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 | 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.
