| Autism Spectrum Disorder (ASD) | 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) | 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 impact can 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 | 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 | 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 | 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) | 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 varies depending 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 | May struggle with concentration and social interactions due to tics. Benefits from a tolerant, non-judgemental environment, noise reduction, and frequent breaks. | May face challenges with focus in team activities but can excel in individual sports. Benefits from supportive, understanding coaching. | Loud or busy environments may increase tics. Supportive team members, noise-reduction strategies, and a non-judgemental workplace culture are beneficial. | Supportive colleagues and clear, repetitive tasks are helpful. Reducing stress and sensory overload can help manage tic frequency. | Impact varies significantlybased on tic severity and frequency. Tics may limit suitability for customer-facing roles, but quieter or independent roles may be a good fit. Supportive, non-judgemental work environments are essential, with awareness training for colleagues. |
| Stuttering | May experience anxiety or avoidance of reading aloud. Benefits from supportive, patient instructors and written instructions. | High-pressure environments may increase stuttering. Support from understanding teammates and focus on solo tasks are beneficial. | May struggle in customer-facing roles requiring frequent speech. Benefit from tasks with less speaking and more process-focused work. | Repetitive, low-verbal tasks are ideal. Clear, concise instructions, and minimal speech requirements can ease stress. | 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 | 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. |
