I Need Support With… Neurodiversity
A plain-English guide for England & Wales
Prepared: 03 January 2026Section 1 — I Think I’m Autistic
What that means (plain English)
Autism is a neurodevelopmental difference that affects how people process information, communicate, and experience sensory input. It is not a defect; it is a different way of thinking and sensing. The goal is access, not “fixing”.
Many autistic people are diagnosed later in life, particularly women and those who have learnt to mask their differences. There is no “wrong” time to seek understanding.
Communication & social interaction
- Preferring clear, literal language; missing hints or sarcasm
- Finding small talk draining; enjoying deep, specific topics
- Needing longer processing time before responding
Sensory & environment
- Over- or under-sensitivity to sound, light, touch, or smell
- Needing predictable routines; distress with sudden change
- Regulation through stimming (movement, fidgets, repetition)
Thinking style & interests
- Focused interests/hyperfocus; detail-oriented thinking
- Difficulty switching tasks; fatigue after social demands
Key resources
- NHS Autism Assessment (England)
- NHS Wales Neurodevelopmental Pathway
- Right to Choose (England)
- ALN Wales (IDP)
Steps to follow
- Book a GP appointment and request an autism assessment.
- Bring a one-page impact summary with 3–5 everyday examples.
- Children: referral to community paediatrics or neurodevelopmental services.
- Adults: referral to local adult autism service.
- England: ask about current Right to Choose options.
- Wales: schools use ALN/IDP; healthcare referrals via GP.
- One-page symptom impact summary
- 2–4 week diary of challenges and patterns
- School/college notes or workplace observations
- Any developmental history (if available)
Communication
- Ask for written instructions or agendas in advance
- Request extra processing time in meetings
- Use email for complex topics rather than impromptu discussions
Sensory needs
- Use noise-cancelling headphones or ear defenders
- Request a desk away from bright lights or high-traffic areas
- Take regular sensory breaks
School/college
- Request a quiet space for exams or study
- Ask for advance notice of changes to timetables
- Use visual schedules and reminders
Workplace
- Request flexible working patterns
- Ask for clear, written expectations
- Use calendar reminders and task lists
Self-Reflection Quiz
This is for self-understanding only — it is not a diagnostic tool.
1. Do you prefer clear, direct communication over hints or implied meanings?
2. Do you experience strong reactions to sensory input (sounds, lights, textures)?
3. Do you have specific interests that you focus on deeply?
Your Reflection
These responses are for your own self-understanding. If several of these experiences resonate strongly with you, it may be worth exploring further through the assessment pathway above.
Remember: self-identification is valid, and seeking formal assessment is a personal choice.
Section 2 — I Think I Have ADHD
What that means
ADHD (Attention Deficit Hyperactivity Disorder) affects attention regulation, impulse control, and activation. It is a difference in how the brain prioritises and moves between tasks. ADHD is not about lacking attention—it’s about regulating attention.
ADHD presents differently across people. Some experience primarily inattentive symptoms, others hyperactive-impulsive symptoms, and many a combination of both.
Inattention
- Difficulty sustaining focus on tasks that don’t interest you
- Frequently losing items or forgetting appointments
- Being easily distracted by external stimuli or internal thoughts
- Making careless mistakes in work or daily tasks
- Difficulty following through on instructions or finishing tasks
Hyperactivity & impulsivity
- Feeling restless or needing to move frequently
- Talking excessively or interrupting others
- Difficulty waiting your turn
- Acting on impulse without considering consequences
- Fidgeting or feeling internal restlessness
Executive function
- Difficulty starting tasks (task initiation)
- Poor sense of time passing (time blindness)
- Challenges with organisation and planning
- Working memory difficulties
- Emotional dysregulation
Key resources
Steps to follow
- Request an ADHD assessment via your GP.
- Bring an impact diary and school/work evidence.
- Children: referral to paediatrics or CAMHS/ND services.
- Adults: referral to adult ADHD service.
- England: ask about Right to Choose options.
- Wales: GP referral + ALN/IDP support in education.
Activation strategies
- Body doubling (working alongside others, even virtually)
- Breaking tasks into tiny, concrete steps
- Using external motivation (deadlines, accountability partners)
- Starting with the easiest part of a task
Time management
- Visual timers and alarms
- Time-blocking with buffer periods
- Using “now, not now” systems rather than complex scheduling
Workplace adjustments
- Flexible working hours
- Regular check-ins rather than end-of-project reviews
- Permission to use headphones
- Standing desk or opportunity to move
Self-Reflection Quiz
This is for self-understanding only — it is not a diagnostic tool.
1. Do you often struggle to start tasks, even ones you want to do?
2. Do you frequently lose track of time or underestimate how long things take?
3. Do you experience intense focus on interesting activities but struggle with less engaging ones?
Your Reflection
These responses are for your own self-understanding. If several of these experiences significantly impact your daily life, it may be worth discussing with your GP.
ADHD assessment considers how symptoms affect you across different areas of life.
Section 3 — Learning Differences
Dyslexia, Dyspraxia/DCD, Dyscalculia
Dyslexia primarily affects reading, writing, and spelling. It is not related to intelligence. People with dyslexia may process written language differently, often showing strengths in verbal reasoning and creative thinking.
Indicators
- Reading slowly or with effort
- Spelling inconsistently
- Difficulty copying accurately
- Strong verbal skills but written work doesn’t reflect ability
Dyspraxia (also called DCD) affects motor coordination and planning. It can impact fine motor skills, gross motor skills, and motor planning.
Indicators
- Difficulty with handwriting, often slow or illegible
- Challenges with physical coordination and balance
- Trouble learning new motor skills
- Challenges with organisation and planning sequences
Dyscalculia affects numerical understanding and mathematical reasoning. Like dyslexia, it is not related to intelligence.
Indicators
- Difficulty understanding number concepts
- Trouble with mental arithmetic
- Challenges remembering mathematical procedures
- Difficulty with time, money, and measurement
Key resources
School/College (England)
- Speak to the school SENCO.
- Request assessment through school or educational psychologist.
- School should provide SEN Support without formal diagnosis.
- For significant needs, request EHCP assessment.
Adults & Higher Education
- Contact your university’s disability service for assessment.
- Apply for Disabled Students’ Allowance (DSA).
- DSA can fund specialist equipment and study support.
Assistive technology
- Text-to-speech software
- Speech-to-text for writing
- Reading rulers and coloured overlays
- Mind-mapping software
Assessment adjustments
- Extra time in exams (usually 25%)
- Use of a reader or scribe
- Alternative assessment formats
- Coloured paper or screen backgrounds
Section 4 — Templates (Copy-Ready)
These templates can be adapted to your situation. Replace the bracketed text with your specific details.
Keep a copy of all correspondence. Follow up verbal conversations with an email summarising what was discussed.
Section 5 — Evidence Pack (Checklist)
Gathering evidence strengthens your case for assessment and support. Not everything will apply — collect what’s relevant.
Personal documentation
- One-page impact summary (3–5 concrete examples)
- 2–4 week diary of difficulties and patterns
- Timeline of when you first noticed difficulties
- List of strategies you’ve tried
Childhood/developmental history
- School reports (comments about behaviour, concentration)
- Any previous assessments or reports
- Parent/carer observations (written statement)
- Developmental milestones if known
Current impact
- Examples of impact on work or education
- Examples of impact on relationships
- Examples of impact on daily living
- Partner/family/colleague observations
Professional evidence
- Letters from previous healthcare providers
- Occupational health reports
- Educational psychology assessments
Section 6 — Important Notes
This resource is for information and self-understanding only. It does not constitute medical advice, diagnosis, or treatment.
About this resource
- This is educational, not diagnostic. The quizzes here are designed to help you understand yourself better — they cannot replace professional assessment.
- Self-identification is valid. Many neurodivergent people find understanding without or before formal diagnosis.
- Pathways vary. Assessment availability and processes differ across England and Wales, and change over time.
Your rights
- You have the right to request assessment and to be taken seriously
- You can ask for reasonable adjustments without a formal diagnosis
- In England, you have the Right to Choose for some mental health assessments
- You can request copies of your medical records and reports
If you’re struggling
- Take breaks — this doesn’t have to be done all at once
- Ask someone you trust to help with paperwork
- Connect with neurodivergent communities for peer support
- Remember that your experiences are valid regardless of diagnosis
You are not broken. You are not “too much” or “not enough”. Neurodivergent brains work differently, and understanding how yours works is a form of self-care.
