Adult Provider Training Resources

Abuse and Neglect

Sexual Abuse of People with Disabilities

Sexual Abuse Definition-The ARC

Preventing Abuse of Children with Cognitive, Intellectual and Developmental Disabilities

Abuse and Neglect: Individuals with Developmental Disabilities

Choking/ Aspiration

Teaching Material on Choking

Arizona Department of Economic Security

Eunice Kennedy Shriver-Dysphasia, Aspiration and Choking

Ohio Department of Developmental Disabilities

New York State Choking Prevention Resources

Washington State Department of Social and Health Services

State Agencies Choking Alerts

Georgia Department of Behavioral Health and Developmental Disabilities

Minnesota Mental Health and Developmental Disabilities 

New Jersey Health and Safety Alert Choking

CPR Training for Disabled Students

Fire Safety

Educational materials for people with disabilities

Fire safety and teaching people with intellectual disabilities

Fire Safety for Individuals with disabilities

Fire safety outreach materials for people with disabilities

Guide to teaching fire safety to students with disabilities

Incident Reporting

Incident/abuse, identification, reporting and processing 

Incident reporting for individuals with developmental disabilities

Incident response and reporting manual

Major unusual incidents and unusual incidents

Personal support worker incident report requirements

Overview of Developmental Disabilities

Introduction to developmental disabilities

Introduction to intellectual and developmental disabilities 

Introduction to developmental disabilities classroom participant guide

Orientation Manual for Direct Support Professionals

Van Safety

A guide for drivers of seniors and persons with disabilities

Oversight of Passenger Safety

Safe Transportation of People in Wheelchairs

Transportation Safety Awareness

Is It Just ADHD? Comorbidities That Unlock an Accurate Mental Health Diagnosis

Published by: ADDitude Magazine
Written by: BY WES CRENSHAW, PH.D.KELSEY DAUGHERTY, DNP, PMHNP-BC

A mental health diagnosis is based almost entirely on the discussion of symptoms between a patient and his mental health provider. You might think being the diagnosis expert is your doctor’s job alone, but if you don’t thoroughly understand the diagnosis for yourself or your loved one, you may not get the treatment you need. You want to understand everything you can about how your diagnosis is made, and what it means, so you can communicate well with your prescriber and therapist.

For many people with attention deficit disorder (ADHD or ADD), understanding a single diagnosis isn’t enough. Many present with symptoms of two or more conditions. We call this “co-occurrence.” Great. Just when you thought nothing else could be wrong, you realize (or find out) you may have another psychiatric diagnosis. Click here to read the rest of the story

 

Teaching Visually Impaired Students

According to IDEA’s definition, visually impairment is defined as including blindness means an impairment in vision that, even with correction, adversely affects a child’s educational performance. The term includes both partial sight and blindness. There are 3 types of blindness including The types of vision impairments are low visual acuity, blindness, and legal blindness (which varies for each country): Low visual acuity, also known as moderate visual impairment, is a visual acuity between 20/70 and 20/400 with your best corrected vision, or a visual field of no more than 20 degrees.

The following articles and links provide resources on teaching students with visual impairments.

Teaching Strategies

The following are articles that provide tips and resources on teaching students with visual impairments.

10 tips for teaching blind or visually impaired students

Classroom strategies for regular education teachers who have students with visual impairments

General tips for teaching visually impaired students

How to teach a blind or visually impaired student

Inclusion teaching: Vision impairment and blindness

Teaching languages to blind and visually impaired students

Teaching strategies for vision impaired students

Teaching the blind and visually impaired

Strategies for helping children with visual impairments to develop listening skills

Visual impairment in the classroom

Teaching Activities

The following links provide activities that can used to teach students with visual impairments.

Adapting materials for visually impaired students

Create a restaurant book with tactile symbols

Durable braille flashcards

Tips and tools for teaching beginning braille skills

 

Community Inclusion Resources

According the the Centers for Disease Control and Prevention (CDC), Disability affects approximate 61 million, or nearly 1 in 4 (26%) people in the United States living in communities. Disability affects more than one billion people worldwide.1,2 According to the United Nations Convention on the Rights of Persons with Disabilities, people “. . . with disabilities include those who have long-term physical, mental, intellectual or sensory [such as hearing or vision] impairments which in interaction with various barriers may hinder their full and effective participation in society on an equal basis with others.”

While the road has made great strives in community integration, we still have a long way to go until full inclusion is met worldwide.  For some people with disabilities, participation may be only defined as being physically present in a community but without any connection such as going to a shopping store or attending an event. The next level includes encounters at a nail salon, bowling, shopping, etc and full integration includes connecting with others in the community such as hanging out with people at a sports bar with and without disabilities or attending religious services including becoming a part of the choir or serving as an usher.

The following questions created by the Council on Quality and Leaderships serves as a great barometer in  measuring the quality of community inclusion:

  1. Who do you know in your community?
  2. Who do you spend most of your time with?
  3. When you go places, who do you meet with?
  4. What kind of interactions do you have with people?
  5. What kinds of things do you do with other people?
The following are articles on the importance of community inclusion among individuals with disabilities and the definition:

5 ways to make community inclusion work– White Hawk Advocacy

A sharing of ideas on community inclusion for people with disabilities– University of Connecticut Center for Developmental Disabilities.

Community barrier to participation experienced by people with disabilities (Centers for Disease Control and Prevention ) CDC

Community Inclusion– newfdn.org

What does community inclusion look like? – National Disability Insurance Scheme

What is community inclusion all about and why does it matter?– Pioneer Center for Human Services

What Is Community Inclusion & Why Is It a Win-Win Scenario?– Community Mainstreaming

What We Mean When We Talk About Inclusion– Institute for Community Inclusion

The following are community inclusion ideas and suggestions.

11 Ways to Promote Community Support for Students with Disabilities– Brooks Publishing

13 ideas for making your community more inclusive – Union for Reform Judaism

Training Resources
The following includes a staff training module on community inclusion.

Community Inclusion Module– Illinois Department of Human Services

Losing sleep: How researchers miss a key contributor to autism

Published by: Spectrum
Written by:  LUCIA PEIXOTO, ANNETTE ESTES

Most people with autism — up to 86 percent — have trouble sleeping1. Their sleep problems often include the hallmarks of insomnia: difficulty falling asleep, waking up multiple times during the night and getting less sleep than average. Animal models of autism display these same signs, suggesting that sleep problems may arise from fundamental mechanisms conserved across species2. But scientists do not yet know what these mechanisms are, much less why insomnia is so prevalent in autistic people.

Autism researchers and clinicians commonly refer to insomnia as a comorbidity, meaning that it only accompanies autism. However, we suggest that doctors and scientists may need to consider it as an integral part of the condition and begin to study sleep in more rigorous ways — for instance, using technology in place of surveys and questionnaires. Click here to read the rest of the story.

Attention Deficit Hyperactivity Disorder (ADHD) Page

Definition:

Attention Deficit Hyperactivity Disorder (ADHD)  is a neurological disorder characterized by a pattern of inattention and/or hyperactivity-impulsivity that disrupts functioning in both children and adults

The DSM-V defines ADHD as a persistent pattern of attention and or hyperactivity-impulsivity that interferes with functioning of development. Inattention symptoms include the following:

  1. often fails to give close attention to details
  2. often has difficulty sustaining attention in task or play activities
  3. often does not listen when spoken to directly
  4. Often does not follow through on instructions
  5. Often has difficulty organizing task and activities often avoids, dislikes or is reluctant to engage in task that requires sustained mental effort.

Hyperactive symptoms include:

  1. trouble paying attention
  2. restlessness
  3. excessive talking
  4. loud interaction with others
  5. frequent interventions
  6. may have a quick temper

Awareness Day: None

Awareness Month: October

Ribbon: Orange

Prevalence:

  • ADHD is a condition characterized by inattentiveness, hyperactivity and impulsivity
  • It is one of the most common neurodevelopmental disorders of childhood
  • It is usually diagnosed in childhood and last into adulthood
  • People diagnosed with ADHD may have difficulty paying attention and or controlling impulsive behavior
  • 70% of people with ADHD in childhood will continue to have it in adolescence
  • 50% will continue into adulthood
  • ADHD is not caused by watching too much, parenting or having too much sugar
  • ADHD may be caused by genetics, brain injury or low birth weights
  • Is a highly genetic, brain-based syndrome that has to do with the brain regulation in executive functioning skills
Prevalence

UNITED STATES

Children & Adolescents

The 2016 National Survey of Children’s Health (NSCH) interviewed parents and reports the following ADHD prevalence data among children ages 2–17 (Danielson et al. 2018):

  • 6.1 million children (9.4 percent) have ever been diagnosed with ADHD. This includes:
    • About 388,000 young children ages 2-5 (or 2.4 percent in this age group)
    • 2.4 million school-age children ages 6-11 (or 9.6 percent in this age group)
    • 3.3 million adolescents ages 12-17 (or 13.6 percent in this age group)
  • 5.4 million children (8.4 percent) have a current diagnosis of ADHD. This includes:
    • About 335,000 young children ages 2-5 (or 2.1 percent in this age group)
    • 2.2 million school-age children ages 6-11 (or 8.9 percent in this age group)
    • 2.9 million adolescents ages 12-17 (or 11.9 percent in this age group)
  • Treatment used by children ages 2-7 with a current diagnosis of ADHD:
    • Two out three were taking medication (62 percent).
    • Less than half received behavioral treatment in the past year (46.7 percent).
    • Nearly one out of three received a combination of medication and behavioral treatment in the past year (31.7 percent).
    • Nearly one out of four had not received any treatment (23 percent).
  • Severity of ADHD among children ages 2-17:
    • 14.5 percent had severe ADHD
    • 43.7 percent had moderate ADHD
    • 41.8 percent had mild ADHD
  • Co-occuring conditions (children ages 2-17):
    • Two out of three children (63.8 percent) had at least one co-occuring condition.
    • Half of all children (51.5 percent) had behavioral or conduct problems.
    • One out of three children (32.7 percent) had anxiety problems.
    • One out of six children (16.8 percent) had depression.
    • About one out of seven children (13.7 percent) had autism spectrum disorder.
    • About one out of 80 children (1.2 percent) had Tourette syndrome.
    • One in a hundred adolescents (1 percent) had a substance abuse disorder.
  • By race or ethnicity (children ages 2-17):
    • 8.4 percent White
    • 10.7 percent Black
    • 6.6 percent Other
    • 6.0 percent Hispanic/Latino
    • 9.1 percent Non-Hispanic/Latino

Adults with ADHD

  • 4.4 percent of the adult US population has ADHD, but less than 20 percent of these individuals seek help for it.
  • 41.3% of adult ADHD cases are considered severe.
  • During their lifetimes, 12.9 percent of men will be diagnosed with ADHD, compared to 4.9 percent of women.
  • About 30 to 60 percent of patients diagnosed with ADHD in childhood continue to be affected into adulthood.
  • Adults with ADHD are 5 times more likely to speed
  • Adults with ADHD are nearly 50 percent more likely to be in a serious car crash.
  • Having ADHD makes you 3 times more likely to be dead by the age of 45
  • Anxiety disorders occur in 50 percent of adults with ADHD.

Teaching Resources

The following links provide tools, resources and information for parents and special education educators on providing support to children diagnosed with ADHD.

Accommodations

Information on classroom accommodations including teaching techniques, learning style, schedule, environment, material, assistance and behavior management.

8 easy classroom accommodations for students with ADHD( Blue Mango)

10 ways to support students with hyperactivity and attention needs  (The Starr Spangled Planner)

Accommodations for ADHD students (ADDCoach4U)

Classroom accommodations for ADHD(Understood)

Every 504 plan should include these ADHD accommodations (ADDitude)

Top 20 ADHD accommodations and modifications that work (Promoting Success Blog)

Classroom Tips and Strategies

The following links are tips and strategies that are specific to teaching techniques and helpful information on behavior approaches, rewards, eliminating distractions and seating arrangements

15 strategies to help students with ADHD (Student Savvy)

30 ideas for teaching children with ADHD (Kelly Bear)

50 practical strategies for teaching ADHD without drugs (ASCD Edge)

ADHD and piano lesson teaching strategies (Teach Piano Today)

ADD/ADHD in the classroom: Tips for teachers and parents (hsana.org)

ADHD Teaching Strategies for the Classroom( Promoting Success Blog)

Classroom interventions for ADHD (pdf)

Classroom rules that keep student’s attention on learning (Additude)

Helping the student with ADHD in the classroom (LDonline)

How can teachers help students with ADHD (Education World)

Ideas and strategies for kids with ADD and learning disabilities (Child Development Institute)

Setting up the classroom (ADD in Schools)

Supporting students with ADHD (Free Spirit Publishing)

Teaching students with ADHD: Instructional strategies and practice (U.S. Department of Education)

Tips for teaching students with ADHD(ADHD Kids Rock)

Concentration

Tips and information from websites on helping students concentrate in the classroom.

5 simple concentration building techniques for kids with ADHD (Empowering Parents)

5 ways to improve your child’s focus (Understood)

17 ways to help students with ADHD concentrate (Edutopia)

Ways to improve concentration in kids with ADHD (Brain Balance)

Executive Functioning

Executive functioning helps students analyze a task, planning, organization, time management and finishing a task. The following links provide articles on understand executive functioning and its relationship to ADHD.

Classroom strategies for executive functioning (Understood)

Executive functioning explained and 20 strategies for success (Minds in Bloom)

Executive function skills (CHADD)

Executive Functioning Issues (Understood)

Handwriting for kids with ADHD (Look! We’re Learning)

Articles:

47 hacks people with ADHD use to stay on track

10 things ADHD is- and 3 it isn’t.

Setting students with ADHD and Autism up for success

Children with ADHD and Autism are more likely to develop anxiety

Decoding the overlap between Autism and ADHD

ADHD coping strategies you haven’t tried

ADHD and math teaching resources

Great websites for women and girls with ADHD

Strategies in training employees with ADHD

Cerebral Palsy Resource Page

Definition: According to the Centers for Disease Control and Prevention (CDC), Cerebral Palsy (CP) is a group of disorders that affect a person’s ability to move and maintain balance and posture. It is the most common motor disability in childhood. It is estimated that an average of 1 in 345 children in the U.S. have cerebral palsy

Awareness Ribbon Green Ribbon

Awareness Month- March

Awareness Day-   October 6. World Cerebral Palsy Day

Prevalence

  • Around 764,000 people in the United states have at least one symptom of cerebral palsy
  • Around 10,000 babies are born each year with cerebral palsy
  • Boys are diagnosed more often than girls
  • Cerebral palsy is the mot commonly diagnosed childhood motor disability in the United States
  • Over 77% of children with cerebral palsy have the spastic form
  • More than 50% of all children with cerebral palsy can walk independently
  • African American children with cerebral palsy are 1.7 times more likely to need assistance with walking or be unable to walk at all
  • Around 41% of babies and children with cerebral palsy will have limited abilities in crawling, walking and running.
  • Around 41% children with cerebral palsy in the United states have some form of a cognitive disorder
  • Behavior problems are common in children with cerebral palsy including social skills and anger issues.
  • Seizures are a common associate disorder of cerebral palsy and can range from mild to extreme severe.
  • There is no known cure
Australia Facts and Statistics
  • 1 in 700 Australian babies is diagnosed each year
  • 1 in 2 is in chronic pain
  • 1 in 2 has an intellectual disability
  • 1 in 3 cannot walk
  • 1 in 4 also has epilepsy
  • 1 in 3 has hip displacement
  • 1 in 4 cannot talk
  • 1 in 4 has a behavior disorder
  • 1 in 5 is tube fed
  • 1 in 5 has a sleep disorder
  • 1 in 10 has a severe vision impairment
  • 1 in 25 has a severe hearing impairment
United Kingdom- Facts and Statistics
  • The current United Kingdom incidence rate is around 1 in 400 births
  • Approximately 1800 children are diagnosed with cerebral palsy each year
  • There are an estimated 30,000 children with cerebral palsy in the United Kingdom
  • For every 100 girls with cerebral palsy, there are 135 boys with cerebral palsy
  • just under half of children with cerebral palsy were born prematurely
  • One in three children with cerebral palsy is unable to walk
  • One in four children with cerebral palsy cannot feed or dress themselves
  • one in four children with cerebral palsy has a learning disability
  • one in fifty children with cerebral palsy has a hearing impairment

Facts

Is a group of neurological disorders that affects body movement and muscle coordination.

Is caused by damage to the brain which controls movement and balance

Affects the motor area of the brain that directs muscle movement.

The symptoms of cerebral palsy differ in type and severity in each person.

Is the leading cause of childhood disabilities.

Cerebral Palsy is not progressive meaning it does not get worse overtime.

Cerebral Palsy prevalence is 3.3 children per 1000.

There is no cure for cerebral palsy

Cerebral Palsy is not contagious

Risk factors for cerebral palsy include pre-mature birth, infections during pregnancy, exposure to toxic substances and mothers with excess protein in the urine or a history of having seizures.

Cerebral Palsy can also be caused by complicated labor and delivery due to disruption of blood and oxygen to the brain(hypoxia) and babies in a breech position (feet first).Spastic cerebral palsy is the most common type affecting 80% of people with cerebral palsy.

Ataxic cerebral palsy affects balance and depth perception

There are more boys born with cerebral palsy than girls.

Stroke in a baby or child less than the age of 3 results in cerebral palsy.

One in nine with cerebral palsy have features of autism

One in three children with cerebral palsy cannot walk

One in four children with cerebral palsy cannot feed themselves

There are 17 million people with cerebral palsy worldwide.

58.2% of children with cerebral palsy can walk independently, 11.3 walk using a hand-held mobility device and 30.6% have limited or no walking ability

Speech and language disorders are common in people with cerebral palsy

Pain is common among children with cerebral palsy

Harry Jennings, an engineer built the first modern folding wheelchair

Sir William Osler wrote the first book on cerebral palsy

Dr. Sigmund Freud was the first to state that cerebral palsy might be caused by abnormal development before birth.

Cerebral palsy doesn’t necessary mean learning difficulties.

Cerebral Palsy History Timeline

1810- Dr. William John Little is credited with first identifying spastic diplegia is born.

1836- Louis Stromeyer corrects John Little’s club foot. This discovery begins a career in understanding and treating childhood impairments.

1843- Dr. William John Little begins lecturing on spastic ridgity.

1853. Dr. William John Little publishes On the Nature and Treatment of the Deformities of the Human Frame.

1861- Dr. William John Little establishes the classic definition of spastic cerebral palsy.

1889- William Osler, one of the founding professors of John Hopkins Hospital, wrote the book, Cerebral Palsies of Children

1937- Herbert A. Everest and Harry Jennings Sr., built a lightweight collapsible wheelchair.

1937- The Children’s Rehabilitation Insitute is founded by Dr. Winthrope Phelps specializing in children with cerebral palsy.

1897- Dr. Freud states cerebral palsy may be caused by fetal development

1946- Cerebral Palsy of New York State founded by parents of children with cerebral palsy.

1948- United Cerebral Palsy is incorporated.

1949- United Cerebral Palsy founded by Leonard Goldenson, his wife Isabel, Nina Eaton and Jack and Ethel Hausman.

2002-  Centers for Disease Control and Prevention (CDC) conducts first U.S. multi-state study on the prevalence.

Secondary Issues

  • Epilepsy
  • ADHD
  • Hydrocephaly
  • Executive Function
  • Learning Disability
  • Speech Impairment

Classifications

Hemiplegia- The inability to move the arm and leg on one side of the body.

Diplegia-The inability to move either both arms or both legs.

Quadriplegia- A type of cerebral palsy that affects all limbs on both sides of the body

Monoplegia- A type of cerebral palsy that affects only one limb.

Types of Cerebral Palsy

Athetoid- A type of cerebral palsy in which affected muscles move involuntarily.

Ataxic- A type of cerebral palsy affecting balance and coordination.

Spastic– A type of cerebral palsy causing stiff and severely cramped muscles.

Co-existing Disorders

Assistive Devices

Organizations

The following organizations provide resources on their websites including fact sheets, resources and information:

Cerebral Palsy Foundation

Funds cerebral palsy research in the United States, (CPF) promotes the delivery of current research, best practices and technology to people with cerebral palsy and their support system. The mission includes transforming lives through research, innovation and collaboration.

Children’s Hemiplegia and Stroke Association

Helps children who have survived an early brain injury that results in hemiplegia (weakness on one side of the body).

Make LemonAide Foundation

The Make Lemon Aide Foundation is a non-profit organization designed to improve the lives of people with cerebral palsy by raising awareness, funding research and training therapist.

Reaching For The Stars

Founded in 2005, RFTS is the largest pediatric cerebral palsy non-profit foundation in the world led by parents with a focus on the prevention, treatment and cure of cerebral palsy

United Cerebral Palsy

UCP educates, advocates and provides support services to ensure a life without limits for people with a spectrum of disabilities. UCP provides services and support to more than 176,000 children and adults through its 68 affiliates around the country.

CP Daily Living

An educational resource website and Facebook page designed to give families and caregivers a central place for practical information and resources.

Cerebral Palsy Alliance

A non-profit organization based in Australia. Provides services to help children and adults living with neurological and physical disabilities.

National Institute of Neurological Disorders and Stroke

NIDS mission is to seek fundamental knowledge about the brain and nervous system and to use that knowledge to reduce the burden of neurological disorder. The website provides patient and caregiver education on cerebral palsy including an informational page.

Articles

Aging

5 common challenges for adults with cerebral palsy- Made For Movement Blog

Adults and cerebral palsy– Cerebral Palsy Organization

Adults with Cerebral Palsy- Cerebral Palsy Foundation

Aging with Cerebral Palsy and Chronic Pain– The Mighty

Care of adults with cerebral palsy-American Academy for Cerebral Palsy and Developmental Medicine

Cerebral Palsy and aging– Developmental Medicine and Child Neurology

Cerebral palsy and transitioning to adulthood-Cerebral Palsy Alliance

Cerebral Palsy effects through lifespan-Physiopedia

Cerebral Palsy in Adulthood– Everyday Health

Cerebral Palsy patients provide rare insight into aging– Cerebral Palsy News Today

Cerebral palsy symptoms in Adulthood- Healthfully

Living as an adult with cerebral palsy– Healthline

Living with cerebral palsy as an adult– WebMD

Progression and Correction of Deformities in Adult with Cerebral Palsy-ACNR

The good, the bad, and the ugly facts about adult cerebral palsy-Karen Pape

Co-occurring Disorders

Cerebral Palsy and Epilepsy– Cerebral Palsy Guidance

Cerebral Palsy and Seizures– Cerebral Palsy Guidance

Cerebral Palsy and Speech Therapy– Cerebral Palsy Group

Children with spastic cerebral palsy experience lower leg fatigue when walking study shows- Cerebral Palsy News Today

Common health problems associated with cerebral palsy- My Child Without Limits

Communication and swallowing issues for adults with cerebral palsy-EPI

Difficulties in swallowing and coughing in spastic cerebral palsy focus of study– Cerebral Palsy News Today

Digestive health tips for kids with cerebral palsy-Sarah Halstead

Gastrointestinal and nutritional issues in cerebral palsy-practicalgastro.ocom

How does cerebral palsy affect people?-Cerebral Palsy Alliance

Prevalence of cerebral palsy and intellectual disability among children- NCBI

Sleep disorders in kids with cerebral palsy often remain untreated study suggest– Cerebral Palsy News today

Sleep issues among children with cerebral palsy-CP-NET

Seizures in children with cerebral palsy and white matter injuries-Pediatrics

Understanding more about cerebral palsy and seizures– Murdoch Children’s Research Institute

 

Early Intervention Training Resources

The following training resources are from the Center for Parent Information and Resources:

Key terms to know in early intervention– Parent Center Hub. 6-page pdf document

Identification of Children with Specific Learning Disabilities– reviews the process by which schools identify that a child has a specific learning disability

Individualized Family Service Plan (IFSP)– the module includes 1 sideshow presentation, trainer’s guide, speakers notes and 2 handouts

Introduction to Procedural Safeguards- Part C of IDEA designed to protect the rights of parents and their infant or toddler.

The basics of early intervention– Includes a 64-page trainer’s guide in PDF or Word format

Screening, evaluation and assessment procedures– Module 4

Material and Resources from the CDC:

Autism Case Training– Web-based continuing education introductory course on autism.

Preventing Shaken Baby Syndrome-PDF format including resources on the topic

Specific Special Needs Topics:

Getting to know cerebral palsy- training resource in pdf format for facilitators

Supporting the student with Down syndrome in your classroom– created by Down Syndrome Association of West Michigan.

Neurodiversity in the workplace

Published by: JD SUPRA
Written by: Dentons

It is estimated that 15% of the UK population are neurodiverse. Many workplaces will already be accommodating neurodiverse employees but without the proper awareness and understanding of how best to support these employees

With Learning Disability Week taking place this month we have taken the opportunity to explore neurodiversity in the workplace and what employers should be doing. As a starting point, it is worth noting that ACAS has produced some very helpful guidance for employers, managers and employees.

What is neurodiversity?

Put concisely, people think differently. Neurodiversity is the way the brain processes and interprets information. One in seven people are neurodivergent, meaning that their brain processes information differently to most. Neurodivergence is experienced along a spectrum and has a range of characteristics which vary depending on the individual. There are various forms of neurodivergence but the most common are autism, dyslexia, dyspraxia and ADHD. While there tend to be certain expectations about the effects of each of these, they all cover a wide range of differences. Click here to read the rest of the story.