Hidden Impairment National Group - …qna.files.parliament.uk/qna-attachments/422723/original/Uncovering... · Hidden Impairment National Group A Different Way of Thinking ... “The

`Uncovering Hidden Impairments Toolkit`

Hidden Impairment National Group

Hidden Impairment National Group A Different Way of Thinking

‘Building Disability Confidence` © Hidden Impairment National Group, September 2015

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‘Working Together To Build Disability Confidence’

As the Minister for Disabled People, I am committed to improving work opportunities for disabled people. I recognise that many employers miss out on appointing `the right person for the job` because they are afraid of recruiting and retaining disabled talent and in particular individuals with hidden impairments, perceiving it to be too difficult or risky. These myths and misconceptions can often prevent disabled people from workplace inclusion, despite their many skills, talents and abilities. To address some of these fears, DWP is working in close partnership with the Hidden Impairment National Group (HING), which comprises of a national network of committed representatives including: disabled people, medical professionals/ academics and disability specific organisations. Together, we have produced a practical toolkit that will support your organisation to confidently recruit and retain talented individuals with hidden impairment conditions. The information contained within this resource will enable the user to anticipate and implement reasonable adjustment solutions at the earliest stage of the process, supporting the individual to reach their full potential. I am eager to share the ‘Uncovering Hidden Impairments’ toolkit, free of charge, with the widest possible audience, including both private and public sector organisations. The toolkit can be easily integrated into your organisation’s internal information system. It can be utilised by staff and managers to encourage an inclusive cultural environment, whilst helping to build disability confidence. Justin Tomlinson MP Minister for Disabled People



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Hidden Impairment National Group, Key messages:

“As a disabled jobseeker with a diagnosis of Attention Deficit Hyperactivity Disorder (ADHD), one of the barriers I have faced is a lack of understanding from employers regarding my condition. I am hopeful that the promotion and awareness of this toolkit will help staff and managers achieve greater insight and knowledge into the hidden impairment agenda; creating more inclusive workplaces for individuals with disabilities.” Diana Foster (Voluntary Coordinator / Jobseeker) “People with Hidden Impairments have many unrecognised abilities that would greatly benefit the employer who is willing to give these individuals the opportunity to fulfil their potential. A small adjustment to the working environment and a change to attitudes could be all that is needed to unleash an individual’s additional skills and talents.” Dr Marios Adamou (Consultant Psychiatrist) MD, MA, MSc, LL.M, MBA, PhD, MRCPsych, DOccMed, FHEA South West Yorkshire NHS Partnership Trust “Many employers have expressed their fear of the perceived legal implications and business risks associated with employing disabled people. It is therefore important that these unfounded beliefs and assumptions are addressed to ensure that negative attitudes and prejudice do not prevent workplace inclusion for disabled people. Employers need to be reassured that disabled people can be and are valuable employees and that within an inclusive cultural environment individuals with hidden impairments can perform to a high standard; realising their full potential.” Philip Bartey (Group Chief Executive) The Adsetts Partnership

“The Hidden Impairment Tool Kit increases awareness of an individuals strengths, whilst providing clear and succinct guidance to enhance their successful placement in to the world of work.” Professor Amanda Kirby (Medical Director) The Dyscovery Centre

“As the Chair of the Hidden Impairment National Group, I am eager to share this practical learning and development resource with the widest possible audience, including Public and Private Sector organisation’s. I am hopeful that this will help organisation’s to realise the potential of people with Hidden Impairments and will improve the recruitment and retention rates for many skilled and talented people” Amanda Wadsworth MBE Chair of HING – DWP Strategy Disability Directorate



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`Uncovering Hidden Impairments`

The purpose of this toolkit, which has been written in partnership with professional experts,

charitable organisations, service users and field practitioners is to offer advice and guidance to

staff in the following job roles; reception/ security, advisor and telephony. The toolkit provides

comprehensive information to enable staff to anticipate the reasonable adjustment solutions of

individuals with the following hidden impairments:

Attention Deficit Hyperactivity Disorder (ADHD)

Sometimes referred to as Attention Deficit Disorder (ADD).

Developmental Coordination Disorder (DCD)

Sometimes referred to as Dyspraxia.

Dyslexia

Sometimes referred to as reading disorders/difficulties.

Autism Spectrum Disorder (ASD)

This will include Asperger Syndrome (AS).

Specific Language Impairments (SLI)

Sometimes referred to as non verbal learning disorder, receptive language,

expressive language and pragmatic language difficulties.

Dyscalculia



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Hidden impairments common areas of difficulty:

Customers with hidden impairments such as ADHD, Autism Spectrum Disorders, Dyslexia and

Dyspraxia have DIFFICULTIES in a number of areas. Irrespective of diagnosis, the following

adjustments will help them navigate better the route to employment.

1. Customers may need more time to digest INFORMATION; this INFORMATION needs

to be communicated with many different communication methods (orally, letter, text).

2. Customers may need extra time and practical assistance DURING THEIR

APPOINTMENT to find their way around, fill in forms or even take a break.

3. Customers who may find difficult to UNDERSTAND what is been requested by them

and may not be able to COMMUNICATE this difficulty accurately; please check, allow more

time and use different communication methods, invite them to ASK QUESTIONS and REPEAT

what you said to make sure it is understood.

4. Customers who may present as ANXIOUS particularly in UNFAMILIAR

ENVIRONMENTS so allow time for them to calm down and explain clearly what the process

involves. This can present itself by a person appearing RESTLESS.

5. Accept that they may NOT REMEMBER their appointments so device methods and

solutions to ensure better attendance.

It is important to note:

- Individuals who have one condition may also have other related conditions as that they

often overlap with one another.

- Individuals may not have had a ‘formal’ diagnosis for all conditions

- Individuals may vary in the way they present, despite having the same diagnosis.

- Individuals with the above conditions have intellectual abilities that are in line with the

general population.

- Symptoms of these conditions are often described by observations of how people

behave.



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Attention Deficit Hyperactivity Disorder (ADHD)/Attention Deficit Disorder (ADD)

ADHD is a common disorder starting in childhood. Until recently it was believed that children

outgrew ADHD in adolescence. However, it is now known that the disorder can continue into

adulthood. The definitions of ADHD are based on high levels of impulsivity, hyperactivity and

inattention, which cause difficulties at home, in education, in work and social settings. People

with ADHD may vary in how their symptoms present depending on the level of demand on

them and characteristics of the environment they are working in (e.g. levels of noise etc).

Symptoms are described by observations of how people behave:

- Impulsivity could be demonstrated by speaking and acting without thinking, interrupting

others, difficulty waiting turn, being oblivious to danger and not learning from

experience, lack of awareness of the context in which the person is behaving (e.g.

needing to be quiet when others are being quiet).

- Hyperactivity is more obvious in childhood. In adults this may be observed as a

difficulty sitting still, being restless and fidgety such as tapping feet or being over

talkative.

- Inattention can result in an individual being easily distracted, having poor

concentration, easily bored, difficulty organising, starting but finding it hard to finish

tasks, starting a task and missing steps in the instructions.

Click here for Telephonist Guidance

Click here for Receptionist Guidance

Click here for Customer Service Adviser Guidance



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Autism Spectrum Disorder (ASD)

Autism Spectrum Disorder (ASD) is a spectrum of lifelong developmental disabilities that

affects how a person communicates with, and relates to, other people. ASD includes Autism,

Asperger Syndrome and Pervasive Developmental Disorder not Otherwise Specified. ASD

affects around 1 in 100 people. The ‘spectrum’ element of the disorder means that while all

people with ASDs share certain difficulties, their condition will affect them in different ways and

to varying degrees. The three main areas of difficulty for all people on the autistic spectrum

include difficulties with social interaction, social communication and social imagination.


- Many people with ASD, particularly those with Asperger Syndrome can appear very

able yet face real difficulties in getting to appointments on their own, coping with a

change to routine and performing well in interviews. People with ASD may also

experience some form of sensory sensitivity or under-sensitivity, for example to sounds,

touch, tastes, smells, light or colour.






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Developmental Co-ordination Disorder (DCD)/ Dyspraxia

Developmental Co-ordination Disorder (DCD), also known as Dyspraxia in the UK, is a

common disorder affecting motor co-ordination in 5-6% of children of which 70% continue to

experience some level of associated difficulties in adulthood. This condition is formally

recognised by international organisations including the World Health Organisation.

DCD/Dyspraxia is distinct from other motor disorders such as cerebral palsy and stroke. The

range of intellectual ability is in line with the general population.


- Co-ordination difficulties may affect everyday life skills. Individuals may present with

difficulties writing, typing, learning to drive a car, riding a bike and self care tasks. In

addition, individuals often have difficulties with organisation and planning skills.






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Dyscalculia

Dyscalculia is a condition that affects an individual’s ability to understand and acquire

mathematical skills. Individuals may also present with difficulties organising and planning.


Individuals with Dyscalculia may present with difficulties managing money, telling the time and

taking measurements. These difficulties may impact on an individual’s organisation and

planning abilities.




Dyslexia

Dyslexia is a literacy and language difficulty. It is a life long condition and affects approximately

10% of the population. Individuals with Dyslexia have difficulties with reading and spelling and

may also have difficulties with organisation and planning.


- Literacy and language difficulties associated with Dyslexia may affect reading, note

taking in meetings, writing and structuring documents, remembering instructions,

copying notes, learning new vocabulary, remembering instructions, spelling and reading

speed.






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Specific Language Impairments (SLI)

SLIs affect an individual’s ability to learn and use language. The condition affects receptive

and expressive language.


- Individuals with SLIs may have difficulties remembering sequences of instructions,

taking down telephone numbers or instructions. They may appear anxious or angry if

they do not understand what is being asked of them. They may be withdrawn and find it

difficult taking turns in meetings.






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Role: Telephonist

General Guidance: This information offers general guidance across all hidden

impairments. For specific hints and tips relating to specific disorders – please see the

following links:

Customer’s Area of Difficulty

Tips to Help

- Lacks confidence using the phone. - Difficulty speaking clearly. - Slow responding and answering questions.

- Give time to answer questions. - Give information broken into small chunks. - Check for understanding. - Offer face to face meeting.

- Difficulty answering questions requiring detailed answers such as names.

- Allow the customer to ask someone to help them answer questions. - If possible, arrange a date and time to call back, allowing time to gather the relevant information. - Be prepared to repeat instructions slowly. - Break down telephone numbers into smaller parts. - Check back to see if they have understood and recorded information accurately.

- Difficulty with remembering the outcomes of a telephone call.

- Encourage the individual to record the key outcomes of the call (either by writing, typing or getting someone else to record them). - Where possible offer to email, text or post information regarding the call, depending on the customer’s preference.

- Reluctance to disclose disability or discuss difficulties.

- Be aware if they are showing any of the ‘symptoms’ of a hidden impairment. - Make reasonable adjustments accordingly and be patient.



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Link to specific Attention Deficit Hyperactivity Disorder (ADHD) guidance:


Tips to Help

- Customers may be impulsive and answer questions quickly without thinking.

- It may be necessary to inquire further to gain the necessary information.

- Customers may interrupt, or have difficulty taking turns over the phone especially if feeling anxious or nervous.

- Be patient. - Summarise key points.

- May miss out steps in instructions.

- Offer to text, email or post information/ instructions where possible.

- May be quick to answer questions in order to end the telephone conversation (eager to get off the phone).

- Be patient. - Keep points as brief and to the point as is possible and polite. - Ensure the consequences and key points of the call have been understood and noted.

- The customer may be easily distracted. - Phone from a quiet location with minimum background noise.

Link to specific Autism Spectrum Disorder (ASD) guidance:


Tips to Help

- Be aware that a customer with ASD may be anxious when faced with unfamiliar situations, questions or dealing with new people. - They may not understand the need to inform you of their specific difficulties as . they may assume you already know as they find it difficult to understand situations from another person’s perspective.

- Make the customer aware as soon as possible what will happen during the call and what information you will ask them for. - Check whether they understand what is being said. If necessary, get them to tell you what their understanding is by repeating back the instructions to you. - Try to focus the questions to get the information you want, and avoid open- ended questions. - Let the customer know if they are giving too much or too little information when they are answering questions.



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- Be aware that the customer with an ASD will not be able to understand situations they have not experienced before.

- Where a job role is unfamiliar to them they will find it difficult to understand if they would be capable of undertaking the role.

- Customers may find it difficult to concentrate for long periods or feel overwhelmed if they are asked too many questions. - The customer may need to take a longer period to answer questions.

- If the customer appears anxious give them the option of calling back another time to finish the interview/process where possible. - Allow the customer to take this time without feeling the need to continually question them or repeat yourself. If the pause becomes of concern do ask if they would like you to repeat the question.

- Customers with ASDs may find it difficult to communicate on the phone.

- Where possible offer alternatives, such as by email.

Link to specific Developmental Coordination Disorder (DCD)/Dyspraxia guidance:


Tips to Help

- Customers with DCD/Dyspraxia may find handwriting and recording information difficult and may be slow at doing so.

- Offer to text, email or post information where possible.

- Difficulty speaking clearly. - Be patient and politely ask the customer to repeat information you didn’t understand.

Link to specific Dyscalculia guidance:


Tips to Help

- Customers with Dyscalculia may struggle with remembering times and dates.

- Offer to text, email or post information/instructions where possible. - Allow the customer to seek the help of someone who they might rely on to remember key dates for them.

- May have difficulty remembering sequences of instructions.




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Link to specific Dyslexia guidance:


Tips to Help

- May have difficulty taking notes, especially at speed and remembering instructions.

- Offer to text, email or post information where possible. - Clearly break down information into smaller, more manageable segments. - Be patient and allow plenty of time for note taking. - Summarise key points at the end of the call.

Link to Specific Language Impairment (SLI) guidance:


Tips to Help

- Customers may have difficulty understanding what you are telling them over the phone. - Customers may also have difficulty conveying information to you over the phone, difficulty organising their thoughts.

- Keep information brief and clear. - Ensure that information has been understood. - It may be necessary to inquire further to gain the necessary information.

- Customers may interrupt, or have difficulty taking turns over the phone.

- Be patient. - Summarise key points. - Offer alternatives such as email correspondence or a face-to-face meeting.





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Role: Receptionist



following links:


Tips to Help

- Lacks confidence. - Difficulty speaking clearly. - Slow at responding and answering questions. - May appear to be anxious or nervous.

- A smile and friendly approach is always helpful. - Allow time to answer questions. - Break information down into smaller chunks. - Ensure the client understands. - If available talk to the customer in a quiet area. - Give the client the opportunity to be accompanied by someone if they wish.

- Remembering and being on time for their appointment. The customer may be early, late or miss their appointment and feel frustrated by their error.

- Give clear instructions. - Keep instructions short. - Ensure the customer has understood directions and instructions.

- Finding their way to the right department.

- Offer to accompany the customer to where they need to go if they look confused by your directions.

- Remembering to bring necessary paperwork.

- Write a list for the customer of items to bring with them. Text, email or post the list to the customer depending on their preferred method of receiving information.

- Anxiety while waiting in a queue. - Ensure the customer knows of any delays, and how long they have to wait.

- Difficulty answering questions requiring detailed answers such as names and dates.

- Give the customer the opportunity to ask for someone’s help with answering questions and/or to attend the meeting with them. - If possible, arrange a date and time to call back. - Be prepared to repeat instructions slowly. - Break down telephone numbers into smaller parts. - Ensure the customer has understood and



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recorded information accurately.

- Difficulty remembering the outcomes of meetings.

- Encourage the customer to record the key outcomes of the meetings (either by writing, typing or getting someone else to record them). - Where possible offer to email, text or post information regarding the call, depending on the customer’s preference.


- Be aware if they are showing any of the ‘symptoms’ of a hidden impairment. - Anticipate/ make reasonable adjustments accordingly and be patient.



Tips to Help



- Customers may interrupt, or have difficulty taking turns, especially if feeling anxious or nervous.


- The customer may be easily distracted. - Poor concentration may lead to steps in instructions being missed.


- May be quick to answer questions in order to end the conversation.

- Be patient. - Keep points as brief and to the point as is possible and polite. - Ensure that key points have been understood and noted.

- The customer may find waiting difficult and may become frustrated. - The customer may find it difficult to keep appropriately quiet while waiting. - The customer may also find it difficult to stay calm if they feel irritated or frustrated by other people or the environment. - Some customers may become confrontational.

- Inform the customer of the anticipated time they will have to wait. - Offer a quiet place to sit and wait if possible. - Give advice in a calm and clear manner. - Check with the customer if they want to have a break, move to a quiet area if possible.



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Tips to Help

- Be aware that a customer with ASD may be anxious when faced with unfamiliar situations, questions or dealing with new people.

- If an customer appears anxious ask them who their usual contact is and try to locate this person for them. - If possible provide a quiet space for people to wait, particularly if they feel anxious.

- Remember that because of their difficulties with social understanding and communication, customers with an ASD may not come across in the way they intend, they may not look at you or appear rude or aggressive.

- Do not take offence. - Try to be clear on what will happen – for example will they have to wait to be seen and if so give an estimate of how long this might be, remember to check they are okay and update them on how long the wait may be at regular periods during their wait. - Be aware that the person will find it difficult to engage in social communication and it may increase their anxiety levels if they are expected to engage in social communication at this stage

- Customers with ASDs may not understand body language, facial expressions or other non-verbal communication, a gesture to a space for instance may not be a clear enough indication that the person must head in that direction.

- Always back gestures up with verbal communication.

- Customers with ASDs find metaphors and figures of speech difficult and interpret language literally.

- Try to use literal language and say what you mean, for example say “please come this way” rather than “can you come with me”, as you don’t actually want to know whether they are capable of coming with you! - If the person they have come to see is not available let them know what options they have for instance they can call to make an appointment, they can email someone, or they can pop back the following day.



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- A person with ASD may have some sensory difficulties.

- Be conscious that noise levels, lighting, smells etc. may cause them to become anxious or unsettled.



Tips to Help

- Customers with DCD/ Dyspraxia may find handwriting and recording information difficult and may be slow at doing so.

- Offer to text, email or post information where possible. - Ask the customer for their preferred format.


- Close contact or touch may cause anxiety.

- Keep appropriate distance. - Let them know of any delays.

- Too much sound/noise/people may cause anxiety.

- Offer a quiet area to sit where possible.



Tips to Help

- Customers with Dyscalculia may struggle with remembering details (e.g. dates) and telling the time.

- Offer to text, email or post information/instructions where possible. - Allow the customer to seek the help of someone who they might rely on to remember key dates for them. - If a customer is waiting for an appointment at a certain time, prompt them when it is time for their appointment.





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Tips to Help

- May have difficulty taking notes, especially at speed and remembering instructions. - May take longer to read information.

- Offer to text, email or post information where possible. - Clearly break down information into smaller, more manageable segments. - Be patient and allow plenty of time for note taking.

Link to Specific Language Impairments (SLI) guidance:


Tips to Help

- Customers may have difficulty understanding what you are telling them . - Customers may also have difficulty conveying information to you, difficulty organising their thoughts.


- Customers may interrupt, or have difficulty taking turns.



- Offer to text, email or post information/instructions where possible.

- May appear withdrawn.

- Try not to overload with questions, requests, give the customer time to process the environment and what is being asked of them.

- May appear anxious or angry if they do not understand what is being asked of them.

- Be patient. - Ask if they would like to receive the information in another format, e.g. written/email. - Give instructions/information in a calm manner.



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Role: Customer Service Adviser



following links:

Customer’s Area of Difficulty Tips to Help

- Lacks confidence. - Difficulty speaking clearly. - Slow responding and answering questions. - May appear to be anxious or nervous.

- A smile and friendly approach is always helpful. - Allow time to answer questions. - Break information down into smaller chunks. - Ensure the customer understands. - If available talk to the customer in a quiet area. - Give the customer the opportunity to be accompanied by someone if they wish.

- Remembering and being on time for their appointment. The customer may be early, late or miss their appointment and feel frustrated by their error.

- Give clear instructions. - Keep them short. - Check understanding. - Make the appointments at similar times on similar days where possible. - Encourage setting a reminder on their mobile phone and/or texting a reminder. - Discuss if afternoon appointments are preferable (where possible). - Discuss likely length, time-line and expected outcome of appointment, present this information simply and visually where appropriate.

- Remembering to bring necessary paperwork.

- Write a list for the customer of items to bring with them. Text or email the list to the customer depending on their preferred method of receiving information.

- Filling in forms. Customers may have difficulties with reading, deciding what to put in the form and handwriting difficulties.

- Ask the customer what their preferred method of completion is. - Offer help with reading and writing. - Allow them to bring someone with them to help them complete forms etc.

- Anxiety while waiting in a queue. - Ensure the customer knows of any delays, and how long they have to wait.



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- Difficulty answering questions requiring detailed answers such as names and dates.

- Give the customer the opportunity to ask for someone’s help answering questions and/ or to attend meetings with them. - Ensure the customer has understood and recorded information accurately.

- Difficulty remembering the outcomes of meetings.

- Encourage the individual to record the key outcomes of the meeting (either by writing, typing or getting someone else to record them). - Where possible offer to email, text or post information regarding the call. Depending on the customers preference.


- Be aware if they are showing any of the ‘symptoms’ of a hidden disability. - Anticipate/ make reasonable adjustments accordingly and be patient.

- May appear disorganised, may not have correct papers and lose possessions.

- Create a list of key actions. - Go through the list with the customer - Ask how they would like to receive the list, by text/email/by post. - Ask if there is someone else who can assist/remind them.



Tips to Help



- Customers may interrupt, or have difficulty taking turns especially if feeling anxious or nervous.

- Be patient. - Summarise key points and keep information brief.

- May miss out steps in instructions.


- May be quick to answer questions in order to end the appointment.

- Be patient. - Keep points as brief and to the point as is possible and polite. - Ensure the consequences and key points of the appointment have been understood and noted.

- The customer may be easily distracted - Conduct the appointment in a quiet



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and find it difficult to finish tasks. location with minimum background movement/noise where possible.

- The customer may find waiting difficult. - The customer may also find it difficult to stay calm if they feel irritated or frustrated by other people or the environment. - Some customers may become confrontational.

- Ensure the customer knows how long they may have to wait and update them of any changes during their wait. - Give advice in a calm and clear manner. -Check with the customer if they want to have a break, move to a quiet area or rearrange the appointment if they appear restless and inattentive.



Tips to Help

- Be aware that a person with ASD may be anxious when faced with unfamiliar situations, questions or dealing with new people. - They may not understand the need to inform you of their specific difficulties. They may assume you already know..

- If an individual appears anxious ask them who their usual contact is and try to locate this person for them. - If the customer appears anxious allow them to take a break and show them where they can go for a break. It often helps when anxious for the person to have access to a quiet space away from crowded areas. - Allow the person to have someone with them to guide them through the meeting.

- Remember that because of their difficulties with social understanding and communication, people with an ASD may not come across in the way they intend, they may not look at you or appear rude or aggressive.

- Do not take offence. - Try to be clear on what your role is, what the purpose of the meeting is and how long it will last. Try to stick to timings as far as possible. - Make sure it is clear what is expected of the person, for example in relation to benefits. Help the customer to identify the most important things they need to think about. Try not to overwhelm them with too much information.

- People with ASDs may not understand body language, facial expressions or other non-verbal communication, a gesture to a space for instance may not be a clear enough indication that the

- Always back gestures up with verbal communication. - Try to focus your questions to get the information you want, and avoid open- ended questions.



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person must head in that direction.

- Provide information in written format wherever possible as well as talking it through.

- A person with ASD may have some sensory difficulties.

- Be conscious that noise levels, lighting, smells etc. may cause them to become anxious or unsettled.



Tips to Help

- Customers with DCD/ Dyspraxia may find handwriting and recording information difficult and may be slow at doing so.

- Offer to text, email or post information where possible. - Ask the customer for their preferred format.


- Close contact or touch may cause anxiety.

- Keep appropriate distance. - Let them know of any delays

- Too much sound/ noise/ people may cause anxiety.

- Conduct the appointment in a quiet area if possible.

- The customer may appear untidy or inappropriately dressed.

- Discuss expected/ appropriate dress code for interview or training settings.

- Individuals with DCD/ Dyspraxia may be slower at learning new tasks or skills.

- May need tasks explained more than once. - Individuals may benefit from being shown how to complete a task and from the task being broken down into smaller parts. - Don’t expect perceived ‘simple’ tasks to be easy for the individual. The customer may never have been taught the task before or had adequate practice. - Be clear when outlining tasks and only give one task at a time.



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Tips to Help

- Customers with Dyscalculia may struggle with remembering details (e.g. dates) and telling the time.

- Offer to text, email or post information/ instructions where possible. - Allow the customer to seek the help of someone who they might rely on to remember key dates for them.





Tips to Help

- May have difficulty taking notes, especially at speed and remembering instructions. - May take longer to read information.

- Offer to text, email or post information where possible. - Clearly break down information into smaller, more manageable segments. - Be patient and allow plenty of time for note taking. - Summarise key points at the end of the appointment.

Link to Specific Language Impairments (SLI) guidance:


Tips to Help

- Customers may have difficulty understanding what you are telling them/ asking of them. - Customers may also have difficulty conveying information to you, difficulty organising their thoughts.


- Customers may interrupt, or have difficulty taking turns during a meeting/ appointment.




- May appear withdrawn. - Try not to overload with questions,



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requests, give the customer time to process the environment/what is being asked of them.

- May appear anxious or angry if they do not understand what is being asked of them.

- Be patient. - Ask if they would like to receive the information in another format, e.g. written/ email. - Give instructions/information in a calm manner.



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Members of the Hidden Impairment National Group Autism Plus www.autismplus.org Department for Work and Pensions www.dwp.gov.uk Dyslexia Action www.dyslexia.org.uk Jobsteps Employment Services Ltd www.jobsteps.org National Autistic Society www.autism.org.uk Nottingham Asperger Service http://www.nottinghamshirehealthcare.nhs.uk/ South West Yorkshire NHS Trust http://www.southwestyorkshire.nhs.uk/ The Dyscovery Centre www.dyscovery.org The Dyspraxia Foundation www.dyspraxiafoundation.org.uk West Yorkshire ADHD / ADDept http://west-yorkshire-adhd.org.uk/ Other Useful Links: Adult Attention Deficit Disorder – UK (AADD-UK) www.aadd.org.uk Afasic www.afasicengland.org.uk British Association for Supported Emp’t (BASE) www.base-uk.org British Dyslexia Association www.bdadyslexia.org.uk Development Adult Neuro-Diversity Association (DANDA) www.danda.org.uk Disability Toolkits www.disabilitytoolkits.ac.uk Information and Support Service (ADDISS) www.addiss.co.uk National Careers Service nationalcareersservice.direct.gov.uk N.B. Please search your local area for organisations that can provide support and advice. The toolkit has been developed and approved by the following organisations:

http://www.autismplus.org/

http://www.dwp.gov.uk/

http://www.dyslexia.org.uk/

http://www.jobsteps.org/

http://www.autism.org.uk/

http://www.nottinghamshirehealthcare.nhs.uk/

http://www.southwestyorkshire.nhs.uk/

http://www.dyscovery.org/

http://www.dyspraxiafoundation.org.uk/

http://west-yorkshire-adhd.org.uk/

http://www.aadd.org.uk/

http://www.afasicengland.org.uk/

http://www.base-uk.org/

http://www.bdadyslexia.org.uk/

http://www.danda.org.uk/

http://www.disabilitytoolkits.ac.uk/

http://www.addiss.co.uk/

https://nationalcareersservice.direct.gov.uk/



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Documents

Hidden Impairment National Group - …qna.files.parliament.uk/qna-attachments/422723/original/Uncovering... · Hidden Impairment National Group A Different Way of Thinking ... “The