| Condition | Definition | Symptoms/Signs | Stimming | Education | Sports | Retail | Customer Service | Impact Levels |
|---|---|---|---|---|---|---|---|---|
| Autism Spectrum Disorder (ASD) | A developmental disorder impacting social interaction, communication, and behaviour. The UK recognises 3 levels of autism, each requiring different levels of support. | Social difficulties, intense interests, repetitive behaviours, sensory sensitivities. May struggle with eye contact, non-verbal cues, or understanding social norms. | Hand-flapping, rocking, finger-flicking, or humming for self-soothing. | May struggle with group activities, following complex instructions, and sensory overload. Accommodations include structured routines and individualised learning plans. | Can excel with clear, repetitive activities but may struggle with team interactions or unexpected changes. Sensory considerations are essential. | May be overwhelmed by crowds and noise. Benefits from clear instructions, calm environments, and sensory-friendly spaces. | Structured tasks and clear instructions are helpful. Repetitive tasks may be a good fit. Reducing sensory input, such as lighting or noise, may reduce distress. | Level 1: Mild support; Level 2: Moderate support; Level 3: Intensive support required for daily functioning. ASD may limit work choices if roles require high social interaction, multitasking, or adapting to constant change. Workplaces with structured routines, predictability, and sensory accommodations are ideal. |
| Attention Deficit Hyperactivity Disorder (ADHD/ADD) | Neurodevelopmental disorder characterised by inattentiveness, hyperactivity, or impulsivity. | Difficulty focusing, restlessness, impulsiveness, fidgeting, poor time management, forgetfulness. Can exhibit “zoning out” or “hyperfocus” on tasks of interest. | Fidgeting, tapping, moving, repetitive speech, or tapping objects. | May struggle with concentration, organisation, and completing tasks. Accommodations include frequent breaks, structured routines, and tools like planners. | May find structured activities challenging but can excel with fast-paced, active sports. Responds well to coaching and high engagement. | Can struggle with repetitive tasks, especially those requiring long concentration. Accommodations like frequent movement breaks and task variety are beneficial. | Task variety, frequent breaks, and clear deadlines are helpful. Reducing distractions in the workspace can improve focus. | Levels of impactcan vary: low to high depending on severity and accommodations. ADHD/ADD may make roles with strict routines or high detail difficult. Creative, varied roles or jobs with room for movement are often preferable, such as creative fields or interactive, customer-facing positions. |
| Dyslexia | A learning difference impacting reading, writing, and spelling skills. | Difficulty with reading fluency, spelling, and comprehension. Often struggles with memorisation, left-right orientation, and processing information quickly. | Rarely exhibits physical stimming but may use repeated sounds or internal stimming (e.g., repeating words). | Benefits from dyslexia-friendly fonts, text-to-speech tools, and visual aids. Extended time on tests and reading aloud may be necessary. | May struggle with reading-based tasks (e.g., rulebooks), but can excel with visual aids and supportive coaching. | Difficulty reading product information and signs. Benefits from visual aids, supportive technology (e.g., text-to-speech), and clear symbols. | Instructions should be clear, concise, and visually supported. Visual aids for customer interactions are helpful, as well as task repetition to build familiarity. | Impact ranges from mild to severe, affecting literacy and language tasks specifically. Dyslexia can make certain types of work challenging, such as roles with heavy reading, rapid information processing, or complex language requirements. Visual, interactive roles are often a good match, as well as hands-on, practical work. |
| Dyspraxia | Developmental coordination disorder impacting motor skills, organisation, and spatial awareness. | Clumsiness, difficulty with fine and gross motor skills, poor spatial awareness, challenges with planning and organisation. May struggle with balance and handwriting. | May involve pacing, fidgeting, or repetitive hand movements. | Support needed for handwriting, balance, and organisation skills. Structured routines, step-by-step guidance, and keyboard use instead of handwriting are helpful. | May struggle with physical coordination in sports. Responds well to supportive, patient coaching and individual rather than team-based activities. | Tasks requiring fine motor skills may be challenging. Benefits from organised workspaces, clear instructions, and supportive technology. | Clear and simple instructions are helpful. Accommodations for fine motor difficulties and spatial awareness are beneficial, especially with physical tasks. | Impact varies from mild to severe, impacting physical and organisational tasks specifically. Roles with high motor requirements or fine precision can be difficult for those with dyspraxia, while roles with organised and structured environments, such as administration or IT, can be a good fit. |
| Dyscalculia | A learning difference affecting understanding of numbers, mathematical concepts, and calculations. | Struggles with arithmetic, spatial reasoning, measurement, money management, and sequencing. Difficulty recognising patterns, telling time, and estimating distances. | May use counting or repetitive verbal sequences as stimming. | Needs additional time and visual supports for maths-based tasks. Access to calculators, visuals, and other accommodations is important for comprehension. | May struggle with rule-based scoring and spatial reasoning. Benefits from simple, visual instructions and supportive coaching. | Handling money and understanding discounts or sales can be challenging. Accommodations include simplified maths tools and visual price guides. | Clear, visual instructions and simplified maths or numerical tasks are helpful. Support with cash handling and receipt processing may be required. | Impact is typically specific to numerical and mathematical tasks, ranging from mild to severe. Dyscalculia may limit work options in finance, engineering, or other number-intensive fields. More visual or creative roles may be well-suited, as are roles with routine or process-based tasks. |
| Fetal Alcohol Spectrum Disorder (FASD) | A range of physical, cognitive, and behavioural impairments resulting from prenatal alcohol exposure. | Learning disabilities, memory issues, impulsivity, social difficulties, and sensory sensitivities. May exhibit attention deficits and struggles with executive functioning. | Repetitive behaviours like rocking or pacing for self-soothing. | Requires support with executive functioning, memory, and social interaction. Benefits from visual schedules, repeated instructions, and a calm environment. | May struggle with focus and executive functioning in group sports but can excel in structured activities with clear, consistent coaching. | May need consistent supervision, task reminders, and a low-stimulation environment. Benefits from calm, structured environments with clear, repeated instructions. | Clear and simple instructions, frequent task reminders, and reduced sensory inputs are supportive. Repeated instructions help manage tasks. | Impact variesdepending on cognitive and physical effects, with moderate to severe support often needed. FASD can impact choices for high-stress or high-responsibility roles. Structured, supportive roles are often ideal, with strong support for executive functioning skills and sensory accommodations. |
| Tourette Syndrome | A neurological disorder characterised by involuntary motor and vocal tics. | Involuntary, repetitive movements (blinking, head jerking) and sounds (sniffing, throat clearing). Can be socially disruptive and may increase under stress or fatigue. | May involve repetitive sounds, movements, or words that are involuntary. | May struggle with concentration and social interactions due to tics. Benefits from a tolerant, non-judgemental environment and frequent breaks. | May face challenges with concentration during sports. Non-judgemental environments and stress reduction can help. | Customer reactions to tics can be difficult. Supportive, patient team environment and clear accommodations help. | Patience and non-judgemental environments help. Frequent breaks and understanding of tic patterns can support productivity. | Impact depends on tic severity, with moderate to high impact in social settings, depending on stress level. Tourette’s may affect suitability for roles requiring sustained focus or high-stress interactions, while roles with tolerance for personal expression and lower stress can be a better fit. |
| Stuttering | A speech disorder causing interruptions in the flow of speech. | Repeated sounds, blocks, or prolonged speech sounds. May cause embarrassment or avoidance of speaking in social situations. | Rarely involves physical stimming but may have speech repetitions as internal stimming. | May avoid speaking in class or group settings. Encouragement, alternative communication methods, and non-pressured environments support comfort. | May struggle with clear communication in team-based sports. Supportive environments that allow non-verbal communication are helpful. | May find customer interactions challenging. Clear signage, supportive team members, and non-pressured environments are beneficial. | Allowing alternative communication methods (e.g., written) can ease communication difficulties. Supportive, patient environments are helpful for fluency. | Impact varies from mild to severe, especially in social or high-pressure speaking settings. Stuttering may limit suitability for high-communication roles or public speaking. Supportive, flexible workplaces that reduce pressure on speech are ideal, as are written or process-focused roles. |
| Acquired Neurodiversity | Neurodiversity conditions that arise later in life, potentially due to injury, trauma, or neurological changes, such as stroke or brain injury. | Memory difficulties, changes in executive functioning, attention deficits, and shifts in sensory processing or social behaviours. May experience mental fatigue, concentration challenges, and shifts in verbal or physical skills. | May use new stimming behaviours (e.g., tapping or hand movements) to manage anxiety or overstimulation. | Often needs personalised learning approaches based on acquired difficulties. Adjustments may include memory aids, structured routines, reduced sensory inputs, and patient support. | May face new challenges in communication, coordination, or sensory responses. Supportive, individualised coaching is helpful, along with adaptive equipment. | May struggle with task consistency and memory-based work, requiring more structured or supportive environments. Support from patient team members and task reminders are beneficial. | Simple, structured instructions, reduced distractions, and support for sensory and cognitive needs are often essential. Visual aids and repetition can ease adaptation to new roles. | Impact varies significantly based on the nature and extent of the condition. Roles that accommodate cognitive or sensory changes, such as roles with flexible pace and adaptability, are often best-suited for individuals with acquired neurodiversity. |
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