by access2learn | Mar 31, 2026 | Uncategorized
Understanding how assistive technology can support neurodivergent learners can make a noticeable difference to everyday learning and tasks.
Challenges with reading, writing, organisation or focus are often linked to how information is presented, rather than ability.
Assistive technology helps make that information more accessible.
What is assistive technology?
When exploring how AT can support neurodivergent learners, it helps to understand what it includes.
AT refers to tools designed to make tasks easier, such as speech-to-text, text-to-speech, planning apps and focus tools.
Who can benefit?
Thinking about how AT can support neurodivergent learners isn’t limited to one group.
It can support people with ADHD, dyslexia, autism and other neurodivergent profiles.
How assistive technology helps
When looking at how AT can support neurodivergent learners, the impact is often practical:
Reading support through text-to-speech tools
Writing support using speech-to-text
Organisation tools for managing tasks
Focus tools to reduce distraction
Memory support through reminders
Using AT effectively
Access to tools is only part of the picture.
To fully benefit from how AT can support neurodivergent learners, guidance and training are often needed to use them effectively.
You can explore support here:
https://www.access2learn.co.uk/neuroe/
Can funding be used for AT?
In some cases, funding such as DLA can be used to access assistive technology and related support.
Understanding how to use DLA to access neurodiversity support can help make this more accessible.
If you’re exploring how AT can support neurodivergent learners and want help choosing the right tools, we can guide you.
Speak to Access2Learn about assistive technology support today.
by access2learn | Mar 31, 2026 | Uncategorized
When exploring options, it’s not always obvious which type of neurodiversity support is right for you. There are several routes available, each offering different kinds of help depending on your needs.
The challenge is understanding which one will make a difference day to day.
Understanding different types of support
To decide which type of neurodiversity support is right for you, it helps to understand what each option is designed to do.
Some types of support focus on emotional wellbeing, while others are more practical or learning-focused.
Coaching
When considering which type of neurodiversity support is right for you, coaching is often a strong starting point.
It focuses on building practical strategies for organisation, confidence and everyday challenges.
Counselling
Counselling provides space to process emotions and reduce overwhelm.
It can be particularly helpful where anxiety, frustration or low confidence are present.
Tutoring
Tutoring is useful where learning or education is a key challenge
It adapts to different ways of processing information and supports more accessible learning.
Assistive technology support
Assistive technology can make a significant difference to independence and day-to-day tasks.
You can explore this further in how assistive technology can support neurodivergent learners.
Choosing what fits best
If you’re unsure which type of neurodiversity support is right for you, start with the area that feels most challenging.
Support can evolve over time, and it’s common to adjust as needs change.
You can explore support options here:
https://www.access2learn.co.uk/neuroe/
If you’re deciding which type of neurodiversity support is right for you and want help making sense of your options, we can guide you.
Speak to Access2Learn about support options today.
by access2learn | Mar 30, 2026 | Uncategorized
After a diagnosis, many people are left wondering what comes next. Knowing what support is available after a neurodiversity diagnosis can feel unclear, especially when the focus has been on getting answers rather than what to do with them.
A diagnosis can bring clarity, but it often raises new questions about support, education and everyday life.
What happens after a neurodiversity diagnosis?
When thinking about what support is available after a neurodiversity diagnosis, it helps to recognise that there isn’t one fixed pathway.
Some people move towards formal support such as assessments or education plans, while others look for practical ways to manage day-to-day challenges. Both approaches are valid, and often a combination works best.
Who can access support?
Understanding what support is available after a neurodiversity diagnosis also means recognising that support is not limited to one setting.
Children, young people and adults can all access different types of help depending on their needs, whether that sits within education, at home or through external services.
Types of support available
When exploring what support is available after a neurodiversity diagnosis, these are some of the most common options:
- Coaching to build confidence, organisation and practical strategies
- Tutoring that that adapts to different learning styles
- Everyday strategies to reduce overwhelm and improve routines
You can explore structured support options through:
https://www.access2learn.co.uk/neuroe/
Choosing the right support
One of the biggest challenges after a diagnosis is deciding where to start.
When thinking about what support is available after a neurodiversity diagnosis, it helps to focus on what is most difficult right now. That might be school, organisation, emotional regulation or confidence.
You may also want to explore which type of neurodiversity support is right for you based on your situation.
Can funding be used for support?
In many cases, funding such as DLA can be used to access different types of support.
Understanding how to use DLA to access neurodiversity support can help make these options more accessible.
If you’re working out what support is available after a neurodiversity diagnosis and want help deciding what to do next, we can guide you through your options.
Speak to Access2Learn about support options today.
by access2learn | Mar 23, 2026 | Uncategorized
If you’re trying to understand how to use DLA to access neurodiversity support, you’re not alone. Many parents and individuals aren’t given clear guidance on what this funding can actually be used for.
DLA (Disability Living Allowance) exists to support day-to-day life. This includes access to the right kind of help. When used effectively, it can open up practical support that makes everyday situations easier to manage.
What is DLA and how does it work?
To understand how to use DLA to access neurodiversity support, it helps to start with what DLA is designed for.
DLA helps cover the extra costs of living with a disability or additional needs. Importantly, it is not limited to medical care or formal assessments. Instead, it can support wellbeing, independence and learning more broadly.
You can find more detailed guidance on eligibility via the UK government website:
https://www.gov.uk/disability-living-allowance-children
Who can use DLA for support?
In most cases, DLA is claimed for children under 16 who need additional support with everyday activities. This often includes children who are autistic or have ADHD, dyslexia or other neurodivergent profiles.
The funding is provided to support the child’s needs. As a result, families have flexibility in how they choose to use it.
What can DLA be used for?
This is where how to use DLA to access neurodiversity support becomes more practical.
DLA can be used for a wide range of support that helps a child or young person manage daily life more comfortably and confidently. This includes support that builds skills, reduces stress and creates more accessible ways of learning or coping.
If you’re unsure what happens next, it can help to understand what support is available after a neurodiversity diagnosis.
Types of support you can access
When thinking about how to use DLA to access neurodiversity support, these are some of the most helpful options:
- Coaching to support confidence, organisation and emotional regulation
- Tutoring that understands different ways of learning
You can explore different types of support through:
https://www.access2learn.co.uk/neuroe/
What support is available after a neurodiversity diagnosis
After a diagnosis, most people benefit from a combination of support rather than a single approach.
For instance, someone might use coaching to build practical skills while also accessing counselling for emotional support. In addition, tutoring can help support learning.
Ultimately, the right combination depends on the individual and what feels most challenging at the time.
How to get started
If you’re unsure how to use DLA to access neurodiversity support, start simple.
First, identify where the biggest challenges are right now. This might be school, emotional regulation, routines or confidence.
Then, choose the type of support that will make the most immediate difference. This step-by-step approach makes the process far more manageable.
Speak to Access2Learn about support options today.
by access2learn | Mar 23, 2026 | Uncategorized
Many managers want to support disabled and neurodivergent colleagues effectively. A common concern we hear when delivering training or working with organisations is surprisingly simple.
Managers often say: “I’m worried about saying the wrong thing.”
This hesitation is understandable. Disability and neurodiversity conversations can feel sensitive, and many managers worry about unintentionally using the wrong language or making assumptions about someone’s needs.
Uncertainty can lead to avoidance. When managers feel unsure, they may hesitate to initiate conversations about adjustments or support. This can create barriers for employees who rely on those conversations to access the support they need.
The challenge is often a lack of confidence about how to approach the topic. This is where disability awareness training can make a meaningful difference.
Effective training goes beyond introducing terminology or explaining legal responsibilities. It focuses on helping managers understand how workplace environments, processes and expectations can create barriers for different employees.
Training grounded in the social model of disability encourages managers to shift their perspective. The focus moves from the individual to understanding how organisational systems can unintentionally disadvantage some people.
For example, barriers may arise through:
- Rigid communication structures
- Unclear instructions or expectations
- Environments that create sensory overload
- Inflexible approaches to time, meetings or workload
When managers begin to recognise these barriers, conversations about adjustments become much easier. Support is framed as a practical way to enable someone to work effectively.
In our experience, when managers develop this confidence, organisations often see broader benefits. Teams communicate more openly, employees feel safer discussing their needs and managers feel better equipped to lead diverse teams.
Interestingly, the biggest shift we see is in mindset.
When managers focus on understanding how someone works best, conversations about support become far more straightforward.
And that is often where real inclusion begins.
Access2Learn works with organisations across education and employment to support neurodivergent individuals and develop inclusive workplace practices.
If you’re looking to build confidence across your teams, we’re always happy to talk through how this can work in practice.
by access2learn | Mar 23, 2026 | Uncategorized
A situation HR teams raise with us again and again is this.
A manager wants to support a neurodivergent employee well but feels unsure how to approach the conversation. At the same time, the employee may feel hesitant about explaining what they need or concerned about how requests for adjustments might be perceived.
Both individuals are often trying to do the right thing. Without the right structure for these conversations, misunderstandings can easily develop.
We see this play out regularly in practice. Managers want to be supportive but worry about saying the wrong thing or making assumptions. Employees may already have experience of masking or navigating environments where their needs were misunderstood, which can make it difficult to speak openly about what would help.
This can create a dynamic where both sides operate cautiously, leaving practical challenges unresolved.
Co-coaching has emerged as a particularly effective way of addressing this gap.
Co-coaching brings together both the employee and their manager in a structured coaching environment led by a specialist coach. The sessions create a neutral space where both individuals can explore how they work best and identify practical ways to remove barriers.
The focus is not on diagnosing problems or assigning responsibility. Instead, it centres on understanding working styles, communication preferences and the practical realities of the role.
For example, a manager and employee might explore questions such as:
- How information is best processed and communicated
- What types of work structures support productivity
- How meetings, deadlines or workload expectations can be adjusted to reduce unnecessary barriers
- How feedback and communication can be structured more clearly
When these conversations happen in a facilitated environment, they become far more constructive.
Managers frequently report feeling more confident once they understand how the employee works best and what adjustments genuinely support performance. Employees feel more comfortable discussing their needs when the conversation is framed around collaboration rather than justification.
From an organisational perspective, the outcomes can be significant.
We see improvements in communication, reduced misunderstandings and greater clarity around expectations. This often leads to more engaged teams, stronger working relationships and improved day-to-day efficiency. When individuals are supported to work in ways that align with how they function best, organisations are better positioned to see consistent performance, productivity and long-term growth.
For HR teams, co-coaching can provide a practical way to support both managers and employees without placing the responsibility for change on either individual alone.
As organisations continue to develop more inclusive workplaces, approaches that support collaboration and mutual understanding are becoming increasingly important. Co-coaching offers a structured way to create those conditions.
Access2Learn works with organisations across education and employment to support neurodivergent individuals and develop inclusive workplace practices.
If you’re exploring how to better support your teams, we’re always happy to talk through what this could look like in practice.
by access2learn | Mar 23, 2026 | Uncategorized
Awareness of neurodiversity in the workplace has increased significantly in recent years. Many organisations are now familiar with ADHD, autism and dyslexia, and HR teams are actively exploring how they can create more inclusive environments.
At Access2Learn, we apply this internally as well as in our client work. 67% of our team identify as having a disability or long-term health condition, across both mental and physical health. That has shaped how we design our day-to-day work. We use the same tools, adjustments and coaching approaches internally that we recommend to clients.
In practice, we see the same pattern emerge. Awareness exists. Applying it day to day is harder.
Managers may fully support the idea of neurodiversity inclusion. They may attend awareness training, read guidance, and want to do the right thing for their team. Yet when real situations arise, the practical questions begin.
Managers often ask things like:
- What adjustments actually make the biggest difference in practice?
- How should work be structured for someone who experiences processing overload?
- How can expectations be clarified without making an employee feel singled out?
- What does good support actually look like on a day-to-day basis?
These are real questions managers deal with every day while balancing performance, workload and team wellbeing.
Within our own team, we have approached these questions by focusing on clarity, flexibility and communication. We use clear written briefs alongside verbal discussions, build in processing time before decisions are required, and encourage team members to define how they work best. Small adjustments like these reduce ambiguity and support more consistent performance.
Organisations have taken an important first step by raising awareness. The next step is translating that into practical ways of working.
This is where neurodiversity coaching can be particularly valuable.
Coaching creates a structured space where individuals can explore how they work best, understand their strengths and identify barriers within their working environment. It also looks at how the individual and workplace interact.
An employee might experience challenges with processing large volumes of information quickly during meetings. Through coaching, they may develop strategies such as preparing in advance, requesting written follow-ups, or structuring information in a way that works for them.
We see similar outcomes across both our own team and client organisations. Individuals often report increased confidence in communicating their needs, improved organisation and prioritisation, and a clearer understanding of how to manage workload in a way that works for them.
From an organisational perspective, coaching often leads to improved communication between managers and employees, greater clarity around expectations, and more effective implementation of adjustments.
We regularly receive feedback from clients that coaching has helped move conversations forward in a practical way, giving both employees and managers the confidence to make changes that are sustainable over time.
Increasingly, HR teams are using neurodiversity coaching not simply as a wellbeing intervention, but as a practical tool that helps translate inclusion commitments into everyday working practice.
Awareness can start the conversation.
Coaching can help organisations turn that conversation into meaningful change.
by access2learn | Nov 22, 2024 | Tom's Blog
Supporting Students with Diabetes in Higher Education: Awareness, Challenges and Available Support
Diabetes remains one of the most prevalent long‑term health conditions in the UK. Current estimates indicate that over 3 million people live with a diagnosis of diabetes, making it one of the nation’s most significant and rapidly increasing health challenges. Despite its prevalence, awareness and understanding of diabetes—particularly its impact on daily functioning and education—remain limited.
Understanding Diabetes
The term diabetes encompasses several conditions, most commonly Type 1 and Type 2 diabetes, each of which requires different approaches to management, treatment, and support. Due to this variation, a single, standardised model of support is rarely sufficient. Individualised care is essential to protecting long‑term health outcomes.
Without appropriate management, diabetes can significantly affect overall health and life expectancy. Although treatment and technology have advanced considerably in recent years, access to consistent, high‑quality support is still not uniform. Increasing awareness, particularly in educational settings, plays a vital role in ensuring that individuals receive the adjustments and understanding they need.
Diabetes in Education
Students living with diabetes often balance the demands of study alongside the ongoing requirement to monitor and manage their condition. This may include:
- Managing fatigue
- Variations in concentration due to blood glucose levels
- Effects on stamina
- Managing stress relating to medication storage or use in shared environments
- Ensuring access to appropriate food, equipment, and monitoring throughout the day
These challenges can affect the learning experience, but with the right support in place, students with diabetes achieve highly across all fields of study.
Disabled Students’ Allowances (DSA)
Students with diabetes entering or currently enrolled in higher education may be eligible for Disabled Students’ Allowances (DSA). DSA is a non‑repayable grant designed to provide practical support for individuals whose health condition affects their studies.
Depending on assessed need and funding‑body approval, support may include:
- A study‑capable laptop (with a small student contribution where applicable)
- Text‑to‑speech software to support effective proofreading
- Note‑taking or lecture‑capture software that provides synchronised audio and visual notes
- An external microphone or digital voice recorder for capturing lectures (where permitted)
- Allowances for printing or photocopying
- Access to a personal refrigerator for safe medication storage
- Training on any recommended assistive software
Please note: DSA support is tailored to individual needs. Not all support listed above will apply in every case, and all recommendations are subject to approval from the relevant funding body.
Our Commitment
Ensuring that students with diabetes receive the appropriate support is essential to enabling them to thrive within higher education and beyond. With the right adjustments, individuals with diabetes contribute significantly to academic communities, research, and the wider workforce.
For students, parents, or practitioners seeking guidance, we encourage contacting Access2Learn to discuss eligibility and the support available through the Disabled Students’ Allowances.
by access2learn | Oct 6, 2022 | Uncategorized
Dyslexia Awareness: Recognising Strengths, Reducing Stigma, and Supporting Success
Dyslexia affects a significant proportion of the UK population. Estimates from the British Dyslexia Association indicate that between 6 and 7 million people have dyslexia, representing around 10% of the population. In higher education, data consistently shows that specific learning differences—dyslexia included—represent a substantial proportion of declared disabilities among students.
Dyslexia Awareness Week provides an important opportunity to highlight the experiences of individuals with dyslexia, challenge outdated misconceptions, and promote the support available across education and employment.
Understanding Dyslexia
Dyslexia is a specific learning difference that primarily affects the processing of written and sometimes spoken language. Challenges may include reading accuracy, spelling, writing speed, and working memory. However, dyslexia is also associated with a range of strengths, including creativity, problem‑solving, big‑picture thinking, visual reasoning, and strong verbal communication skills.
Despite growing awareness, misconceptions persist. Historically, individuals with dyslexia have often faced unfair assumptions about intelligence or motivation. These misconceptions can lead to negative experiences in school or university, including reduced confidence and limited access to support.
A Long History of Recognition
Dyslexia has been recognised for well over a century, first described as a medical condition by Dr Rudolf Berlin in 1887. Since then, understanding of the condition has advanced considerably. However, awareness and provision of support continue to vary, highlighting the importance of ongoing public education and equitable access to services.
Potential and Achievement
Many individuals with dyslexia achieve exceptional success across a wide range of fields. Creative industries, business, science, innovation, and sport all include highly influential figures with dyslexia. Their achievements demonstrate that dyslexia is not a measure of capability but simply a difference in how information is processed.
These examples also reflect what is seen across schools, colleges, and universities every year: with appropriate understanding and the right support in place, students with dyslexia excel academically and professionally.
Creating Inclusive Learning Environments
Educational settings play a crucial role in ensuring that learners with dyslexia can access and apply their strengths. Support may include:
- Assistive technology
- Adjustments to teaching and assessment
- Alternative formats for reading materials
- Additional time for tasks or examinations
- Structured support to develop study strategies
Removing unnecessary barriers allows individuals to demonstrate their true potential.
Support Through Disabled Students’ Allowances (DSA)
Students with dyslexia entering or already in higher education may be eligible for Disabled Students’ Allowances (DSA). DSA is a non‑repayable grant designed to help remove study‑related barriers.
Depending on need and funding‑body approval, support may include:
- A study‑capable laptop (with a small student contribution, where applicable)
- Text‑to‑speech software for more accessible reading and proofreading
- Speech‑to‑text software for written assignments
- Note‑taking or lecture‑capture tools
- Specialist one‑to‑one study skills support
- Allowances for printing and related study costs
All support is tailored to individual requirements and subject to assessment and approval.
Our Commitment
Recognising and supporting dyslexia is essential to ensuring equal access to education, training, and employment. Dyslexia Awareness Week serves as a reminder that:
- Dyslexia is common
- Dyslexia is not a measure of intelligence
- With the right support, individuals with dyslexia achieve highly
- Diversity of thinking brings significant value to society
For students, parents, or professionals seeking further guidance, Access2Learn can provide information on DSA eligibility and the support available to learners with dyslexia.
Additional information about Dyslexia Awareness Week can be found via the British Dyslexia Association.
