Neurodiversity

Equality at work
In the workplace and society we seek to eliminate discrimination on grounds of gender, age, race or ethnic origin, disability, sexual orientation, gender identity and religion.

Our guide to equality at work will give you an overview of the legal rights that relate to equal opportunities at work.

Equality at work guide

This article covers neurodiversity.

• What is neurodiversity?
• What does the law say about neurodiversity equality at work?
• My colleague is neurodivergent – how can I help them at work?
• I manage someone who is neurodivergent – what can I do to support them?
• Tips for managing neurodiverse homeworkers
• I’m a rep: how can I start a conversation about neurodiversity?
• Is there a business case for providing reasonable adjustments?
• Organisational checklist for neurodiversity
• Reasonable adjustments: examples
• Why is language important in disability and neurodiversity?
• What are my employment rights as a carer?
• Designing content for users with dyslexia
• Designing content for users on the autistic spectrum users

What is neurodiversity?

Like many human characteristics, such as height, weight or shoe size, there is a natural variation in the anatomy of people’s brains.

While most people can be described as neurologically typical, or neurotypical, a minority who show differences are now characterised as neurologically diverse, or neurodivergent.

Many authorities now use the term neurodiversity to describe;

• Autism
• Asperger syndrome
• Dyslexia,
• Dyspraxia,
• Dyscalculia
• Attention deficit hyperactivity disorder (ADHD).

Neurodivergent people have a range of characteristics and many are highly able, leading successful careers and holding positions of authority.

Examples of famous people who were or are neurodivergent include, scientist Albert Einstein, inventor Thomas Edison, ballet dancer Darcey Bussell, crime writer Agatha Christie, architect Richard Rogers, inventor James Dyson, Apple founder Steve Jobs and Microsoft founder Bill Gates.

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What does the law say about neurodiversity equality at work?

The legal definition of a disabled person is someone “with a physical or mental impairment that has a substantial adverse impact” on their ability to carry out “normal” day-to-day activities.

The disability must have lasted, or will last, at least 12 months.

People with neurodivergent conditions may meet this definition of disability and be defined as disabled people for the purposes of the Equality Act 2010.

The following actions by an employer are outlawed by the Equality Act:

Direct discrimination

Treating a disabled employee less favourably than other employees.

Indirect discrimination

This may occur when the application of a provision, criterion or practice to everyone has particular disadvantages for people with a disability compared to people who do not have that disability, and where the provision, criterion or practice cannot be justified as meeting a legitimate objective.

Discrimination arising from disability

This occurs when a disabled person is treated less favourably because of something connected with their disability, and where the discrimination cannot be justified.

Failure to make a reasonable adjustment

The linchpin of the law is the requirement on an employer to make a reasonable adjustment where a disabled worker would be at a substantial disadvantage compared to non-disabled colleagues. It covers provisions, criterion, practices and physical features and the provision of auxiliary aids.

Once it has been established that the adjustment is reasonable, failure to comply is a breach of the law and cannot be justified. ‘Reasonable’ is defined as:

• • whether the adjustment is effective in removing the obstacle
  • whether the adjustment is practical
  • the cost of the adjustment in relation to the resources of the organisation
  • the availability of financial support (such as Access to Work).

How Malcolm secured career-saving reasonable adjustments with the help of his Prospect rep

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My colleague is neurodivergent – how can I help them at work?

There are some really simple steps and considerations you can take to help support a neurodivergent colleague at work:

• Be proactive in creating inclusive work environments – for example, distributing accurate information about neurodiversity, negotiating for improvements in policy and practice and publicising support for neurodivergent employees.
• Challenge misunderstandings and negative stereotypes.
• Be aware of sensitivity to noise, smells, light and so on – choose a quiet and comfortable venue for meetings and interviews
• Ask them what format for written communications is best for them – for example, emails, different coloured paper, larger font size.

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I manage someone who is neurodivergent – what can I do to support them?

 “Recognising the strengths as well as the weaknesses of a neurodivergent employee is one of the most effective supports a manager can provide.”
(Fitzgibbon associates)

Neurodiversity in the workplace is commonplace and employers can benefit greatly by ensuring that the needs of their neurodivergent employees are adequately supported.

Line managers and supervisors should receive training in working with neurodivergent workers. This will help to remove or alleviate stressful situations for both parties. In addition, it would be advantageous for the member’s work colleagues to receive some awareness training so that they have a better understanding of their behaviour.

Of course, if this is to support a neurodiverse person in the workplace, the training should only be conducted if the member agrees to disclose their neurodiversity  to their colleagues.

As with other disabilities, the reasonable adjustments required for neurodivergent workers will be specific to an individual’s needs, so it is imperative that they are involved in determining what reasonable adjustments are appropriate for them. These may be relatively straightforward for the employer to provide.

It is important that a proper workplace needs assessment is carried out, preferably by a specialist in neurodiverse conditions, as every individual’s needs will be different and it may not occur to the member what adjustments could be provided for their own circumstances.

How reasonable adjustments helped Malcolm

It should be standard practice for all employers and to anybody managing neurodiverse employees to make adjustments proactively, regardless of whether any individuals within their organisations have been identified as neurodivergent. A significant proportion of workers are likely to be neurodivergent even if they are not aware of it or have chosen not to disclose it.

Communication

Neurodivergent people may have problems with ‘normal’ forms of communication. Some autistic people, for example, have difficulties in reading other people’s facial expressions, body language or nuances within conversations.

• be aware of your use of jokes, sarcasm or ambiguous statements;
• be clear and direct, using concise sentences;
• use short sentences in written communications;
• sometimes diagrams are better than written communications or instructions;
• where appropriate, use closed rather than open questions;
• speech-to-text software may be helpful for digital communications;
• where there are organisational changes, managers should ensure that neurodivergent colleagues are included in the plans particularly affecting their work and that they are regularly kept up-to-date.

It is important that managers and colleagues are aware of the differences in communication styles for those who are neurodivergent. For example, they may appear to be ‘blunt’ when talking, they may talk to themselves, or they may unintentionally invade other people’s personal space.

Remember that it is illegal under the Equality Act to pass on any costs of adjustments to the individual concerned.

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Tips for managing neurodiverse homeworkers

Just like everyone else, neurodivergent workers may cope well when working from home. However, others may struggle to cope in this working environment, for example:

• without the structure of physically attending and leaving a workplace, there may be a tendency to overwork which is a common characteristic of neurodivergent workers
• new and emerging forms of communication, particularly “instant messaging” and online meetings may cause anxieties
• if home is a new working environment, the change alone may cause anxieties
• neurodivergent workers may also be more susceptible to feelings of isolation, and anxiousness about the possibilities of returning to the workplace.

While you do not need to be neurodivergent to struggle with these issues, they are likely to be magnified for those who are neurodivergent.

According to research carried out be O2 during the Covid pandemic, neurodivergent workers would feel more supported if there was a better understanding or awareness of neurodiversity in their workplace, together with more flexibility to accommodate their needs and more options to try out different working styles.

Managing neurodiverse employees remotely

There may be some challenges if you are managing neurodivergent workers who are working from home. It is important for line managers to consider the impact of working from home on neurodivergent workers and what additional support they may need.

Here are some things to consider which are pretty straightforward and would likely help everyone in your team:

• Reasonable adjustments: Where employees have reasonable adjustments in the workplace, check whether they need additional support in a homeworking environment.
• Zoom fatigue: Zoom (or any other video call/meeting platforms) meetings can be overwhelming for those who are neurodivergent, so let your team members know that they are not required to have their camera on during the meeting or allow them to call in instead. It may also be a good idea to set out some ground rules with participants ahead of the meeting.

Don’t assume that if someone has their camera off during the meeting that they are disinterested or not listening. It can be very distracting for neurodivergent workers to see lots of faces on the screen. Equally, if they do have their cameras on and you can see them fiddling with something or doodling, this may help them to focus better so, again, don’t assume that they are disinterested.

• Regular breaks: Make sure you encourage your team members to take regular screen breaks. This is especially important for those who are neurodivergent as some people can be hyper- focused and they have no idea of how quickly time passes. Perhaps a calendar reminder at the end of the working day to “stop working” might be helpful.
• Communications: There is likely to be much more reliance on written communications, so make sure that these are clear and understandable for everyone. Be careful not to overload your staff with lots of emails, or instant messaging for example.

Don’t forget that emails should be as short as possible – bulleted points will help, especially following meetings or conversations where you have agreed work tasks etc. And indicate the most important/priority points.

• Regularly check in: Make sure you regularly check in with your employees – this is now more important than ever. Starting and continuing conversations about how they are coping will help to overcome challenges and help them feel supported.

Remember to check with individuals how they prefer to be contacted, i.e. by phone, web chat or video call. One-to-one calls with employees should be used to support them, and not to chase them on work related issues. Avoid spontaneous calls and meetings as this can cause the person to feel unprepared and raise anxiety levels. Perhaps text or email first to see if it’s convenient to talk.

• Support your neurodivergent employees by helping with timelines and planning. This may be particularly important if other members of the team are reliant on their work. Ask whether they would welcome regular check-ins to keep them on track. Or perhaps they would welcome a short call with a colleague or mentor at either end of the working day.
• Maintain contact: Check whether your staff may be having difficulties maintaining contact with colleagues. Maintaining regular contacts and conversations with colleagues may also help in regard to feelings of isolation.
• Value neurodiversity: Ensure that everyone knows the value of neurodiversity and the different ways in which people prefer to work.
• Use support and information to keep yourself informed: You may need some additional support and advice about managing neurodiverse employees. Check what resources and training your organisation provides. There is also some excellent support provided by external organisations.

Returning to work

As the numbers returning to the office have grown after the pandemic restrictions were lifted, so have anxieties grow about returning to the workplace.

Different levels of anxiety will impact on different individuals but remember that these are likely to be heightened for those who are neurodivergent. New routines and structures may be necessary and neurodivergent workers may need additional support. Consider offering support from a buddy, mentor or coach during this period.

Don’t forget that there is no “one size fits all” solution, so starting the conversation with your neurodivergent workers, as well as others in the team, will be crucial. Often, when things go wrong, this tends to be because of misunderstandings rather than incapability, so ensuring good communication is key.

Resources

• ACAS research paper on neurodiversity
• British Dyslexia Association
• National Autistic Society
• AADDUK
• MIND
• CIPD Neurodiversity at work report

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I’m a rep: how can I start a conversation about neurodiversity?

Understanding neurodiversity at work

Many neurodivergent people are highly able, leading successful careers and holding positions of authority. However, neurodivergent people can also face challenges at work, often because their employer does not fully understand their strengths and needs. As a result of this, they are not provided with the working environment they need to succeed and flourish.

It is not uncommon for people to be unaware that they are neurodivergent. This may be because their behaviour does not fit with a preconceived idea of how a neurodivergent person behaves, or it may be because they have built up coping strategies throughout their lives.

Even if they are aware, they may face unexpected challenges in the workplace, for example:

• changes in structures or procedures
• more stringent performance management systems or appraisals
• the arrival of a new line manager.

People’s coping strategies may break down and they may struggle to establish new ones.

If you think a member may be neurodivergent and they have not disclosed this to you, it may be that they don’t know themselves. They may also be concerned about how they will be treated if they are open about their neurodiversity.

These situations should always be handled sensitively. You are not expected to be an expert on neurodivergence.

The guidance below is intended to help you start a conversation with members – not to give a diagnosis.

Professional assessments

Not every neurodivergent person will need or want an official diagnosis, but often it can help unlock additional support. Before a diagnosis is made a professional assessment will need to take place. These are available through the NHS or privately but before seeking professional support a person can use online tools like this dyslexia checklist to decide if further support is needed.

It is generally in members’ best interests to disclose their neurodivergence, or likelihood of it, to the employer so that professional assessments can be carried out and reasonable adjustments put in place.

If assessments are carried out privately, they can be expensive. You may be able to make the case that the assessment is a reasonable adjustment and the employer should pay for it.

Members may understandably feel nervous about having a professional assessment. Reassure them that an assessment could explain the differences and difficulties that they have been experiencing for some time.

Neurodivergent Prospect members are likely to have many skills. Making adjustments that allow them to use and develop their skills, maximise their contribution and not concentrate unduly on their challenges can benefit everyone in the team or workplace.

An assessment would also provide a recognition that they would be protected from discrimination and less favourable treatment under the Equality Act.

The assessment report should be treated as confidential and only a few individuals in the organisation should have access to it (a member of HR, the trade union reps, line manager and perhaps a senior manager). This should also help to reassure the member.

Each individual will have different strengths and weaknesses, so workplace assessments and adjustments that are tailored to them will be most beneficial – to them and the organisation. Find out more about the business case for reasonable adjustments.

How to start a conversation

Neurological differences are very common, therefore taking a proactive approach will help those seeking assistance but maybe not sure how to ask for help. There are also likely to be many members who do not want to draw attention to themselves.

The union offers a range of resources to break the ice.

• Organising a workplace stand that includes Prospect literature.
• Running a story in your branch newsletter using some of our case studies.
• Inviting a Prospect speaker.
• Look out for support days and maybe organise a small event

This will make the union visible.

Representing members

Those with neurodivergent differences may come to you on an unrelated issue. If you think it is relevant to the conversation, it may be good time to ask some tentative questions to determine if the member would welcome support and advice.

Use your listening skills and try not to make assumptions

Make sure you address the concern that the member has raised.

Start with positive questions which are based on the strengths associated with neurodivergence

If the member is seeking representation on an issue like a performance appraisal, find out about their work and where they are most confident. This might be problem solving, creativity, energetic, focused on tasks etc.

Follow up with questions that may reveal some weaknesses

Look for the clues offered in the conversation. These may have been raised by managers and can include:

• poor spelling
• lack of focus
• disorganised
• difficult to organise thoughts
• impulsive.

Consider the best way to proceed

You may not feel confident to take the conversation any further forward at this point and if the issue the member has raised with you has been answered you and the member may decide that no further action is necessary.

The member may volunteer information. If this is the case it is probably best to suggest a way of seeking further guidance or speaking to the member about how to raise the matter with the employer.

If you cannot deal with the matter that day, arrange another meeting so that you have time to discuss, and ask the member to consider what may help their situation.

Make it clear what support you can provide

Prospect can provide representation and help a member seek professional support. You may also be involved in seeking reasonable adjustments at work. But you should not commit to support in an area that may need professional expertise. Be clear about your boundaries.

If you think the member is neurodivergent and the employer may have discriminated against them and/or is being difficult about providing the reasonable adjustments they need, remember to let your full-time officer know at the earliest opportunity.

Once an employer knows about an individual’s impairment or disability they cannot justify not providing reasonable adjustments.

Don’t be afraid of speaking about neurodiverse differences

From the initial conversation you may recognise some of the common features associated with neurodivergence. Our guidance gives some advice on the language that is most commonly used. It is a good idea to familiarise yourself but you might just signpost the member to information leaflets, our website or professional organisations.

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Is there a business case for providing reasonable adjustments?

Most employers recognise that providing a workplace that is accessible for all, based on respect and equality, benefits both their employees and their business.

Providing adjustments for disabled and neurodivergent staff will undoubtedly also benefit everyone in the workplace, therefore encouraging individual employees to succeed which in turn enables the business to succeed.

Providing reasonable adjustments:

• enables all employees to flourish
• leads to happier, more content employees, who are more productive
• results in less absenteeism
• enables employees to succeed and realise their potential, so the employers’ return on investment (the investment made in the employee) is maximised
• lowers the likelihood of expensive litigation
• enhances the reputation of the organisation
• improves the ‘bottom line’.

Where employers recognise and value their disabled and neurodivergent employees, they appreciate that people who think differently bring value to the organisation.

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Organisational checklist for neurodiversity

The diagram above shows a summary of the approach that has been proven to work in many organisations. Initially, on the right-hand side, the focus is on the individual – identification of their difference, and then supporting activities with the individual.

Mentoring has proved to be one of the most effective methods of developing the performance of neurodivergent individuals. Research has shown that significant improvements have been made after coaching and fairly standard reasonable adjustments.

Those involved in this process will recognise that progress for the individual will depend upon involvement of the line manager. After all, the line manager is the person who has the responsibility of putting in place the reasonable adjustments, and for carrying out performance appraisals and so on.

Challenging the stigma of neurodiversity

Then, particularly in team environments, it is important to explain to colleagues why there is a different relationship between the neurodivergent worker and their line manager. It is also important to raise their awareness about appropriate methods of communication etc.

Tackling the stigma, and changing attitudes is one of the main issues for organisations to overcome. Many people with hidden disabilities do not disclose because of the attitudes of the organisation and of colleagues. Training and communication are therefore very important in raising awareness which leads to changing attitudes and breaking down stereotypes.

Focusing on neurodivergent workers’ strengths

The Whole Organisation Approach concentrates on people’s strengths rather than weaknesses and regards people as “differently enabled”. Its aim is to recognise the contribution of individuals within the organisation towards the success of both.

Evidence has shown that implementing a programme such as the Whole Organisation Approach increases the performance of staff significantly. It is estimated that around 10% of the workforce has a cognitive processing difference, so if they are ignored, the organisation is missing out on the talents of 10% of their staff. It is therefore a business imperative.

In order for the Whole Organisation Approach to be effective, it is likely that changes will be required in the processes and practices of the organisation to take account of these hidden differences. The following is a checklist for reps to bear in mind when considering the approach within your own organisation – this is not an exhaustive list:

Recruitment, selection and promotion

• Are adverts structured such that they are accessible to people with hidden disabilities? Avoid ambiguous/generic advertisements.
• Does the process of application make it easy to disclose in a sensitive, confidential way? There are more people with hidden disabilities who have not told their employers, than those who have. It is therefore very important to ensure a culture where individuals will feel confident to disclose.
• Is there a procedure in place to make adjustments for the interviewing process and perhaps for the criteria that are being used to judge?
• Ensure that the line manager is briefed and trained in helpful management/interview techniques – for example, to understand that some individuals might not be comfortable making direct eye contact.
• Are there multiple application methods?
• Ensure interviews give candidates the opportunity to demonstrate their abilities in different ways and that questions are presented clearly and concisely.

Training and development

• Does the training department have a policy for people who may learn in different ways?
• Is there an understanding of learning styles?
• Is material presented in a variety of different ways?
• Do they give potential learners the opportunity for disclosure?
• Does the individual have a statement of training needs for outside training events?
• Is a checklist of adjustments offered for external training providers?

Performance

• People may not realise that their neurodivergence impacts on their performance and may not therefore realise that they are entitled to adjustments to help them fulfil their potential.
• It is essential that any performance reviews or appraisals are conducted after adjustments have been put in place.
• Are the criteria for assessment objective and justifiable?
• Have line managers received appropriate training in managing workers with hidden disabilities?
• Communications, instructions, aims and goals should be clearly communicated and understood. It may be necessary to follow-up verbal instructions with a written communication.

Fulfilling potential

• Focusing on individuals’ strengths, rather than their weaknesses, and developing their skills is clearly beneficial for both the individual and the organisation.

Reorganisation

• Neurodivergent people often prefer routine and therefore any reorganisation will need to be handled sensitively.
• It would be good practice to involve the neurodivergent employee at the outset and throughout the reorganisation process.
• Working with the organisation to develop strategies to enable people to disclose their hidden disabilities, to progress within the organisation etc will lead to a win-win situation for everyone.

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Reasonable adjustments: examples

This section gives examples of reasonable adjustments which can be put in place to improve the working environment for disabled or neurodivergent people.

The list is not comprehensive, but gives an idea of the types of adjustments that could be made. Which adjustment to make should depend on the individual it is designed to help.

Access To Work funding may be available for some of these measures and there is often a good business case for providing reasonable adjustments.

Examples of reasonable adjustments

A working environment that minimises distractions – for example, in an open-plan office consider noise-reducing partitions, headphones, thoughtful siting of printers and photocopiers and quiet ‘breakout’ areas.

Other adjustments to the environment – for example, lighting, temperature and noise.

Professional assessment of the employee, paid for by the employer.

Specialist training for the member – for example, in developing memory skills (including using visual memory strengths to compensate for difficulties with verbal  working memory).

Training could also cover time management, work planning, understanding personal work styles and developing communication skills. This is especially important if the employee has not previously been aware of their condition, which is common in people with dyslexia.

Options for home-working, at least part-time, to be considered. Appropriate IT and communications support should be provided.

Flexible working hours, enabling earlier or later start and finish times.

Fixed hours, rather than variable shifts may suit some.

Recognising that overworking is a common compensatory strategy for some neurodiverse people that in the longer-term can lead to stress and burn-out. So, for instance, when a neurodiverse condition has been identified or disclosed, appropriate reasonable adjustments should be put in place promptly, even if an employee’s performance is good.

Change of work location – for example, to be nearer home, or nearer support facilities, or to a work location that is quieter or less over-stimulating.

Clear and concise communications, both written and oral. Recorded instructions may be helpful, or ‘easy read’ manuals.

Structured routines, such as project plans, mind maps and flowcharts.

Providing a mentor and/or ‘buddy’.

Individual support where schedules are unavoidably disrupted and when changes are introduced.

It is vital that tests for suitability for appointments, promotion or job changes and so on should be designed not to disadvantage neurodivergent people. For example, tests should not depend on listening to long lists of instructions or reading or writing large amounts of material in a short time.

Interviews for selection or promotion should be appropriately structured, taking account of the inefficiency in working memory that is a characteristic of many neurodiverse people. So questions should be put clearly and succinctly. Also allowance should be made for the sometimes poorly structured replies that can give the impression that an individual is much less competent than is actually the case.

Some neurodivergent people may find it easier to read from pastel coloured paper, with a larger font size, say Arial size 14. Alternatively, a coloured overlay or changing screen colours may help.

Providing clear signage within buildings, enabling navigation or orientation around the workplace.

Regular breaks.

Mechanisms to help with breaks in routine, such as delays in public transport, or a breakdown of computer systems.

Templates to help with reports and so on.

Ergonomic adjustments of workstations.

Relaxation of triggers for disciplinary action for matters such as sickness absence or mistakes arising from  executive function impairment (the abilities that enable people to translate motivation into action).

Additional time off for treatment and/or appointments, as part of a policy for disability leave.

Reallocating some work to colleagues, with the individual’s agreement, at times of stress or change.

A personal workstation (rather than sharing a workstation or ‘hot-desking’) and specific tools to aid work organisation, such as a visual timetable or organiser app.

Appropriate software including speech recognition, such as Dragon Dictate, as well as packages such as Texthelp for reading and writing, and various mind-mapping programs. Specialist advice is available.

Raising awareness among colleagues.

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Why is language important in disability and neurodiversity?

The language we use can reinforce negative stereotypes, or it can challenge them. We may sometimes, however inadvertently and unintentionally, cause offence and reinforce stereotypes, which perpetuates discrimination.

Most of the British disability movement, and the TUC, uses the term ‘disabled people’ in line with the social model (see below). In the United States, the term ‘people with disabilities’ is more common and some British (and many Irish) disabled people follow this American usage. The TUC does not regard ‘people with disabilities’ as offensive.

Definitions that use the social model of disability, rather than the medical model, are acceptable. This means that it is society’s physical, sensory, attitudinal, legal and behavioural barriers that disable people and not their particular medical condition or impairment. It is important not to define people by their impairments.

Suggestions on use of language

Trades unionists should know that words such as ‘retarded’, ‘defective’ and ‘handicapped’ are unacceptable. These words encourage people to think less of their fellow workers and some of them convey contempt or even hate.

Words and phrases that present people as victims or pitiable reinforce negative assumptions. It is not good to refer to autistic people as ‘suffering’ from autism.

Phrases like ‘differently abled’ and ‘physically challenged’ can be patronising or sarcastic, not egalitarian, and not recommended by the British disability movement.

Trades unionists should aim for a natural and relaxed style of speaking and writing that avoids giving unnecessary offence.

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What are my employment rights as a carer?

Employees are entitled to take a ‘reasonable amount’ of time off in the following circumstances:

• to assist when a dependant falls ill, gives birth or is injured or assaulted;
• to make arrangements for the provision of care for an ill or injured dependant;
• in consequence of the death of a dependant;
• when a dependant’s care arrangements unexpectedly end or are disrupted;
• to deal with an incident involving their child at school (or other educational establishment).

Employees also have the right to one week’s unpaid carer’s leave.

Further details on these rights can be found in:

Prospect’s Members’ Guide on parental and family leave

Flexible working

All employees have the right to request flexible working, which may involve a change to hours, times or location of work. Flexible working arrangements may be a reasonable adjustment for a disabled worker. Further details of the right to request, the procedures involved and eligibility can be found in:

Prospect Members’ Guide on part-time and flexible working

Community care services

Local authorities and the NHS have a duty to provide services to disabled children and adults to enable them to continue to live in the community. Social services have a duty to provide services to a disabled adult who is ‘ordinarily resident’ in their local authority area. If a local authority treats people with autism differently, this may constitute unlawful discrimination.

Local authorities have a statutory duty to assess a person’s needs for community care services.

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Designing content for users with dyslexia

Dyslexia is the most prevalent difference within the range of neurodiversity. It is estimated that between 10% and 15% of the population have dyslexia.

As explained by the British Dyslexia Association, dyslexic people often exhibit a range of skills. These include ‘big picture’ thinking, problem-solving and lateral thinking abilities, an instinctive understanding of how things work, originality, creativity and exceptional visual-spatial skills.

Here are some useful tips to ensure your communications and content are accessible for a user with dyslexia:

Do:

• use images and diagrams to support text
• align text to the left and keep a consistent layout
• consider producing materials in other formats (for example audio or video)
• keep content short, clear and simple
• let users change the contrast between background and text

Don’t:

• use large blocks of heavy text
• underline words, use italics or write in capitals
• force users to remember things from previous pages – give reminders and prompts
• rely on accurate spelling – use autocorrect or provide suggestions
• put too much information in one place

Download our poster about designing content for users with dyslexia.

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Designing content for users on the autistic spectrum users

Autism is an example of neurological diversity, or neurodiversity.

Autistic people each have a unique combination of strengths and challenges. It is important not to make assumptions about individuals’ skills, abilities or support needs. Many autistic people have different communication styles and preferences to non-autistic people. They may use and interpret words, tone of voice, body language and facial expressions differently, have a preference for order and structure, and may be more or less sensitive to visual or auditory content.

Here are some useful tips to ensure your communications and content are accessible for an autistic user:

Do:

• use simple colours
• write in plain language
• use simple sentences and bullets
• make buttons descriptive
• build simple and consistent layouts

Don’t:

• use bright contrasting colours
• use figures of speech and idioms
• create a wall of text
• make buttons vague and unpredictable
• build complex and cluttered layouts

Download our poster about designing content for autistic users

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Get support as a member

Speak with your representatives: 
If you work in an organisation that has local Prospect representatives, you should speak to them about any work-related issues.

Call the member contact centre on 0300 600 1878 or email [email protected]