hist | edit) [11,251 bytes] PeteTyerman (talk | contribs) (new page on long format exams) Tag: Visual edit
- 15:12, 22 December 2025 How Structured School Environments Have Changed (and Why It Matters) (hist | edit) [6,833 bytes] PeteTyerman (talk | contribs) (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 How Structured Environments Have Changed (and Why It Matters) (hist | edit) [7,357 bytes] PeteTyerman (talk | contribs) (new page on changes) Tag: Visual edit
- 16:50, 19 December 2025 Adjustments and proportionality (hist | edit) [12,162 bytes] PeteTyerman (talk | contribs) (new page) Tag: Visual edit
- 11:45, 15 December 2025 Requesting adjustments in recruitment (hist | edit) [4,238 bytes] PeteTyerman (talk | contribs) (new page) Tag: Visual edit
