Supporting Neurodivergent Individuals with Co-Occurring Dyslexia and ADHD

This article is a summary of a presentation delivered at the iDiversity Assistive Technology Innovation Festival on the 18th of June 2026. It explores practical methods of support and strategies for individuals with co-occurring ADHD and Dyslexia.

Approximately 10% of the UK population are affected by Dyslexia and an estimated 3 million have ADHD. With increasing awareness and diagnosis, there is a growing need for educators, employers, and support professionals to effectively understand individuals with these cognitive profiles.

Research suggests that up to 40% of individuals experience co-occurring ADHD and Dyslexia. Whilst these are distinct conditions, together they create a unique cognitive profile. Effective support therefore requires an understanding of not only each condition individually, but also how they interact and the combined impact they can have on learning, work, and everyday life.

Many of the challenges associated with co-occurring ADHD and Dyslexia can appear similar on the surface, but the underlying cause behind these behaviours can differ, and may even overlap. For example, difficulty starting a task may be linked to ADHD-related executive functioning difficulties that affect activation and motivation, Dyslexia-related processing demands such as interpreting written instructions or knowing where to begin, or a combination of both. When ADHD and Dyslexia co-occur, these barriers often reinforce one another, making everyday tasks even more challenging.

By identifying the underlying cause of the difficulty, support can be matched more effectively to the barrier. In this article, we explore four key areas of challenge for individuals with co-occurring Dyslexia and ADHD, and present strategies that may support these underlying needs.

Time Management and Focus

Individuals with ADHD can experience challenges with time blindness and regulating attention. This can make it harder to estimate task duration, prioritise effectively, and maintain focus on tasks.

For those with Dyslexia, processing written information often requires additional time and cognitive effort. Reading, writing, proofreading, and working under time pressure can therefore take longer and become more mentally demanding.

Therefore, individuals with co-occurring ADHD and Dyslexia may find it challenging to manage time and maintain focus for various reasons. Strategies that may support this cognitive profile include:

StrategyReason
Allocate time to review and check work separately from task completion.Reduces pressure to complete without proofreading and supports error correction.
Use the Pomodoro Technique (25-minute work periods followed by 5-minute breaks). This could include using physical Pomodoro timers.Breaks tasks into manageable chunks, improving focus and reducing cognitive overload and avoidance.
Schedule demanding tasks during peak focus and productivity times.Tailors planning to individual energy patterns and reduces fatigue-related difficulties.
Manage environmental, internal, and task-related distractions, such as using noise-cancelling headphones and sit-stand desks.Supports sustained attention on the task at hand.

Motivation

In ADHD, motivation is often linked to urgency, interest, novelty, and accountability. Self-discipline alone is often not sufficient, as these factors significantly influence task engagement.

For individuals with Dyslexia, motivation can be affected by uncertainty, previous negative experiences, and reduced confidence.

Motivation tends to improve when individuals can see progress and have their successes recognised. Strategies that may support co-occurring ADHD and Dyslexia include:

StrategyReason
Gamification (integrating game design elements to support goals, such as rewards, points, levels, and challenges).Increases engagement and supports task completion.
Set clear expectations, including what ‘good’ looks like.Provides clarity and direction, supporting progress and focus.
Regularly review progress and celebrate achievements.Reinforces success and helps reduce self-doubt.

Task Initiation

Task initiation can be challenging for both cognitive profiles. For individuals with ADHD, challenges are often related to executive functioning and activation. Even when someone understands what needs to be done, getting started can feel disproportionately difficult.

Alternatively, for individuals with Dyslexia, task initiation can be affected by processing demands. Long instructions, large amounts of text, or uncertainty about expectations can create barriers before the task even begins.

For individuals with co-occurring ADHD and Dyslexia, this can create layered barriers. Strategies that may support both profiles include:

StrategyReason
Break tasks or information down into smaller, more manageable steps and identify the first actionable step. This could be completed using mind mapping software.Reduces overwhelm, supports task activation, and lowers processing demands.
Utilise assistive technology, such as text-to-speech or speech-to-text software.Supports information processing and enables quicker understanding and action
Apply the five-minute rule (begin a task for just five minutes).Helps overcome initial activation barriers and reduces avoidance.

Confidence, Emotions, and Feedback

Those with ADHD and Dyslexia can experience challenges with confidence, self-doubt, and managing emotions due to emotional dysregulation, negative experiences in education and work, and feeling misunderstood.

For those with ADHD, emotional regulation and rejection sensitivity can have a significant impact on how individuals approach education and work. Similarly, individuals with Dyslexia may experience reduced self-confidence due to repeated experiences of difficulty, particularly in educational settings.

Therefore, supporting individuals to feel understood, capable, and confident is essential. This could include:

StrategyReason
Develop emotional regulation toolkits tailored to the individual (e.g., identifying calming or grounding strategies).Supports emotional regulation in the moment and reduces downstream impacts on focus and performance.
Support wellbeing (sleep, hydration, nutrition, and self-care).Ensures individuals are in an effective state to engage effectively with tasks.
Set clear and realistic goals, with structured progression over time.Provides a clear pathway for achievement, supporting motivation.
Provide balanced feedback that includes strengths as well as areas for development.Supports confidence and reduces emotional reactivity to feedback.

Other Considerations

It is important to recognise that, alongside the co-occurrence of Dyslexia and ADHD, individuals may also experience additional co-occurring conditions, including other neurodivergent conditions, mental health challenges, physical-health challenges, or wellbeing-related factors that require consideration in their support.

A holistic approach is essential. This could include understanding what services are available, such as:

  • Awareness sessions – These can help to improve understanding of neurodiversity and disability to strengthen the knowledge and confidence of those providing support and peers.
  • Coaching – A more individualised approach, helping individuals develop tailored strategies to manage the challenges unique to their cognitive profile.
  • Workplace needs assessments – Supports with identifying and implementing appropriate adjustments where needed.

It is also important to consider the range of assistive technology, equipment, and software available, as these tools can significantly reduce barriers and support independence in both educational and workplace settings. See our shop for more information: iDiversity Shop – iDiversity Consulting.

Finally, co-occurring needs may extend beyond neurodivergence, including sensory differences or additional conditions such as hearing or sight loss. Effective support should take a whole-person approach, recognising that multiple factors may interact to influence an individual’s experience.

Final Thoughts

Although Dyslexia and ADHD present differently for every individual, there are clear principles that underpin effective support. Reducing cognitive load, using structured and visual approaches, building confidence, and tailoring strategies to individual needs can make a significant difference.

Most importantly, support should focus on understanding the barrier rather than the diagnosis alone. Similar behaviours do not always have the same underlying cause. By identifying why an individual is experiencing difficulty and implementing strategies that build on their strengths; educators, employers, and support professionals can create environments where neurodivergent individuals are empowered to thrive.

Neurodiversity Celebration Week. Meet the Team: The Lived Experience at iDiversity

At iDiversity, neurodiversity isn’t just something we support professionally – it’s something that shapes who we are.

During Neurodiversity Celebration Week, we’re celebrating the different voices within iDiversity by sharing some of the stories behind some of the people on our team, giving you the opportunity to get to know the people behind the work that we do.

Our team brings a wide range of experiences, perspectives, and motivations to the neurodiversity and disability space. Some of us have personal or lived experience of neurodivergence, while others have spent years supporting individuals whose needs were often misunderstood or overlooked.

What connects us is a shared set of values: accessibility, inclusion, being welcoming and approachable, diversity, and innovation. We are committed to providing the best possible support so that individuals can thrive in the workplace and in education.

Neurodiversity encompasses many different ways of thinking, learning, and interacting with the world. Every individual brings their own strengths and challenges, and it’s this diversity that makes our work so meaningful. At iDiversity, that understanding shapes the services we deliver – from coaching and workplace support to assistive technology and accessibility solutions.

By sharing our stories, we hope to give you a sense of the people behind iDiversity and why lived experience and genuine passion sit at the heart of what we do.

Lauren McKee – Neurodiversity Workplace Services Consultant

After finishing my undergraduate degree in Psychology, I wasn’t sure what I wanted to do or where I wanted to take my career. To be completely honest, I initially fell into working in the neurodiversity space. However, I’m incredibly glad that I did.

Through working with clients, I learned more about the lived experiences of neurodivergent individuals in the workplace – how these experiences shape their careers, and how a lack of understanding or support can significantly impact their wellbeing. At times, I even felt as though I was hearing reflections of my own experiences.

Through this process, I discovered that I am also neurodivergent. The stories shared by clients, alongside my growing understanding of my own neurodivergence, sparked a deep passion in me. This motivated me to pursue a postgraduate degree in Neurodiversity, specialising in the workplace and the criminal justice system.

I strongly believe that as we spend a significant portion of our lives at work, our workplaces should be supportive, inclusive, and positive environments. Through my work, I strive to ensure that neurodivergent and disabled individuals are able to thrive, maintain wellbeing, and receive the support they deserve. This is because I understand what it’s like to live without these supports, and the difference it can make once they are implemented.

Clare Lemon – Disability Services Executive

I knew I struggled at school and at the start of my working life, I was diagnosed with Dyslexia while working a Iansyst back in 2007, aged 25.

I have always been passionate about helping people with disabilities as I know from first-hand experience on how it is to struggle without support. 

I love my job and knowing that I am making a difference to people’s life’s and providing them with support in their workplace here at iDiversity.  

What Neurodiversity means to me – a life full of colours of different people, without us life would be a boring place because we are all unique and bring colour to the world.

Faith Hamilton – Sales Support and Marketing Co-ordinator

My journey with neurodiversity has been both personal and evolving. I was recently diagnosed with ARFID, an eating disorder that is often linked with neurodivergence, and I’ve since been referred for an Autism and ADHD assessment. For most of my life, I have also struggled with depression and anxiety. These experiences have shaped how I understand myself and the world around me, particularly during the transition from education into the workplace, which I found especially challenging.

Those experiences are a big part of why working in the field of neurodiversity means so much to me. I know first-hand how difficult it can be to navigate environments that aren’t always designed with different needs and ways of thinking in mind. Being able to work in this space allows me to help others access the understanding, adjustments, and support that can make such a difference.

Emily Chevalier – Neurodiversity Coaching Consultant

My passion for championing neurodiversity began when I was a primary school teacher. While I loved nurturing young minds, I was especially drawn towards the students who struggled to thrive in traditional classrooms. Their quiet perseverance sparked a curiosity in me – one that grew into a long-term commitment to understanding and supporting different ways of thinking and learning.

Training as a Specialist Teacher opened the door to working with neurodivergent individuals across every stage of education – from primary and secondary schools to universities and adult learning – supporting those whose needs were often misunderstood or overlooked.

I spent many years as a Disability Adviser in higher education, supporting students as they navigated their degrees, built confidence, and recognised their strengths. During this time, I developed my skills as a Neurodiversity Coach, helping people find their way through the complexities and challenges of both education and the workplace. As a Neurodiversity Coach, my focus is always on creating environments where everyone feels understood, supported, and empowered at work.

Andy Price – Senior Manager Sales & Accessibility Solutions

Although I’m not formally diagnosed with a condition, my lived experience is closely aligned with obsessive-compulsive disorder (OCD). For me, this brings both strengths and challenges. On the positive side, it fuels a strong attention to detail, persistence, and a genuine commitment to getting things right. On the more difficult days, it can mean checking that a door is locked multiple times before I can leave the house or needing extra reassurance that something has been completed correctly. Living with this duality has given me a deep appreciation of how nuanced neurodiversity is, it isn’t simply a list of traits or adjustments, but a complex, human experience that can empower and exhaust in equal measure.

Neurodiversity and disability, to me, are about recognising that different ways of thinking, processing, and interacting with the world are not deficits to be “fixed,” but differences to be understood and supported. That belief is what drives my work at iDiversity Consulting. Whether I’m helping provide assistive technology for a university student to overcome barriers, or conducting a workplace assessment to ensure someone has the ergonomic support they need to be comfortable and productive, I see it as an opportunity to remove obstacles and unlock potential. I work in this field because I know how transformative the right understanding and adjustments can be, not just for performance, but for confidence, dignity, and wellbeing.

Anthony Mullin – Senior Disability Consultant
With over 20 years of experience in client‑facing roles, my commitment to neurodiversity and disability inclusion continues to deepen. I am dedicated and enjoy supporting individuals in working in ways that genuinely align with their strengths, removing barriers, fostering confidence, and helping to create environments where everyone can thrive as their authentic selves. It has been a privilege to work with so many clients over the years and to witness the meaningful impact that our services have on both their professional and personal lives.

Why Lived Experience Matters

The experiences and commitment within our team highlight something fundamental about iDiversity: our work is shaped by genuine understanding.

Our team members bring lived experience and years of hands-on support within the neurodiversity and disability space. This means we approach every conversation with empathy, insight, and a deep appreciation for the individual behind the support request.

Because behind every workplace needs assessment, coaching session, or accessibility solution is a real person navigating real challenges.

Our aim is always the same: to remove barriers, unlock potential, and help individuals thrive in environments that understand and value different ways of thinking.

During Neurodiversity Celebration Week, we’re proud to celebrate the diversity within our own team – because it’s that diversity of experience that enables us to better support the people and organisations we work with every day.

We hope that by sharing these stories, you’ve had the opportunity to get to know the people behind iDiversity a little better.

Having a Restful Winter Holiday

The winter holidays can be a welcome pause after a long year, however, actually switching off isn’t always easy. Many people reach this period already exhausted, juggling work pressures, social expectations, and end-of-year fatigue. Some even return to work feeling more depleted than before they left.

Whether you celebrate or not, this period offers an opportunity to step away from your usual routines, prioritise your wellbeing, and reset for the year ahead. For neurodivergent and disabled individuals, this break can come with additional challenges such as sensory overload, disrupted routines, and increased fatigue. This makes intentional rest even more important.

Below are strategies to help you prepare, switch off effectively, and create a winter break that feels genuinely restorative.

1. Preparing for the Break & Strategies for Switching Off

Switching off is much easier when you don’t leave loose ends behind. Preparation reduces mental load, supports emotional regulation, and helps your brain give itself permission to rest. Creating intentional boundaries can also ensure work doesn’t creep back in during your break.

Here are practical ways to support that shift:

  • Action what you can beforehand and make a clear plan for what will be picked up when you return to work. This reduces the mental load of unfinished tasks pulling at your attention during the break. This could be a ‘things to pick up in January’ list that you put out of sight until then.
  • Schedule time to complete tasks you usually procrastinate, such as admin tasks, so they’re not waiting for you in January.
  • Communicate boundaries early, letting colleagues know when you’ll be unavailable and setting an out-of-office reply.

To help you effectively ‘switch-off’, you could also:

  • Turn off work phones and work-related notifications from personal devices if possible.
  • Set digital boundaries: limit screen time, use blocking tools, or schedule intentional offline hours.
  • Plan decompression time before and after social activities to reduce overwhelm.
  • Change your environment – whether it’s taking a walk, meeting someone socially, or spending time outdoors, a change of scene can help you unwind and can mark the start of your break.
  • Use predictability to support regulation, especially if you struggle with change. Creating a loose guide or visual schedule of what your break might involve can help. This could even include scheduling ‘rest time’.

If you are neurodivergent or disabled, switching off may also mean planning ahead for sensory, cognitive, or mobility needs. This could include identifying quiet spaces at gatherings, taking noise-reduction tools, planning travel at lower-sensory times, pre-cooking meals to reduce executive load, or communicating preferred ways of engaging socially (i.e. texting instead of calling). Small adjustments like these can reduce overwhelm and preserve energy.

2. Taking Care of Your SHED

A central feature of staying well during the festive season is maintaining your SHED: four key foundations of wellbeing that can easily become disrupted this time of year. This includes:

S – Sleep

Quality sleep and restful downtime help regulate mood, cognition, and emotional balance. Maintaining a consistent sleep-wake cycle, reducing evening screen time, and using a relaxing wind-down routine, even during the holidays, can support this.

H – Hydration

Staying hydrated boosts concentration, memory, and alertness. It’s especially important during busy or overstimulating periods.

E – Exercise (Movement)

Movement increases energy and supports emotional regulation. Gentle options, such as stretching and walking can be restorative. Why not go for a walk around the local area to see the Christmas lights?

D – Diet

Food influences energy and wellbeing. Enjoy seasonal treats but also check in with what leaves you feeling nourished, comfortable, and balanced.

For many neurodivergent and disabled individuals, taking care of your SHED may look different. Tailoring SHED to your own body and needs is what makes it effective.

Keeping your SHED well topped up can support both rest and overall wellbeing throughout the festive season.

3. What Does Rest Mean for You?

Rest is not one-size-fits-all. Just as SHED helps you meet your essential needs, it is also important to consider what type of rest you need most. There are seven types of rest, and different moments call for different kinds:

  • Physical rest: sleeping, stretching, massage, gentle yoga.
  • Mental rest: reducing thinking, planning, and decision-making.
  • Emotional rest: being your authentic self and expressing your true feelings without people-pleasing.
  • Social rest: spending time with relationships that energise and uplift you, rather than drain you.
  • Sensory rest: reducing sensory input – such as planning ‘quiet pockets’ during gatherings or travel.
  • Creative rest: activities that allow imagination, inspiration, and play.
  • Spiritual rest: connecting with faith, identity, or community to foster belonging and purpose.

A helpful reflection:

“Which two types of rest do I need most right now, and what is one small way I can give myself each?”.

This approach can aid you to tailor your break to what you personally find restorative and restful.

For neurodivergent and disabled people, certain types of rest, especially sensory, mental, and social rest, may be essential for preventing burnout. This can include time without masking, opportunities for stimming, and reducing cognitive load where possible.

4. You Do Not Need to Use the Time ‘Wisely’

Breaks can easily become productivity projects, with unspoken pressures to improve, achieve, or reinvent yourself. But rest is not a waste of time, and you don’t have to ‘earn’ it.

Instead prioritise what you need – whether that’s physical rest, connection, creativity, or simply slowing down.

Resting isn’t laziness, it means your mind and body are recovering, restoring, and strengthening. A meaningful break supports mental health, physical wellbeing, emotional resilience, and sustainable productivity.

Whatever your holiday season looks like, give yourself permission to pause, restore, and return at a pace that feels right for you.

If you need support please get in touch with us using the contact button below.

Contact us

“The Many Faces of ADHD”

This article explores the lived experience of ADHD, focusing on contributions from the iDiversity team, in order to celebrate ADHD Awareness Month 2025.

Disclaimer: The information in this article uses current language, guidance, and best practices available at the time of writing. While we strive to keep our content accurate and up to date, standards and terminology may evolve over time. We welcome and encourage feedback if you notice information that could be improved, clarified, or updated to better reflect current guidance.

The Individual Experience of ADHD

October is ADHD Awareness Month. The goal of which is to increase awareness and understanding of Attention Deficit Hyperactivity Disorder (ADHD).

For ADHD Awareness Month 2025, the theme is “The Many Faces of ADHD.” This theme highlights the fact that every individual with ADHD is unique, and that there is no single way to experience or express it. It invites us to recognise and celebrate the wide range of experiences among those living with ADHD.

This is an incredibly important theme. As we often explain and emphasise in our articles and everyday work, no two people experience their neurodivergence in exactly the same way. Therefore, it is vital not to make assumptions or apply one-size-fits-all approaches or adjustments based solely on a diagnosis.

Understanding ADHD Beyond Awareness

While ADHD is being discussed more than ever before, and public awareness continues to grow, awareness alone doesn’t always lead to deeper understanding. Misconceptions and stereotypes still persist, often overshadowing the real, diverse experiences of people with ADHD.

For example, it’s not uncommon to hear phrases like “More people have ADHD now than ever before”, “So many people have ADHD now” or “everyone’s a little bit ADHD.” These statements can unintentionally minimise the realities of those living with the condition. What’s actually happening is that increased awareness and understanding have helped more people feel comfortable acknowledging their challenges, seeking support, and sharing their diagnoses.

While many people may occasionally struggle with focus or organisation, ADHD is characterised by lifelong patterns that can significantly affect day-to-day life. Recognising this distinction is key to building empathy and creating meaningful support.

Celebrating “The Many Faces of ADHD”

ADHD does not look the same for everyone. By sharing authentic stories and lived experiences, we can reduce stigma, challenge misconceptions, and promote greater acceptance and understanding.

Some of our team at iDiversity have shared their own personal experiences of living with ADHD. Read on to explore each individual’s unique journey – a reminder that behind every diagnosis is a person with their own story, strengths, and perspective.

Victoria Wilken – Business Psychology Coach & Senior Coach at iDiversity

ADHD can sometimes feel like the most exciting experience when I’m fizzing with creative ideas and enthusiasm. For instance, I’m currently immersing myself in learning Spanish. I want to run at 1000 miles an hour to engross myself in all things Spanish. It has gripped my attention and I am laser focused on it. Then it feels as if out of nowhere, I suddenly forget about learning Spanish. It’s as if I lose all desire and focus. This has happened many times. I have unfinished jumpers that are missing an arm because I got bored and distracted by something else; rollerskating or sourdough baking.

It can be a blessing and a curse. ADHD is great when you need to drop everything and focus all of your attention on a crisis. People talk about ‘consistency’ and I’ve come to realise, it’s not something I can be certain about. For me to be consistent, I have to have strategies in place. That’s why I find coaching strategies so useful. For example, to be able to get dressed and ready for the day, I have to be listening to music or a really good podcast. At the moment, it’s all in Spanish. This gets my body moving and the movement to the music enables me to think and focus. Silence renders me unable to move more often than not.

I know what works for me and what doesn’t. On particularly challenging days; I call these, ‘my ADHD is really bad today’ days, I have to talk aloud to give myself instructions. This guides the focus and attention part of my working memory. I can hear the instructions and I just follow them. It’s a bit like feeling foggy or sleepwalking. Those days, I have to prioritise selfcare; I go for a walk, get fresh air, dance it out, eat really nutritional food and drink lots of water. This all helps me to feel connected and present in my life and more in control, rather than it controlling me. 

Lauren McKee – Neurodiversity Workplace Services Consultant at iDiversity

Although I am not formally diagnosed with ADHD, I began to recognise it in myself after working closely with neurodivergent individuals. Hearing their stories, I started to see the same patterns reflected in my own life. It felt like someone was finally putting words to my own experiences. As a woman, I think my ADHD went unnoticed for years, partly because I learned to mask my challenges or assumed they were caused by something else.

Throughout school and early in my career, I often misplaced things, lost track of time, or needed visual explanations to fully understand tasks. At the time, I saw these as personal shortcomings; now I see them as part of how my brain works. I’ve also come to understand how emotional dysregulation and burnout are connected to ADHD, and I’ve learned to manage my energy and environment in ways that support me better.

While there are challenges, my ADHD also brings incredible strengths. I’m highly creative, especially when working on projects I’m passionate about, and I can produce great work under pressure. My brain is full of ideas and connections, helping me to think differently, problem-solve in unique ways, and bring fresh perspectives to what I do.

Today, I see my ADHD as an integral part of who I am, not something to fix, but something to understand and embrace. I think it will always feel like ‘a work in progress’, but It’s a big part of what makes me me.

Dr Tanya Banfield – Chartered Psychologist & Associate Coach at iDiversity

Living with the Duality of ADHD and Autism

Living with both ADHD and autism means I am constantly navigating two neurotypes that often pull in completely opposite directions. ADHD, for me, can lead to task paralysis — that frustrating state where I know exactly what needs to be done but my brain simply will not initiate the first step. It can derail my focus within seconds, flooding me with competing thoughts, ideas and impulses.

Yet, paradoxically, my autistic need for structure and predictability is also one of my greatest strengths. Routine is my anchor. When I intentionally create systems and rituals around my day, the autistic part of me steps in and counters the chaos of ADHD. That internal need for order often carries me through tasks with determination and precision — even when my brain is fighting itself.

The biggest challenge is sustaining this balance while working full-time and holding myself to exceptionally high personal and professional standards. My perfectionism and imposter syndrome — deeply linked to both conditions — mean I rarely feel like I am “doing enough,” despite doing more than most.

This is why managing my health and wellbeing isn’t optional — it’s non-negotiable. Regular nervous system regulation is vital. My cold-water ocean dips, all year round, are more than a hobby; they are medicine. That intense shock, that full-body reset — it is one of the few things that reliably stabilises my dopamine and brings me back into focus, clarity and calm.

Lucy Drury – Coaching Executive at iDiversity

A poem from Lucy, reflecting on her experience as a young girl.

This little girl whispers to me, remember me my friend?

Remember how big we thought the world was and the opportunities would never end?

We had no cares; we loved to play we delighted in our stories and adventures.

We tried our best, we reached so high, we “listened harder” “paid attention!


I ask one thing of you my friend, we owe it to ourselves. The yesterday me, the future you, it’s time to come down off that shelf.


It’s got too comfy sitting there and you forgot about me. Go grab your dreams, go break the mould, find out who you can be!  


Do daring things and don’t look back, I’m here I’m right beside you. 
We have a gift; it’s in the light it never wanted to define you. 


So, enjoy the You, your fabulous thoughts, your energy, your humour


We have one life, and this is yours it’s beautiful and it’s far from over!

Conclusion

As you can see from the stories above, while there are shared experiences among those with ADHD – each individual’s journey is unique. No two people experience ADHD in exactly the same way, and every perspective adds valuable insight into what it means to live, and thrive, with ADHD.

It’s important to remember that awareness is only the first step. True inclusion is built on understanding, empathy, and a willingness to listen to each person’s lived experience. By recognising the many faces of ADHD, we can create workplaces and communities where everyone feels seen, supported, and valued for who they are.

If you’d like to learn more about ADHD and discover how iDiversity can support you or your organisation, please explore our services here – Services from iDiversity – iDiversity Consulting or get in touch with us using the contact button below.

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 Workplace Inclusion: Supporting Employees with Dyslexia

This article provides an introduction to dyslexia in adults, outlining potential impacts in the workplace, and offering guidance on reasonable adjustments. It also highlights what services iDiversity can offer to support organisations to create more inclusive environments through practical support and expert advice.

Disclaimer: The information in this article uses current language, guidance, and best practices available at the time of writing. While we strive to keep our content accurate and up to date, standards and terminology may evolve over time. We welcome and encourage feedback if you notice information that could be improved, clarified, or updated to better reflect current guidance.

What is Dyslexia?

Dyslexia is a neurodivergent condition. For many years, dyslexia was defined as a condition that affects the skills involved in accurate and fluent word reading and spelling (Rose, 2009).

However, in 2024, a new definition was published. This definition explains dyslexia as a set of processing difficulties that affect how people learn to read and spell (Delphi, 2024). This highlights that processing challenges are central to the diagnosis of dyslexia, rather than being limited to literacy-specific difficulties.

While this definition continues to recognise phonological processing (understanding and working with the sounds of language) as a hallmark of the condition, it also acknowledges the role of other factors such as working memory, orthographic skills (recognising written word patterns) and processing speed. This also shows that dyslexia can impact other skills, such as reading comprehension and learning additional languages.

It is important to note that dyslexia does not impact intelligence, and it is a lifelong condition that can cause everyday challenges. As with other neurodivergent conditions, each individual’s experience of dyslexia is unique, and as such, each dyslexic individual will have their own needs, strengths, and challenges.

Common Challenges

Again, everyone experiences dyslexia differently, however, common characteristics of dyslexia include:

  • Processing difficulties, including having to re-read text to fully understand it, which can impact reading speed
  • Mixing up the order of letters or confusing letters and words that look similar
  • Difficulties with spelling, punctuation, and grammar
  • Challenges getting ideas on paper, which can impact writing speed
  • Organisation and memory challenges (e.g. forgetting instructions or dates)
  • Fatigue or mental overload, due to additional effort exerted as a result of challenges
  • Low self-esteem, especially if difficulties aren’t identified early (NHS, 2024)

Stress, tiredness, and the way information is presented (e.g. dense text formatting) can sometimes make these challenges more pronounced.

Dyslexia and Vision

Many people think dyslexia is a visual challenge, but experts have shown that it is not caused by vision difficulties and rather comes from differences in how the brain processes phonological information (the sounds of language).

Visual difficulties can sometimes co-occur alongside dyslexia, but these are separate issues. For example, things like coloured overlays or special fonts may make reading more comfortable, but they do not solve the underlying language-processing difficulties that accompany dyslexia.

Co-Occurrence

Dyslexia often occurs alongside other conditions. For example:

  • Dyslexia and ADHD: 15–40% co-occurrence (Cleaton & Kirby, 2018)
  • Dyslexia and Dyscalculia: 20–40% co-occurrence (Cleaton & Kirby, 2018)
  • Dyslexia can also be linked with mental health challenges, such as anxiety, depression, and low self-esteem – often because of the difficulties and frustrations it can create in daily life (BDA, n.d.)

Dyslexia and the Workplace

Individuals with dyslexia can showcase a wide and diverse range of strengths and capabilities, such as:

  • Big-picture thinking – seeing the overall concept and vision, which supports innovation and long-term planning.
  • Creativity and innovation – approaching tasks and problems in original ways, often thinking laterally and generating fresh, imaginative ideas. Often excelling in artistic industries, for example graphic design.
  • Entrepreneurship – using problem-solving skills, resilience, and creativity to build new projects, businesses, or initiatives, with many dyslexic individuals excelling in leadership and enterprise.
  • Resilience – developing strong perseverance and determination in the face of challenges, often turning difficulties into motivation to succeed.
  • Visual thinking – processing and understanding information in a visual, spatial way, which can support strengths in design, engineering, art, and other creative sectors (Succeed with Dyslexia, 2025).

These qualities can make dyslexic individuals valuable contributors in the workplace, supporting innovation, creativity, and problem-solving within their teams, in addition to fostering adaptability and entrepreneurial thinking.

People with dyslexia often experience various challenges and barriers in the workplace. This can include:

  • Difficulties with reading and writing speed, which may slow down tasks compared to colleagues
  • Spelling or grammar errors, even when knowledge of content is strong
  • Memory challenges, such as forgetting instructions or details
  • Note-taking difficulties in meetings, struggling to capture key information whilst simultaneously participating in the meeting conversation
  • Time management challenges, including prioritising and organising tasks
  • Processing difficulties, such as struggling to follow long or complex verbal instructions

These challenges are often manageable with appropriate support and understanding, and with the right adjustments, these individuals can flourish and thrive in the workplace.

Some employers may feel unsure about how best to support employees with dyslexia, particularly when it comes to understanding the challenges they face and knowing which adjustments or strategies could be beneficial.

What can Employers Do?

Under the Equality Act (2010) those with dyslexia are legally protected against discrimination, victimisation, and failure to make reasonable adjustments when their dyslexia has a significant impact on their daily life and work.

Reasonable adjustments are changes an employer makes to remove or reduce a disadvantage related to someone’s disability. These adjustments should be specific and tailored to each individual person, in line with their unique challenges, strengths, and needs (ACAS, 2025).

When advising on reasonable adjustments, it is important to remember that not every request is automatically considered reasonable. What is “reasonable” will depend on the needs of the individual, practicality, affordability, and the potential impact on others or on service delivery. Ultimately, it is for the organisation to decide what adjustments are reasonable, while ensuring decisions are fair, consistent, and in line with equality legislation.

Reasonable Adjustments

It is important to note that no single set of adjustments will suit everyone. Therefore, it is essential to consult directly with the employee to understand their specific challenges, preferred tools, and desired support. This person-centred approach ensures that adjustments are effective and impactful. Below are some ideas for reasonable adjustments that could be implemented to support dyslexic employees.

Whilst adjustments and targeted strategies can significantly reduce barriers and provide effective support, they do not eliminate the challenges entirely. Although its impact can be managed successfully with appropriate interventions, it a is a lifelong neurodevelopmental difference.

For the Individual

There are various kinds of reasonable adjustments that can be implemented to support dyslexic people in the workplace. This can include:

  • Adjustment: Text-to-speech software that allows individuals to hear text read aloud.
    Benefit: Supports reading speed, accuracy, and comprehension by reducing strain and processing difficulties.
  • Adjustment: Use captioning software that can automatically transcribe meetings and support digital notetaking.

Benefit: Enables efficient tracking of information in virtual settings, allows users to annotate notes quickly, and provides literacy support by displaying spoken content as readable text.

  • Adjustment: Speech-to-text software to enable dictation instead of typing.
    Benefit: Improves writing speed and reduces spelling and grammar errors, allowing ideas to flow more freely.
  • Adjustment: Providing written follow-ups after meetings, along with clear verbal and written instructions.
    Benefit: Reduces reliance on memory, ensures clarity, and allows employees to review information at their own pace.
  • Adjustment: Using dyslexia-friendly formatting, such as accessible fonts, clear structure, headings, and colour to highlight key information (see the British Dyslexia Association’s Style Guide).
    Benefit: Makes written materials easier to read and process, reducing fatigue and frustration.
  • Adjustment: Allowing additional time for reading or writing tasks.
    Benefit: Reduces stress from time pressure and enables employees to complete tasks accurately and confidently.

Other services that could be implemented include specialist coaching to support dyslexic employees to develop and maintain effective strategies to support their goals, such as organisation, memory, and written communication. This can boost productivity, engagement, as well as support employee wellbeing and confidence.

Organisational Level Adjustments

A lack of awareness, as well as stereotypes and stigma, can sometimes limit access to support dyslexic individuals. To address this and foster inclusion, organisations can provide training and education, including dyslexia awareness training for staff and management to increase understanding of dyslexia and how to implement effective adjustments. This is particularly important for Line Managers and HR professionals, who play a key role in supporting dyslexic employees.

Other adjustments that can be implemented on an organisational level to support dyslexic people include:

  • Adjustment: Embedding dyslexia-friendly design principles in workplace documents and communications, as well as on customer facing interfaces, such as websites (e.g., accessible fonts, clear layouts, and plain language).
    Benefit:     Creates an inclusive environment where written information is more accessible to all employees, as well as potentially dyslexic customers.
  • Adjustment: Normalising the use of assistive technologies, such as text-to-speech and dictation tools.
    Benefit:     Reduces stigma and ensures that dyslexic employees feel supported in using tools that enhance their performance. This can also increase accessibility to digital information, supporting teams to become more inclusive.
  • Adjustment: Ensuring clarity on deadlines, including providing written instructions, and provision of additional time for tasks where needed.
    Benefit: Reduces stress and cognitive load, helps with time management, and ensures understanding of expectations without relying solely on memory.
  • Adjustment: Allow flexibility in how information, such as key tasks and projects, can be presented (e.g., verbally, via video updates, or through visuals rather than written text).
    Benefit:     Supports diverse learning styles, improves comprehension, and reduces barriers caused by difficulties with written information processing.
  • Adjustment: Ensure clarity on where employees can access support and request reasonable adjustments.
    Benefit:     Encourages self-advocacy, increases confidence in seeking support, and ensures employees can easily access the resources they need to perform effectively.
  • Adjustment: Offer staff networks and Employee Resource Groups (ERGs) for neurodivergent and other disability groups.
    Benefit:     Fosters inclusion and belonging, provides peer support, and enables sharing of strategies and experiences that improve workplace wellbeing and productivity.
  • Adjustment: Ensure recruitment processes are inclusive and fully accessible (e.g., providing interview questions in advance, using plain language, and allowing alternative formats for assessments).
    Benefit: Creates equitable opportunities for candidates with dyslexia, reduces anxiety related to literacy-based tasks, and enables individuals to demonstrate their true skills and potential.

Disclaimer: The examples provided are for guidance purposes only and are not exhaustive. What is considered a ‘reasonable adjustment’ will vary depending on the circumstances, and it is the responsibility of each organisation to determine this in line with equality legislation.

If you would like to learn more about implementing adjustments for neurodivergent employees, please see our previous article on neurodiversity in the workplace.

Where needed, Access to Work is a government scheme that can provide practical and financial support to help people with disabilities, health conditions, and mental health conditions to get or stay in work. It is designed to remove barriers and provide support to implement adjustments in the workplace. Find out more at – Access to Work – iDiversity Consulting.

At iDiversity, we provide a range of services, many of which can be funded via Access to Work. Please see below for more information on our services, and how we can help.

How can iDiversity Help?

iDiversity are a specialist consulting team delivering advice and services that enable disability solutions, accessible technology, and promote inclusion in the workplace.

We offer a range of services tailored to support both individuals and organisations, including those with or who want to support dyslexia, including:

  • Assistive Technology and Equipment: From desktop ergonomics to assistive equipment and software, we provide and advise on a range of solutions. You can explore our offerings in the iDiversity Shop.
  • Workplace Needs Assessments: If you are unsure of where to start with reasonable adjustments for dyslexia, we provide one-to-one assessments. These result in tailored reports outlining recommended adjustments and tools to support individual productivity and wellbeing, including assistive software or potential changes in working practices. Each assessment is unique, and consideration is given to each person’s role, responsibilities and individual challenges.
  • Coaching Services: We provide a range of coaching services including Neurodiversity Workplace Strategy coaching that aids individuals to develop tailored strategies to thrive at work and achieve goals. This could benefit many dyslexic people by supporting them to navigate workplace challenges, build confidence, and develop strategies to manage areas such as organisation and time management.
  • Awareness Training: We deliver engaging sessions to support awareness and understanding of disability and neurodiversity in the workplace, including dyslexia. This can be especially useful for line managers and HR teams, and supports organisations to better understand dyslexia, as well as associated challenges, and methods of support.

If you want to learn more or are interested in our services to support individuals with dyslexia in the workplace, please contact the team using the links below.

Contact us

Sources:

Dyslexia – NHS

Signs of dyslexia (adult) – British Dyslexia Association

7 amazing dyslexic strengths that will make you say ‘huh, why didn’t I notice that’?  | Succeed With Dyslexia

What reasonable adjustments are – Reasonable adjustments at work – Acas

Why Do We Find it so Hard to Calculate the Burden of Neurodevelopmental Disorders | Insight Medical Publishing

Anxiety and mental health – British Dyslexia Association

Workplace Inclusion: Supporting Autistic Employees

This article provides an introduction to Autism in adults, outlining potential impacts in the workplace, and offering guidance on reasonable adjustments. It also highlights what services iDiversity can offer to support organisations to create more inclusive environments through practical support and expert advice.

Disclaimer: The information in this article uses current language, guidance, and best practices available at the time of writing. While we strive to keep our content accurate and up to date, standards and terminology may evolve over time. We welcome and encourage feedback if you notice information that could be improved, clarified, or updated to better reflect current guidance.

What is Autism Spectrum Condition (ASC)?

Autism Spectrum Condition (ASC) is a lifelong condition which can influence how individuals experience and interact with the world around them. People of all ages, genders, ethnicities, and backgrounds can be Autistic (NAS, n.d.).

The ‘Spectrum’ in ASC refers to the fact that each individual’s experience of Autism is unique, with each person having different strengths, challenges, and needs. This can mean that one Autistic person may have minimal support needs, whilst another may have complex challenges and require intensive support (Scottish Autism, n.d.; NAS, n.d.).

However, there are common characteristics of Autism, such as differences in social communication, interaction, and imagination. This can include differing use and interpretation of language, body language, and facial expressions, as well as understanding unwritten rules (NAS, n.d.). This can result in challenges with forming relationships and understanding social expectations for Autistic individuals.

In addition to these characteristics, Autistic people may also experience the following:

  • Differences in sensory processing – being over- or under-sensitive compared to non-autistic (allistic) people, such as aversion to touch, heightened sensitivity to light, noise, or smells, and experiencing sensory overload (Scottish Autism, n.d.).
  • Specific and repetitive behaviours and interests – including stimming, strong special interests, and a preference for order, predictability, and routine. This may involve eating the same foods each day, following set daily schedules, repeating actions or phrases, or becoming distressed when routines are disrupted.
  • Alexithymia – experiencing difficulties with recognising, identifying, and expressing one’s own emotions, which can make emotional regulation and communication more challenging.
  • Differences in social communication – sometimes coming across as blunt, direct, or rude without intending to, due to differences in communication style.
  • Literal thinking – interpreting language in a concrete way, which can lead to misunderstanding figurative expressions, jokes, or sarcasm.
  • Differences in eye contact – preferring reduced or no eye contact, which may support focus and comfort but is sometimes misinterpreted by others.
  • Differences in perspective-taking – challenges with understanding or predicting how others are thinking or feeling (NHS, 2022).

Prevalence of Autism

In the UK it is thought that more than 1 in 100 people are Autistic, with figures estimating that there are around 700,00 Autistic people in the UK. However, recent research based on under-diagnosis has estimated there could be more than 1.2 million Autistic people in England alone due to individuals waiting years for a diagnosis or being un- or misdiagnosed (O’Nions et al., 2023).

Language

Language can be very important to Autistic people, and can represent inclusion, acceptance, and dignity. For example, some individuals prefer the use of ‘identify-first’ language, which affirms that Autism is an integral part of who they are. For example, “Taylor is Autistic”. Others may prefer ‘person-first’ language, which emphasises the individual before their condition, suggesting this does not define their identity, such as “Max has Autism”.

In this article we are using identity-first language. However, it is important to respect individuals preferences, and when in doubt, ask respectfully, to ensure communication styles adhere to their self-identification.

In addition, you may have heard Autism be referred to in various ways, such as:

  • Autism Spectrum Condition (ASC)
  • Autism Spectrum Disorder (ASD)
  • Asperger’s Syndrome
  • High and Low Functioning Autism

Whilst the last two terms are outdated, and some view these terms as problematic, it is important to again consider individual’s preferences, as many Autistic individuals still strongly identify with these labels.

Masking

Many Autistic people may engage in what is known as ‘masking’. This is when a person consciously, or unconsciously appears non-Autistic (allistic), or ‘masks’ the challenges they can experience in order to blend in and be more accepted in society.

Examples of this include forcing themselves to make eye contact, mirroring others facial expressions when this is not natural to the individual, suppressing stimming, and scripting communication.

Autistic women are often thought to be more likely to mask, potentially due to gender stereotypes and societal expectations. As a result, identifying and diagnosing Autism in women can be particularly challenging.

Often masking is used in formal situations, such as when at work to meet social expectations, and to avoid stigma, discrimination, or bullying. However, consistent masking can lead to negative consequences, including mental and physical exhaustion, low self-esteem, and mental health challenges (NAS, n.d.). Therefore, it is vital that Autistic individuals’ differences and needs are accepted and supported in these environments, to prevent such adverse outcomes.

Autism and the Workplace

Autistic individuals can possess a wide and diverse range of strengths and capabilities, such as:

  • Long-term memory – ability to recall detailed information, facts, or experiences over long periods of time, often with great accuracy.
  • Problem-solving and decision-making – approaching challenges from unique perspectives, thinking creatively, and finding innovative solutions that others may overlook.
  • Attention to detail – noticing subtle differences, small errors, or inconsistencies that may go unnoticed by others, which can be highly valuable in tasks requiring precision.
  • Pattern recognition – identifying recurring themes, logical connections, or complex systems quickly and accurately, supporting skills in areas such as mathematics, science, and coding.
  • Strong work ethic and honesty – demonstrating dedication, perseverance, and integrity, with a strong commitment to fairness and accuracy (Embrace Autism, n.d.).
  • Deep focus and perseverance – the ability to engage intensely with areas of interest for extended periods of time, leading to high levels of expertise and mastery.
  • Reliability and consistency – valuing routine and structure, which can translate into dependable performance in work, study, and daily life, including with time keeping.

These qualities can make Autistic individuals valuable assets in the workplace, supporting precision, accuracy, and logical reasoning in their teams, in addition to fostering direct and transparent communication.

Autistic people often experience various challenges and barriers in the workplace. This can include:

  • Challenges processing and understanding unclear communication.
  • Misunderstandings as a result of differences in social understanding, including interpretation of their own communication styles, such as being blunt without meaning to be rude.
  • Burnout, potentially due to masking in the workplace
  • Managing unexpected change
  • Sensory sensitivities and sensory overload.

These challenges are often manageable with appropriate support and understanding, and with the right adjustments, these individuals can flourish and thrive in the workplace.

Unfortunately, due to a lack of awareness and stereotypes about the condition, some employers can feel uncertain about how best to support Autistic employees.

What can Employers Do?

Under the Equality Act (2010) Autistic individuals are legally protected against discrimination, victimisation, and failure to make reasonable adjustments.

Reasonable adjustments are changes an employer makes to remove or reduce a disadvantage related to someone’s disability. Whilst some Autistic individuals may not identify as disabled, Autism meets the relevant criteria under this legislation, and therefore they are provided such protections. These adjustments should be specific and tailored to each individual person, in line with their unique needs (ACAS, 2025).

When advising on reasonable adjustments, it is important to remember that not every request is automatically considered reasonable. What is “reasonable” will depend on the needs of the individual, practicality, affordability, and the potential impact on others or on service delivery. Ultimately, it is for the organisation to decide what adjustments are reasonable, while ensuring decisions are fair, consistent, and in line with equality legislation.

Reasonable Adjustments

It is important to note that no single set of adjustments will suit everyone. Therefore, it is essential to consult directly with the employee to understand their specific challenges, preferred tools, and desired support. This person-centred approach ensures that adjustments are effective and impactful. Below are some ideas for reasonable adjustments that could be implemented to support autistic employees.

Individual Level Adjustments

There are various kinds of reasonable adjustments that can be implemented to support Autistic individuals. This can include:

  • Adjustment: Allocation of quiet workspaces and flexible working arrangements, such as adjusted start/finish times and home working, to reduce sensory overload and support individual needs.
    Benefit: Creates an environment that minimises distraction and overstimulation, supporting focus, wellbeing, and productivity.
  • Adjustment: Provision of noise-cancelling headphones or desk shields to reduce sensory overload when in the office.
    Benefit: Improves concentration and comfort by reducing background noise and visual distractions.
  • Adjustment: Allowing regular breaks to reduce sensory input and manage fatigue or stress.
    Benefit: Helps individuals regulate energy levels, recover from sensory overload, and maintain consistent performance throughout the day.
  • Adjustment: Providing advance notice of changes, wherever possible.
    Benefit: Enables individuals to prepare and adapt in advance, reducing stress and ensuring changes do not interfere with critical tasks or moments.
  • Adjustment: Ensuring clear and direct communication when providing instructions.
    Benefit: Reduces the risk of misinterpretation, supports understanding, and increases confidence in completing tasks accurately.

Other services that could be implemented include specialist coaching to support Autistic employees to develop and maintain effective strategies to support their goals, such as managing wellbeing and reducing fatigue, communication strategies and emotional regulation (including managing sensory sensitivities). This can boost productivity, engagement, as well as support employee wellbeing and confidence.

Organisational Level Adjustments

As stated previously, a lack of awareness, as well as potential stereotypes and stigma can limit access and implementation of support for Autistic individuals in the workplace. To manage this and support inclusion, organisations can also provide training and education for staff and management to support understanding and provision of adjustments in the workplace. This would be especially beneficial for Line Managers and HR to effectively manage and support Autistic team members. This could include focusing on communication styles to normalise and destigmatise directness.

Other organisational level adjustments that can be implemented to support Autistic employees include:

  • Adjustment: Providing sensory-friendly spaces, such as reducing fluorescent lighting, offering natural light where possible, and creating quiet workspaces.
    Benefit: Reduces sensory overload and creates calmer environments where employees can focus more effectively.
  • Adjustment: Allowing flexible working where possible to manage sensory or social fatigue, such as enabling home working or avoiding peak travel times.
    Benefit: Supports energy management, reduces stress, and enables staff to work when and where they are most productive.
  • Adjustment: Setting clear communication norms and expectations within the organisation, such as encouraging clear and direct communication and respecting individual preferences.
    Benefit: Promotes consistency, reduces misunderstandings, and builds a more inclusive culture.

Disclaimer: The examples provided are for guidance purposes only and are not exhaustive. What is considered a ‘reasonable adjustment’ will vary depending on the circumstances, and it is the responsibility of each organisation to determine this in line with equality legislation.

If you would like to learn more about implementing adjustments for neurodivergent employees, please see our previous article on neurodiversity in the workplace.

Where needed, Access to Work is a government scheme that can provide practical and financial support to help people with disabilities, health conditions, and mental health conditions to get or stay in work. It is designed to remove barriers and provide support to implement adjustments in the workplace. Find out more at – Access to Work – iDiversity Consulting.

At iDiversity, we provide a range of services, many of which can be funded via Access to Work. Please see below for more information on our services, and how we can help.

How can iDiversity Help?

iDiversity are a specialist consulting team delivering advice and services that enable disability solutions, accessible technology, and promote inclusion in the workplace. We offer a range of services tailored to support both individuals and organisations, including those with or who want to support Autism, including:

  • Assistive Technology and Equipment: From desktop ergonomics to assistive equipment and software, we provide and advise on a range of solutions. You can explore our offerings in the iDiversity Shop.
  • Workplace Needs Assessments: If you are unsure of where to start with reasonable adjustments for Autism, we provide one-to-one assessments. These result in tailored reports outlining recommended adjustments and tools to support individual productivity and wellbeing, including assistive software or potential changes in working practices. Each assessment is unique, and consideration is given to each individual’s role, responsibilities and individual challenges.
  • Coaching Services: We provide a range of coaching services including neurodiversity workplace strategy coaching that aids individuals to develop tailored strategies to thrive at work and achieve goals. This could benefit many Autistic individuals by supporting them to navigate workplace challenges, build confidence, and develop strategies to manage challenges such as organisation and time management.
  • Awareness Training: We deliver engaging sessions to support awareness and understanding of disability and neurodiversity in the workplace, including Autism. This can be especially useful for line managers and HR teams and supports organisations to better understand and challenge pre-existing beliefs about Autism, associated challenges, and methods of support.
  • Diversity and Inclusion Strategy Support: For organisations looking to embed inclusive practices at a systemic level, we can help you design and implement effective D&I strategies. This also includes support with marketing and communication for inclusion projects.

If you want to learn more or are interested in our services to support Autistic individuals in the workplace, please contact the team using the button below

Contact us

Sources:

What is autism

What is autism? | Scottish Autism

Signs of autism in adults – NHS

Masking

Autism strengths & Challenges | Embrace Autism

Statistics – BeyondAutismAutism in England: assessing underdiagnosis in a population-based cohort study of prospectively collected primary care data – The Lancet Regional Health – Europe

Workplace Inclusion: Supporting Dyspraxic Employees

This article provides an introduction to Dyspraxia in adults, outlining potential impacts in the workplace, and offering guidance on reasonable adjustments. It also highlights what services iDiversity can offer to support organisations to create more inclusive environments through practical support and expert advice.

Disclaimer: The information in this article uses current language, guidance, and best practices available at the time of writing. While we strive to keep our content accurate and up to date, standards and terminology may evolve over time. We welcome and encourage feedback if you notice information that could be improved, clarified, or updated to better reflect current guidance.

What is Dyspraxia (Developmental Co-ordination Disorder (DCD))?

Dyspraxia, also known as Developmental Co-ordination Disorder (DCD) is a neurodivergent condition which primarily impacts movement and co-ordination, such as balance and fine motor skills (NHS, 2020).

For adults, Dyspraxia can continue to present challenges with co-ordination, movement, and balance. This can cause further challenges, such as:

  • Navigation and spatial awareness, such as reading maps, travelling to new or unfamiliar locations, and judging distance (e.g. when walking past another person).
  • Speech, including expressing themselves and finding the correct words to say.
  • Using fine motor skills, such as typing, using a mouse, handwriting, and using cutlery – which can cause certain tasks to take longer to complete.
  • Fatigue, which can result from the additional effort required to manage these challenges.
  • Social awkwardness and confidence challenges due to the difficulties associated with their condition.
  • Planning and organisation, including organising thoughts and tasks, such as time management and planning (NHS, n.d.).

Dyspraxia is a lifelong condition. However, as individuals grow older, they may develop strategies and coping mechanisms to help manage their challenges, particularly if they receive a diagnosis and support early on. Many also build strengths in other areas and seek out environments that play to those strengths. This means that while Dyspraxia does not disappear, the way it presents can look different across a person’s life.

That said, many individuals go undiagnosed and therefore do not receive appropriate support to consciously develop these strategies. Some may only begin to recognise their challenges later in life, while others may be less aware of them because they naturally choose environments that highlight their strengths rather than expose their difficulties.

Like other neurodivergent conditions, it is important to note that each individual’s experience of Dyspraxia is unique, and so the presentation of Dyspraxia can vary widely between individuals (BDA, n.d.). Dyspraxia also does not impact an individual’s intellectual ability.

Some other interesting facts about Dyspraxia:

  • In the UK it is estimated that around 3-5% of adults have some kind of Dyspraxia, and many people are not diagnosed until adulthood (CUH, n.d.).
  • Dyspraxia commonly co-occurs with conditions such as ADHD, Autism, Dyslexia, and Dyscalculia (GMB, 2018).
  • Dyspraxia can run in families, alike other neurodivergent conditions (QMU, n.d.).

Support for Dyspraxic individuals often includes Occupational Therapy to build independence and motor skills. Cognitive Behavioural Therapy (CBT) can also be recommended to manage thinking and behavioural patterns.

Dyspraxia and the Workplace

Dyspraxic individuals have a wide and diverse range of strengths and capabilities, such as:

  • Creativity and innovative thinking – approaching tasks and challenges from unique angles, generating original ideas, and finding imaginative solutions that others may not consider.
  • Problem-solving skills – demonstrating resourcefulness and adaptability when faced with difficulties, often developing practical strategies to overcome obstacles.
  • Determination and resilience – showing perseverance in the face of setbacks, with a strong ability to keep going despite challenges and to learn from experiences.
  • Empathy and compassion – having a deep understanding of others’ feelings and perspectives, which fosters kindness, strong interpersonal relationships, and supportive teamwork. (CUH, n.d.)

These qualities can make Dyspraxic individuals valuable contributors to the workplace, helping teams and projects thrive through fresh perspectives, emotional insight, and a strong drive to succeed. This can also support Dyspraxic individuals to develop their own strategies to overcome challenges.

Dyspraxic individuals often experience various challenges and barriers in the workplace, which can include:

  • Managing workload organisation, including time management and forward planning.
  • Following verbal instructions due to processing and memory challenges.
  • Concentration, which can be associated with managing related challenges.
  • Navigation, such as travelling to and from meetings, working out journey times, going to new locations, and navigating the office space, particularly if this is cluttered or if there are no navigation aids.
  • Spatial awareness, such as navigating around colleagues, tripping, and minor injuries.
  • Using certain equipment, such as provided keyboards and mice.
  • Fatigue and / or stress that comes with managing challenges and the additional effort exerted (Dyspraxia Foundation, 2013).

These challenges are often manageable with appropriate support and understanding, and with the right adjustments, these individuals can flourish and thrive in the workplace.

Unfortunately, a lack of awareness about the condition can leave some employers uncertain about how best to support Dyspraxic employees.

What can Employers Do?

Under the Equality Act (2010) Dyspraxic individuals are legally protected against discrimination, victimisation, and failure to make reasonable adjustments.

Reasonable adjustments are changes an employer makes to remove or reduce a disadvantage related to someone’s disability. Whilst not all Dyspraxic individuals identify as being disabled, Dyspraxia meets the relevant criteria under this legislation. These adjustments should be specific and tailored to each individual person, in line with their unique needs (ACAS, 2025).

When advising on reasonable adjustments, it is important to remember that not every request is automatically considered reasonable. What is “reasonable” will depend on the needs of the individual, practicality, affordability, and the potential impact on others or on service delivery. Ultimately, it is for the organisation to decide what adjustments are reasonable, while ensuring decisions are fair, consistent, and in line with equality legislation.

Reasonable Adjustments

It is important to note that no single set of adjustments will suit everyone. Therefore, it is essential to consult directly with the employee to understand their specific challenges, preferred tools, and desired support. This person-centred approach ensures that adjustments are effective and impactful, and supports self-advocacy, which includes understanding and asserting needs through effective communication and choices. Below are some ideas for reasonable adjustments that could be implemented to support Dyspraxic employees.

For the Individual

There are various kinds of reasonable adjustments that can be implemented to support Dyspraxic individuals. This can include the provision of assistive equipment. This equipment supports individuals to perform tasks more efficiently, comfortably, or independently, as well as removes barriers and supports ease of access. This could include:

Benefit: Use of such equipment provides Dyspraxic individuals with improved motor control, reduced strain, manages accidental movement, and can be easier to control with better accuracy for those who experience challenges with fine motor coordination.

Benefit: This reduces fatigue from writing or typing, increases speed and efficiency, and allows the user to focus on the content of their writing, rather than the mechanics.

Reasonable adjustments can also include adjusting the individual’s environment or ways of working to reduce barriers, such as:

  • Adjustment: Providing individuals with a fixed desk in an area that is easily accessible and identifiable, such as at the end of a row, a stand-alone desk, or near an orientation marker (e.g., identifiable landmarks in the office). If this is not possible, early access to desk booking is advised.

Benefit: Reduces the stress of locating a workspace each day, ensures the desk can be easily found, and minimises navigational challenges such as tripping or bumping into obstacles.

  • Adjustment: Allowing additional time for travelling to new locations or providing support with alternative travel arrangements.

Benefit: Reduces anxiety and stress linked to navigation challenges, enabling the individual to arrive prepared and focus on the meeting or event rather than the journey itself.

  • Adjustment: Using visual aids such as planners, wall calendars, colour-coded systems, or digital task management tools.

Benefit: Supports organisation, planning, and time management by providing clear, tangible references and reducing reliance on memory alone.

  • Adjustment: Providing written prompts or summaries after verbal instructions and meetings, and where possible, breaking down tasks into clear, step-by-step instructions.

Benefit: Reinforces memory and understanding, reduces cognitive overload, and assists with accurate task completion.

Other services that could be implemented include specialist coaching to support Dyspraxic employees to develop and maintain effective strategies to support their goals and productivity, such as keeping up with deadlines or organisation. This can boost productivity, engagement, and support employee wellbeing.

On an Organisational Level

As discussed above, awareness of Dyspraxia can be very limited, which can limit access and implementation of support. To aid this, organisations can also provide training and education for staff and management to support understanding and provision of adjustments in the workplace. This would be especially beneficial for Line Managers to effectively manage and support Dyspraxic team members.

Other adjustments that can be implemented on an organisational level to support Dyspraxic individuals include:

  • Adjustment: Implementation of universal design principles (design that is usable by all people, to the greatest extent possible, without the need for adaptation or specialised design) when considering office layouts. This can include clear signage, clutter-free walkways, and ensuring individuals are given sufficient room to move around.

Benefit: Reduces the risk of accidents or trips and supports effective, independent navigation around the office.

  • Adjustment: Use of colour-coded or numbered locators throughout the office (e.g., “Red Meeting Room 1”) and provision of maps where the workspace is large or complex.

Benefit: Provides clear, reliable orientation cues and aids navigation, reducing stress or confusion when moving between locations.

  • Adjustment: Establish organisational expectations around communication, including following up verbal discussions in writing, providing step-by-step instructions, and offering visual supports where appropriate.

Benefit: Standardises supportive communication practices, reinforces memory and understanding, reduces cognitive overload, and assists with accurate task completion.

  • Adjustment: Normalise flexible working arrangements, allowing staff control over their work environment where office-based settings may contribute to fatigue or stress.

Benefit: Provides autonomy and flexibility, enabling employees to manage cognitive load effectively by balancing home and office working environments.

Disclaimer: The examples provided are for guidance purposes only and are not exhaustive. What is considered a ‘reasonable adjustment’ will vary depending on the circumstances, and it is the responsibility of each organisation to determine this in line with equality legislation.

If you would like to learn more about implementing adjustments for neurodivergent employees, please see our previous article on neurodiversity in the workplace.

Where needed, Access to Work is a government scheme that can provide practical and financial support to help people with disabilities, health conditions, and mental health conditions to get or stay in work. It is designed to remove barriers and provide support to implement adjustments in the workplace. Find out more at – Access to Work – iDiversity Consulting.

At iDiversity, we provide a range of services, many of which can be funded via Access to Work. Please see below for more information on our services, and how we can help.

How can iDiversity Help?

iDiversity are a specialist consulting team delivering advice and services that enable disability solutions, accessible technology, and promote inclusion in the workplace.

At iDiversity we offer a range of services tailored to support both individuals and organisations, including those with or who want to support Dyspraxia, including:

  • Assistive Technology and Equipment: From desktop ergonomics to assistive equipment and software, we provide and advise on a range of solutions. You can explore our offerings in the iDiversity Shop. We also provide Assistive Technology Training in order to support individuals to effectively and productively use new technologies.
  • Workplace Needs Assessments: If you are unsure of where to start with reasonable adjustments for Dyspraxia, we provide one-to-one assessments. These result in tailored reports outlining recommended adjustments and tools to support individual productivity and wellbeing, including assistive software or potential changes in working practices. Each assessment is unique, and consideration is given to each person’s role, responsibilities, and individual challenges.
  • Coaching Services: We provide a range of coaching services including neurodiversity workplace strategy coaching that aids individuals to develop tailored strategies to thrive at work and achieve goals. This could benefit many Dyspraxic individuals by supporting them to navigate workplace challenges, build confidence, and develop strategies to manage areas such as organisation and time management.
  • Awareness Training: We deliver engaging sessions to support awareness and understanding of disability and neurodiversity in the workplace, including Dyspraxia. This can be especially useful for line managers and HR teams, and supports organisations to better understand Dyspraxia, associated challenges, and methods of support.
  • Diversity and Inclusion Strategy Support: For organisations looking to embed inclusive practices at a systemic level, we can help you design and implement effective D&I strategies. This also includes support with marketing and communication for inclusion projects.

If you want to learn more or are interested in our services to support Dyspraxic individuals in the workplace, please contact the team using the links below.

Contact Us

Sources:

Dyspraxia in adults – NHS

Dyspraxia (DCD) – British Dyslexia Association

What is Dyspraxia? – Disability and Dyslexia Service

Dyspraxia in adults – NHS

Dyspraxia, or Developmental Coordination Disorder (DCD) | CUH

https://www.dyspraxiacollective.co.uk/wp-content/uploads/2024/09/dyspraxia-foundation-dyspraxia-in-the-workplace-for-employees.pdf

dyspraxia-toolkit.pdf

Neurodiversity and the Workplace

This article aims to provide an accessible introduction to neurodiversity, as well as an exploration of how neurodivergent individuals can be supported in the workplace. This includes a discussion about practical tools, guidance on reasonable adjustments, and an overview of the services provided by iDiversity which can enable organisations to foster inclusive environments. This should give insight into how to support individuals and promote neuroinclusion in professional settings.

What is Neurodiversity?

Many people may have come across the term ‘neurodiversity’ or ‘neurodivergent’, especially with the rising awareness across social media and within workplaces. For those who are unfamiliar, ‘neurodiversity’ is a term used to describe the natural variations and diversity of human brain function on our planet, similar to the term ‘biodiversity’ which describes the variety of life forms in nature (Singer, n.d.).

‘Neurodivergent’, or ‘neurodivergence’, refers to those who differ cognitively from what is considered the ‘norm’, or ‘neurotypical’ presentation (NHS, n.d.). Neurodivergent conditions can include Attention Deficit Hyperactivity Disorder (ADHD), Autism Spectrum Condition (ASC), Dyslexia, Dyspraxia, Dyscalculia, and Dysgraphia.

It is estimated that around 1 in 7 people in the UK (15%) are neurodivergent, but this number may be even higher due to under-identification of needs and limited awareness (NHS, n.d.).

Language and Neurodiversity

It is crucial to understand appropriate language when it comes to neurodiversity, as the words we choose to use can support inclusion and understanding, or unintentionally contribute to negative consequences, such as stigma. As such, it is important to understand the terminology used and how it is applied.

The term ‘neurodiversity’ is typically used to refer to the range of different cognitive profiles within a population and when talking about groups, such as “neurodiversity in the workplace”. This refers to the presence of a range of cognitive differences within a large group of people, rather than an individual.

In contrast, ‘neurodivergent’ is often used when describing individual people or groups whose cognitive functioning differs from the ‘typical’ presentation, such as those who have ADHD, Autism, and so on. Examples include “Alex is neurodivergent”, or “neurodivergence isn’t always visible”.

Language preferences can also differ across the neurodivergent community, with some preferring the use of ‘identify-first’ language, which affirms that neurodiversity is an integral part of who they are. For example, “Taylor is Autistic”, or “Sam is Dyslexic”.

Others may prefer ‘person-first’ language, which emphasises the individual before their condition, suggesting this does not define their identity, such as “Max has Autism” or “Charlie has Dyslexia”.

Neither preference is inherently right or wrong, the key is to understand they each person is unique and when in doubt, the best approach is to listen and ask respectfully for individuals’ preferences. This approach promotes inclusion, dignity, and person-centred communication.

It is also essential to be mindful of the language you use to describe neurodivergence, such as referring to conditions with suggestions of deficiency. Phrases like “suffers from” or “afflicted by” can unintentionally reinforce negative stereotypes or come across as ableist (Inclusive Teach, 2025). Instead, using neutral or affirming language is preferred, such as “is Autistic / has Autism”.

What Does This Mean for the Workplace?

Neurodivergent individuals bring a wide range of valuable skills, perspectives, and strengths to the workplace, including in areas such as creativity, innovation, problem-solving, and attention to detail. When neurodivergent staff are supported effectively, wellbeing, engagement, team performance, and organisational success are found to increase (CIPD, 2024).

In fact, research shows that teams including neurodivergent individuals can be up to 30% more productive than those without them (Pisano, 2017). As such, embracing and supporting neurodiversity can enhance workplace culture, support retention, and foster diversity of thought within organisations.

However, despite these tangible benefits, workplace barriers still exist for this group, which can impact neurodivergent people’s ability to enter and thrive in the workplace. This can include communication differences, sensory sensitivities, inaccessible environments, and even harassment or discrimination (CIPD, 2024).

From an organisational perspective, not addressing these barriers can also lead to reduced retention, engagement, performance, and impacted culture, in addition to potential legal and compliance risks (CIPD, 2024).  Therefore, intentional support and inclusive practices are key to unlocking the full potential of neurodivergent talent.

What Does this Mean for Employers and Employees?

Under the Equality Act (2010), disabled individuals in the UK are provided several protections in the workplace. Whether or not neurodivergent individuals personally identify as disabled, they are protected under this legislation. This can include protections from discrimination, both direct and indirect, as well as the right to implementation of reasonable adjustments.

Reasonable adjustments are changes that are made to remove or reduce disadvantages that are related to someone’s disability. These adjustments should be specific and tailored to each individual person, in line with their unique needs (ACAS, 2025).

Examples of reasonable adjustments include providing assistive technology or equipment, which support individuals to perform tasks more efficiently, comfortably, or independently, removing barriers and supporting access. Examples include speech-to-text or text-to-speech tools and software, as well as noise-cancelling headphones. There are a range of different assistive technologies to support neurodivergent individuals, and again, these will be specific and unique to each individual.

In addition to this, there are a range of specialist services that can be provided to support neurodivergent individuals in the workplace, including neurodiversity workplace strategy coaching. This is a specialist service which aims to support neurodivergent individuals to develop workplace strategies and achieve their aims and objectives, such as developing areas including confidence, time management, and organisation.

Implementing training is also beneficial for supporting neuroinclusion in the workplace. Disability awareness sessions, including those focusing on neurodiversity or specific neurodivergent conditions, can help to inform and advise organisations and employees, as well as equip them with knowledge needed to foster inclusive environments. This can be especially beneficial for Line Managers to support them to effectively manage neurodivergent team members. Overall, raising awareness can promote better communication, collaboration, and workplace culture.

What can iDiversity Offer?

iDiversity are a specialist consulting team delivering advice and services that enable disability solutions, accessible technology, and promote inclusion in the workplace. We offer a range of services tailored to support both individuals and organisations, including:

  • Assistive Technology and Equipment: From desktop ergonomics to software like text-to-speech tools, we provide and advise on a range of solutions. You can explore our offerings in the iDiversity Shop.
  • Workplace Needs Assessments: If you are unsure of where to start with reasonable adjustments, we provide one-to-one assessments. These result in tailored reports outlining recommended adjustments and tools to support individual productivity and wellbeing, including assistive software or changes in working practices.
  • Coaching Services: We provide a range of coaching services including neurodiversity workplace strategy coaching that aids individuals to develop tailored strategies to thrive at work and achieve goals.
  • Awareness Training: We deliver engaging sessions to support awareness and understanding of disability and neurodiversity in the workplace, which can be especially useful for line managers and HR teams.
  • Diversity and Inclusion Strategy Support: For organisations looking to embed inclusive practices at a systemic level, we can help you design and implement effective D&I strategies. This also includes support with marketing and communication around inclusion projects

Whether you’re an employee seeking support, an employer aiming to create a more inclusive environment, or simply interested in learning more about neurodiversity in the workplace and our services, please don’t hesitate to contact our team using the links below.

Contact us

Sources:

Reflections on the Neurodiversity Paradigm: Neurodiversity: Definition and Discussion

Neurodiversity | NHS England | Workforce, training and education

Neuroinclusion at work report 2024

Neurodiversity Is a Competitive Advantage

What reasonable adjustments are – Reasonable adjustments at work – Acas

Unemployment and mental health: a global study of unemployment’s influence on diverse mental disorders – PMC

Neurodiversity-Affirming Language

Perimenopause & menopause in the workplace

Perimenopause is a transitional phase leading up to menopause. During this phase, the body’s hormone levels, particularly estrogen, begin to fluctuate. This can result in irregular menstrual cycles, hot flushes, night sweats, mood swings, fatigue, memory difficulties and other debilitating symptoms. The length of perimenopause can vary significantly, but it typically lasts for several years.

Menopause, on the other hand, marks the official end of menstruation. This occurs when a woman has not had a menstrual period for a full year. Menopause is primarily caused by a decline in ovarian function, leading to a significant decrease in estrogen and progesterone production. Some common symptoms of menopause are low mood, anxiety, mood swings and low self esteem.

Menopause and neurodiversity

Here are a few ways that menopause may impact certain neurodifferences:

  • ADHD: Hormone fluctuations leading up to and during the menopause such as a decline in oestrogen levels can impact attention, regulating emotions, organisation skills and memory, which are challenges individuals with ADHD may face.
  • Dyslexia: Dyslexic individuals may experience cognitive challenges that impact working memory, reduced processing speed and reduced verbal memory, which can be heightened by the ‘brain fog’ symptom often associated with menopause.
  • Autism Spectrum Condition: Menopausal symptoms may increase challenges with socialising, communicating and sensory sensitivities. One study published in the British Journal of Health Psychology found that some autistic individuals found it ‘impossible to continue to mask their struggles’ during menopause.

Menopause in the workplace

Research from the Chartered Institute of Personnel and Development reveals that two-thirds (67%) of working women aged 40-60 experiencing these symptoms report a mostly negative impact on their work

Of those who were negatively affected at work:

  • 79% said they were less able to concentrate
  • 68% said they experienced more stress
  • nearly half (49%) said they felt less patient with clients and colleagues, and
  • 46% felt less physically able to carry out work tasks.

As a result of this, over half of respondents were able to think of a time when they were unable to go into work due to their menopause symptoms [2].

If menopause symptoms seriously affect an employee’s ability to do their job, these symptoms might be considered a disability under the Equality Act 2010. This means employers must take steps to support staff by offering reasonable adjustments to increase their wellbeing at work.

There are several areas employers can look at to help offer a comfortable work environment during perimenopause and menopause. These include:

1) Offering temperature control options like adjustable thermostats or personal fans, along with improved ventilation to combat hot flushes.

2) Dedicated areas to rest with comfortable seating can provide a space for employees to manage fatigue or temperature fluctuations.

3) A relaxed uniform policy which can give an individual greater comfort throughout the day.

4) Encouraging conversations about menopause and normalising it. Using inclusive language and involving all employees and managers in conversations so everyone can access support they may need.

5) Offering training to line managers so that they can support employees and are fully trained and aware of how to approach sensitive one-one conversations.

6) Offering flexible working – promote and offer a broad range of flexible working arrangements to help employees when they are experiencing perimenopausal and menopausal symptoms.

Studies show that additional support for employees can lead to:

Increased employee retention: By addressing menopause-related challenges, businesses can prevent talent loss and create a loyal workforce.

Improved employee well-being: Feeling supported can significantly improve employee morale and overall well-being.

Enhanced productivity: When employees can manage their symptoms effectively, they’re more likely to be productive and focused at work.

The Equality and Human Rights Commission’s (EHRC) have also recently offered comprehensive guidance [1] on menopause in the workplace which is a positive step towards building a more inclusive workplace for women experiencing this natural transition.

At iDiversity we welcome the EHRC’s recent guidance and hope it helps pave the way towards a more inclusive workplace for employees experiencing menopausal symptoms.

Resources

https://www.equalityhumanrights.com/guidance/menopause-workplace-guidance-employers – Guidance for employers.

https://www.womens-health-concern.org/ – Advice and information for women on their reproductive health

https://www.menopausematters.co.uk/  – Information about the menopause, menopausal symptoms and treatment options

https://www.cipd.org/uk/ Chartered Institute of Personnel and Development (CIPD)

[1] https://www.equalityhumanrights.com/guidance/menopause-workplace-guidance-employers

[2]https://www.cipd.org/uk/knowledge/reports/menopause-workplace-experiences/

Accessible Technology & Devices to Enable Inclusion – In person Event 18th June Edinburgh Zoo

Accessible Technology & Devices to Enable Inclusion – In person Event 18th June Edinburgh Zoo

This free event is hosted by iDiversity Consulting Ltd and Iansyst Ltd as part of our commitment to share best practice in the use of assistive technology solutions to support neurodivergent and disabled young people and adults.

This Scottish based and in-person event will include a range of CPD presentations to inform disability needs assessors and practitioners of the latest developments, together with a disability awareness presentation on hearing impairment.

An exhibition area will be available for all delegates to have one-to-one conversations with the technology and service providers.

Book Now

Exhibitors

  • Carescribe – Headline sponsor
  • Glean
  • Scanmarker
  • Pro-Revise
  • Matchware
  • Texthelp
  • Presentpal
  • OrCam
  • Sensory Reader
  • Iansyst

Agenda

09:30 – 15:30 – Accessible Technology & Devices to Enable Inclusion

09:30 – 09:40 – Welcome & Introduction: Janine King, CEO & Founder iDiversity Consulting Ltd

09:40 – 10:15 – AI-Powered Captioning & Notetaking Software: CareScribe, Headline Sponsors

10:15 – 10:50 – Disability Awareness for Hearing Impairments: Adam Lee, AT Specialist

10:50 – 11:15 – New Assistive Technology: Douglas Stewart present Nuance Hearing Voice Aid

11:15 – 11:35 – Refreshment Break

11:35 – 11:55 – Assistive Technology Update: Aventido present the Scanmarker device

11:55 – 12:20 – Assistive Technology Update: Sensory Readable Software

12:20 – 12:50 – Assistive Technology Update: Glean Captioning and Note-Taking solutions

12:50 – 13:40 – Lunch and an opportunity to meet the Assistive Technology Publishers

13:40 – 14:05 – Assistive Technology Update: OrCam AI & Wearable Reading Support Devices

14:05 – 14:30 – Assistive Technology Update: TextHelp Literacy Support Software Solutions

14:30 – 14:55 – Assistive Technology Update: Matchware Mind Mapping & Organisation Software

14:55 – 15:20 – Assistive Technology Update: PresentPal Presentations & Revision Support

15:20 – 15:30 – Questions & Answer Session followed by Refreshments

15:30 – Close

Book your Free space via the link below.

Book now