Choose Your Path
Neurodiversity-Affirming Guidance for Real Life
UK pathways, evidence-based strategies, and ready-to-use templates — built to help you communicate needs, access support, and reduce harm from misunderstandings.
Built from Professional & Lived Experience
I’m neurodivergent (ADHD, dyspraxia, dyslexia) and a Specialist Nurse Practitioner with a PGCert in Psychology & Neuroscience of Mental Health. This hub translates complexity into practical, respectful steps, enabling people to communicate their needs, access support, and reduce harm from misunderstandings.
Privacy commitment: Names and identifying details are never shared.
Choose Your Path
Select your role for tailored guidance
For Parents & Carers
Navigate school support, healthcare pathways, and your child’s rights
Quick Navigation
England: Getting School Support (SEND)
Step-by-Step Process
- Ask for SEN Support now — You don’t need a diagnosis. Put your request in writing to the SENCO (Special Educational Needs Coordinator).
- Agree on reasonable adjustments — The school must make changes to remove barriers (e.g., visual timetables, movement breaks, quiet spaces).
- Get a written plan — Request an SEN Support Plan or provision map detailing what support will be provided, by whom, and when.
- If needs are significant/long-term, request an EHC needs assessment — This formal assessment can lead to an Education, Health and Care Plan with legally binding provision.
- Review termly — Insist on regular reviews with measurable outcomes.
Key Legislation (England)
- Children and Families Act 2014 — Establishes the SEND framework
- SEND Code of Practice 2015 — Your child’s statutory rights
- Equality Act 2010 — Reasonable adjustments duty
Get help: IPSEA provides free legal advice for parents.
Wales: Getting School Support (ALN)
Step-by-Step Process
- Request an ALN assessment — Contact the school’s Additional Learning Needs Coordinator (ALNCo) in writing.
- Agree on an Individual Development Plan (IDP) — This must include specific adjustments, provision, and outcomes.
- Review frequently — IDPs must be reviewed regularly and updated as needs change.
Key Legislation (Wales)
- Additional Learning Needs and Education Tribunal (Wales) Act 2018
- ALN Code 2021 — Statutory guidance
- Equality Act 2010 — Reasonable adjustments duty
Get help: SNAP Cymru provides free support for Welsh families.
Getting a Healthcare Assessment
ADHD & Autism Referrals
- Book a GP appointment — Request a referral to your local neurodevelopmental assessment service.
- Prepare your evidence — Keep an impact diary showing how differences affect daily life. Use the One-Page Symptom Impact Summary template below.
- England: Consider Right to Choose — You can choose an NHS-funded private provider for faster assessment.
- Expect waiting times — NHS pathways can have long waits. Private assessment costs £500-£2000.
Your Legal Rights
You Do NOT Need a Diagnosis
The Equality Act 2010 protects anyone with a substantial, long-term impairment affecting day-to-day activities. Schools must make reasonable adjustments immediately, based on identified need.
If school says “wait for assessment”: Politely remind them that reasonable adjustments are required now, and waiting for diagnosis breaches the Equality Act.
Sensory & Eating: Practical Support
Restricted diets and sensory sensitivities can impact constipation, growth, and dental health. These aren’t “fussy eating” — they’re neurological responses requiring practical support.
What is Neurodiversity?
Neurodiversity recognises that differences such as autism, ADHD, dyslexia, and dyspraxia are natural variations, not defects. The aim isn’t to ‘fix’ individuals but to reduce barriers so everyone can thrive.
What is Neurodiversity?
Neurodiversity recognises that differences such as autism, ADHD, dyslexia, and dyspraxia are natural variations, not defects. The aim isn’t to ‘fix’ individuals but to reduce barriers so everyone can thrive.
For Healthcare Professionals
Clinical pathways, NICE guidance, and referral frameworks
Quick Navigation
ADHD Assessment Pathway
Clinical Standards
NICE Guideline: NG87 – Attention deficit hyperactivity disorder: diagnosis and management
Key Criteria
- Symptoms present before age 12
- Pervasive across multiple settings (home, school, work)
- Functional impairment in social, academic, or occupational functioning
- Not better explained by another condition
Referral Pathway
- GP/Primary Care — Initial screening, developmental history, impact assessment
- Specialist Assessment — Psychiatrist or paediatrician conducts full diagnostic evaluation
- Multi-informant approach — Gather evidence from parents, teachers, and self-report
- Post-diagnosis support — Medication titration if indicated, psychoeducation, signposting
Autism Assessment Pathway
Clinical Standards
NICE Guidelines:
- CG128 – Autism in under 19s: recognition, referral and diagnosis
- CG142 – Autism in adults: diagnosis and management
Core Features
- Persistent difficulties in social communication and social interaction
- Restricted, repetitive patterns of behaviour, interests, or activities
- Symptoms present from early developmental period
- Functional impairment across settings
Assessment Process
- Developmental history — Early childhood development, social-communication milestones
- Multidisciplinary team assessment — Psychiatrist, psychologist, SALT, OT as appropriate
- Standardised tools — ADOS-2, ADI-R, or equivalent gold-standard instruments
- Differential diagnosis — Rule out social anxiety, attachment difficulties, trauma responses
Reasonable Adjustments in Healthcare Settings
Equality Act 2010 compliance: Healthcare settings must make reasonable adjustments for neurodivergent patients.
Environment
- Quiet waiting areas
- First/last appointments
- Reduced sensory stimulation
- Clear signage
Communication
- Written appointment confirmations
- Literal, concrete language
- Visual aids and summaries
- Allow extra processing time
Consultation
- Allow supporter present
- Provide written aftercare instructions
- Longer appointment slots
- Avoid unnecessary waiting
For Schools & Educators
SEND/ALN statutory duties, classroom adjustments, and inclusive practice
Quick Navigation
England: SEND Framework & Statutory Duties
Legal Requirements
Legislation: Children and Families Act 2014 | SEND Code of Practice 2015
Graduated Approach
- Assess — Identify needs through observation, assessment, and consultation with parents and pupil
- Plan — Agree on adjustments, interventions, and expected outcomes in a written SEN Support Plan
- Do — Implement agreed provision; class teacher retains responsibility with SENCO support
- Review — Evaluate impact termly; adjust provision as needed
When to Request an EHC Needs Assessment
- Needs are significant and long-term
- Multiple cycles of SEN Support have not led to adequate progress
- Specialist provision or input required
- Parent or young person requests assessment
Key Principle
You must not wait for a diagnosis to provide SEN Support. Provision should be based on identified need and functional impact, not diagnostic labels.
Wales: ALN Framework & Statutory Duties
Legal Requirements
Legislation: Additional Learning Needs and Education Tribunal (Wales) Act 2018 | ALN Code 2021
Individual Development Plan (IDP)
- Identify ALN — Determine whether learner has additional learning needs
- Decide on ALP — Identify additional learning provision required
- Prepare IDP — Document needs, provision, outcomes, and review arrangements
- Review and revise — Minimum annual review; more frequent if needs change
Person-Centred Approach
- Learner’s views must be sought and considered
- Parents/carers must be involved in decision-making
- Provision must prepare learners for adulthood
- Collaborative multi-agency working
Practical Classroom Adjustments
Attention & Executive Function
- Short, concrete instructions (one step at a time)
- Visual now-next boards
- Timers and visual schedules
- Chunked tasks with clear success criteria
- Movement breaks between activities
Sensory
- Ear defenders or quiet workspace option
- Reduced visual clutter
- Predictable routines and transitions
- Fidget tools or movement opportunities
- Flexible seating arrangements
Communication
- Literal, concrete language (avoid idioms)
- Written instructions alongside verbal
- Extra processing time for responses
- Visual supports (symbols, photos, diagrams)
- Pre-teaching of new vocabulary
Recording & Assessment
- Alternative recording (scribe, voice-to-text)
- Reduced copying from board
- Assistive technology (laptop, spell-checker)
- Extra time or rest breaks in assessments
- Alternative formats for demonstrating knowledge
Equality Act 2010: Schools’ Duties
Equality Act 2010 — Schools must make reasonable adjustments for disabled pupils
Three Requirements
- Changing provisions, criteria, or practices — e.g., allowing extra time, reducing written work
- Providing auxiliary aids — e.g., visual timetables, fidget tools, assistive technology
- Making physical alterations — e.g., quiet spaces, sensory-friendly environments
Critical: Reasonable adjustments duty is anticipatory. Schools must not wait for a request or diagnosis — they should identify and remove barriers proactively.
UK Legislation & Rights
Understanding your legal rights is essential for accessing support. Here’s what protects neurodivergent people across the UK.
England: Education Framework
- Children and Families Act 2014 – Establishes SEN Support and EHCP system
- SEND Code of Practice 2015 – Statutory guidance for 0–25 provision
- Education Act 1996 – Duty to identify and assess SEN
- Equality Act 2010 – Reasonable adjustments duty for schools
Wales: Education Framework
- Additional Learning Needs and Education Tribunal (Wales) Act 2018 – ALN framework and IDP system
- ALN Code 2021 – Statutory guidance for 0–25
- Equality Act 2010 – Reasonable adjustments duty for schools
- Well-being of Future Generations Act 2015 – Long-term inclusive planning
UK-Wide: Equality & Work
- Equality Act 2010 – Protection from discrimination; duty to make reasonable adjustments
- Access to Work – Government scheme for workplace support (England, Scotland, Wales)
- Public Sector Equality Duty – Proactive duty to advance equality
- Care Act 2014 – Adult social care and support (England)
Healthcare & Assessment
- NICE Guidelines – Clinical standards for ADHD (NG87) and autism (CG128, CG142)
- Mental Capacity Act 2005 – Decision-making support
- Right to Choose (England) – Choose NHS-funded provider for assessment
- NHS Constitution – Right to evidence-based treatment
Key Principle Across All Frameworks
You do not need a diagnosis to request reasonable adjustments. Support should be based on identified need and functional impact, not diagnostic labels. The Equality Act 2010 protects anyone with a physical or mental impairment that has a substantial and long-term adverse effect on their ability to carry out normal day-to-day activities.
Key Support Organisations
IPSEA (Independent Provider of Special Education Advice)
Contact (for families with disabled children)
SOS!SEN (Special Educational Needs advice)
SNAP Cymru (Special Needs Advisory Project)
PACEY Cymru (Professional Association for Childcare)
Meic (Advocacy for children and young people)
Sensory & Eating: Real-World Impact
Restricted diets (such as dry, predictable foods) and sensory sensitivities can impact constipation, growth, and dental health. These aren’t “fussy eating” — they’re neurological responses that require practical support.
Practical Levers
Learning Differences
Dyslexia, dyspraxia, and dyscalculia
Support isn’t about lowering expectations
It’s about changing the access route so neurodivergent learners can demonstrate their full capability.
Official Resources & Support Services
Direct links to UK legislation, guidance, and support organisations
England: SEND Support
Official guidance, legal frameworks, and parent resources
Wales: ALN Support
Welsh framework, statutory guidance, and family resources
UK-Wide Support
Equality Act guidance, workplace support, and advocacy organisations
Healthcare Pathways
NHS guidance, NICE standards, and diagnostic pathways
Workplace & Legal
Employment rights, tribunals, and advocacy support
Frequently Asked Questions
Glossary
Practical changes to remove barriers for disabled people, required under the Equality Act 2010. Must be implemented unless they impose a disproportionate burden on the organisation.
Special Educational Needs — the framework used in England for identifying and supporting children with learning differences or disabilities.
Additional Learning Needs — Wales’s framework (replacing SEN) for supporting learners aged 0–25 who need additional provision to access education.
Education, Health and Care Plan — a legal document in England describing a child or young person’s needs and the provision required to meet them (ages 0–25).
Individual Development Plan — Wales’s statutory plan outlining additional learning provision, targets, and review arrangements for learners with ALN.
NHS policy allowing patients in England to choose any qualified provider for NHS-funded treatment, including ADHD and autism assessments (subject to local ICB policies).
Legal obligation on public bodies to eliminate discrimination, advance equality of opportunity, and foster good relations. Applies to schools, NHS, local authorities, etc.
Mental skills for planning, organizing, focusing attention, managing time, and regulating behavior. Often affected in ADHD, autism, and dyspraxia.
How the nervous system receives and responds to sensory information (sight, sound, touch, taste, smell, movement). Differences are common in neurodivergent people.
Reasonable Adjustments Request Template (UK)
Use this template to request support at school, work, or healthcare settings under the Equality Act 2010. Copy the parts you need, add specifics, and attach any one-page summaries or evidence.
1) Cover Line
Subject: Request for Reasonable Adjustments – [Your Name] / [Child’s Name] – [Setting]
2) Quick Summary
I am requesting reasonable adjustments for [me/my child] due to [diagnosed/suspected] neurodivergence (e.g., ADHD, autism, dyslexia, dyspraxia). These adjustments are needed to remove barriers to access and participation.
3) Needs in Brief
- Attention/processing: short, concrete instructions; extra processing time
- Sensory: reduced noise/lighting; ear defenders; predictable routines
- Executive function: visual now–next; timers; chunked tasks; prompts
- Communication: written follow-up; literal language; avoid idiom
- Environment: quiet space option; seating away from high-traffic areas
4) Adjustments Requested
School/College: visual timetable; movement breaks; reduced copying; alternative recording; toilet/changing privacy plan; flexible transitions
Workplace: written instructions; flexible deadlines; reduced meetings; quiet workspace; noise-cancelling; clear priorities; meeting agendas in advance
Healthcare: quiet waiting; first/last appointment; written after-care; allow supporter present
5) Legal Footing (Plain English)
Under the Equality Act 2010, organisations must make reasonable adjustments to avoid substantial disadvantages arising from disability. Public bodies also have a Public Sector Equality Duty.
6) Close
Please confirm in writing which adjustments will be implemented and when. I’m happy to discuss workable options.
Kind regards,
[Name] | [Role/Relationship] | [Contact]
School/SEND Meeting Checklist (UK)
A one-page prompt sheet for parents and professionals. Adapt for EHCP (England) or ALN IDP (Wales).
Before the Meeting
- Confirm purpose (review, new support, escalation) and attendees
- Send a one-page profile and recent symptom-impact summary
- Request data: attendance, progress, behaviour/incident logs, current support
- List top 3 barriers to access; bring examples
- Agree time limits and desired outcomes in advance
During the Meeting
- Start with the child’s profile: communication preferences and sensory needs
- Agree measurable outcomes (what will change in 12 weeks)
- Specify provision: frequency, duration, who, where (be concrete)
- Record reasonable adjustments (classroom, transitions, unstructured times)
- Plan reviews; name a lead and dates
After the Meeting
- Receive written notes/plan (SEN Support / IDP / IEP) and check accuracy
- Share with child in accessible language/visuals
- Set calendar reminders for review points
- Collect evidence: work samples, incident notes, attendance/health impacts
- Escalate if plan isn’t implemented (follow local policy)
One-Page Symptom Impact Summary
DOB: ____________
Date: ____________
Prepared by: ____________
Main Differences (tick/add):
How This Shows Up (2–4 examples):
- Loses track of multi-step instructions; needs one thing at a time
- Distressed by hand dryers; uses ear defenders
- Eats only dry/predictable foods; needs prompting and portion monitoring
- Bolts near roads; requires hand-held guidance when outside
What Helps (reasonable adjustments):
- Visual now–next, written instructions, extra processing time
- Movement breaks; reduced noise/lighting; predictable routines
- Alternative recording of work; reduced copying; quiet space when needed
- Meal structure, safe foods list, hydration prompts; toothbrushing scaffold
Agreed Actions (who/what/when):
2) _________________________ by __________ (name) by ______ (date)
3) _________________________ by __________ (name) by ______ (date)
Review Date & Metrics:
Success looks like: ____________________________
