‘Uncovering Hidden Impairments Toolkit’
Hidden Impairment National Group (HING)
Sheffield City Council’s guide to support
people with hidden impairments
Attention Deficit Hyperactivity Disorder (ADHD), Developmental Coordination Disorder (DCD),
Dyslexia, Autistic Spectrum Condition (ASC), Specific Language Impairments (SLI) and
Dyscalculia
HR Specialist Services
Hidden Impairment National Group
A Different Way of Thinking
Contents
Section
1.0
Foreword – Cllr Julie Dore and John Mothersole
1.1
Hidden Impairment National Group – key messages
1.2
Hidden Impairments covered by this toolkit
1.3
Important points to note
1.4
Sheffield City Council Employees
1.5
Note for managers
2.0
Overview of hidden impairments
2.1
Attention Deficit Hyperactivity Disorder (ADHD) / Attention Deficit
Disorder (ADD)
2.2
Developmental Co-ordination Disorder (DCD) / Dyspraxia
2.3
Dyslexia
2.4
Autistic Spectrum Condition (ASC)
2.5
Specific Language Impairments (SLI)
2.6
Dyscalculia
3.0
Contact with customers
3.1
Common difficulties for customers with hidden impairments
3.2
Contact with a customer over the phone
3.3
First point of contact with a customer (face to face)
3.4
Home-visiting
4.0
Useful contacts
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1.0 Foreword
I am proud that Sheffield City Council has become the first local authority to sign up to the
Hidden Impairments Toolkit, which we hope will be a really helpful resource to both staff and
managers in the Council, and our customers. As you’ll see from what follows, hidden
impairments can affect anyone and take a number of forms. We are committed to increasing
awareness and understanding. We want this toolkit to enhance the support we provide to our
colleagues and customers who have hidden impairments.
The toolkit was the idea and creation of the Hidden Impairment National Group (HING). We
have worked closely with the Autism Plus, a key member of the HING, and staff
representatives in the Council to adapt the toolkit to make it as useful as possible to us.
We recognise that the term ‘hidden impairment’ can mean different things to different people
and that this toolkit only covers a number of ‘hidden impairments’ experienced by people. We
felt that the toolkit rightfully draws attention to particular impairments, but we are determined
that it does not limit our view and understanding of other disabilities, health conditions and
impairments, whether or not they are hidden. We would like it to help us all to enhance our
respect for everyone at work as individuals, and our service to customers. In using this toolkit,
therefore, please consider how it applies to any colleague or customer who may need support.
The Council places a commitment to fairness and promoting equality of opportunity at the
heart of its values. This is not about ‘treating everyone the same’ but recognising that people
are different and have needs that are met in different ways. We know that some people and
communities may need extra help to reach their full potential, particularly when faced with
multiple layers of disadvantage and discrimination.
We need to create an environment where people have the chance to achieve this potential,
free from barriers, prejudice and discrimination. Each individual is unique and we recognise,
respect and celebrate the added value that differences bring.
The Council is also committed to meeting its Duties under the Equality Act 2010 and
specifically Section 149 of the Public Sector Equality Duty. The Act sets out a Duty on us to:



Eliminate discrimination, harassment and victimisation
Advance equality of opportunity
Foster good relations
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A Different Way of Thinking
The toolkit is divided into sections, which is aimed to make it easier to use – whether you are a
member of staff who has a hidden impairment (or think you might have), a colleague or
someone who has regular contact with customers. It is a guide for both managers and
employees in the workplace and workplace associated business, and a guide for any
employees who interact with customers.
We hope this toolkit helps to develop all our understanding, support and respect for others. So,
please, make good use of it.
Cllr Julie Dore
Leader - Sheffield City Council
John Mothersole
Chief Executive - Sheffield City Council
If this document is required in a different format, or if HR assistance is required, please
contact the HR Advisory Services on 273 6924 or by email
HRAdvisoryService@sheffield.gov.uk.
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Hidden Impairment National Group
A Different Way of Thinking
1.1 Hidden Impairment National Group – key messages
"Many employers miss out on appointing `the right person for the job’ because they are afraid
of recruiting disabled people 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, abilities and talents.
The Hidden Impairment National Group (HING) comprises of a strong national network of
committed representatives including, medical professionals/ academics, disability specific
organisations and disabled people. Together, the group has designed and developed a
specialised learning resource entitled the `Uncovering Hidden Impairment Toolkit`, which they
would like to share, free of charge, with your organisation. This resource will help you to
effectively recruit and retain individuals with hidden impairments; enabling the anticipation of
reasonable adjustment solutions at the earliest stage.
This accessible tool can be integrated into your internal information system and can be utilised
by staff and managers to encourage an inclusive cultural environment."
Terry Moran CBE
Permanent Secretary
Department for Work and Pensions
“The aim of the Hidden Impairment National Group (HING) is to improve work opportunities
for disabled people including those with hidden impairments (HI); promoting independent living
through employment. The `Uncovering Hidden Impairment Toolkit` will support your
organisation to better understand the needs of individuals with HI and enable you to identify
reasonable adjustment solutions at the earliest intervention”
Amanda Wadsworth MBE
DWP Disability Champion Team
Chair of the Hidden Impairment National Group
“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”
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Hidden Impairment National Group
A Different Way of Thinking
Diana Foster
Voluntary Coordinator / Jobseeker, ADDept
“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
“As Chair of the Sheffield City Regional Local Enterprise Partnership, many employers have
expressed their fear of the perceived legal implications and business risks associated with
employing disadvantaged groups. 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 is an essential tool to not only increase awareness of
individuals strengths and difficulties with a range of learning difficulties, but also to provide
clear and succinct guidance to enhance their successful placement in to the world of work.”
Professor Amanda Kirby (Medical Director)
The Dyscovery Centre
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Hidden Impairment National Group
A Different Way of Thinking
1.2 Hidden Impairments covered by this toolkit
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. There are links to different types of customer contact – including phone and face to
face. The toolkit provides comprehensive information to enable staff to anticipate 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

Autistic Spectrum Condition (ASC)
Sometimes referred to as Autism Spectrum Disorder and including Asperger
Syndrome (AS)

Specific Language Impairments (SLI)
Sometimes referred to as non-verbal learning disorder, receptive language,
expressive language and pragmatic language difficulties

Dyscalculia
Sometimes referred to as an inability to acquire arithmetical skills
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1.3 Important points 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.
Good practice/general guidance for all forms of conditions.
1.4 Sheffield City Council employees
The information and support tips for the hidden impairments covered in this toolkit is intended
to be considered alongside the advice and processes already in place for disabled employees
in the workplace.
1.5 Note for managers
Under the Equality Act 2010, Sheffield City Council has a duty to make reasonable
adjustments for disabled applicants and employees. We must make sure we do not
discriminate against disabled employees by any physical feature of our premises or by any
employment arrangements.
Managers should ask disabled staff if they need any changes making to the job or the way it is
done, or to the working environment, so they can work as effectively as possible. For some
disabled people, the usual systems, arrangements and ways of doing things in the workplace
may be inaccessible. This may mean that the job becomes impossible to do, even though the
individual tasks do not really cause a problem. Managers should see what adjustments and
changes are needed. Managers need to find the most effective way for the whole workplace to
function together, such as re-arranging the lighting contrast or level, or changing the office
layout.
Reasonable adjustments need to be reviewed regularly, in case of any changes in someone’s
impairment. This could be done during supervision, one to ones and IPRs. Seek advice from
HR if needed on reasonable adjustments.
The section in this toolkit headed contact with customers may also be very useful when
supporting staff with hidden impairments as they will face the same/ similar challenges.
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Managers should discuss any reasonable adjustments or issues with the staff member
concerned in one to ones.
If managers have identified that there are long-term health or disability issues which are
impacting on capability then staff should be supported under the Managing Attendance and
Capability at Work MAACAW procedures.
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2.0 Overview of hidden impairments
2.1 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).
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.
Customer contact over the phone – click here for tips
Face to face customer contact – click here for tips
Home-visiting customers – click here for tips
General Council guidance and support for staff – click here for link
General Council guidance and support for managers – click here for link
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Hidden Impairment National Group
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2.2 Developmental Co-ordination Disorder (DCD) / Dyspraxia
Developmental Co-ordination Disorder (DCD), also known as Dyspraxia in the UK, is a
common disorder affecting 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. 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, holding a pen/cup and therefore struggling to complete a
form for example and self-care tasks. In addition, individuals often have difficulties with
organisation and planning skills and appear clumsy.
Customer contact over the phone – click here for tips
Face to face customer contact – click here for tips
Home-visiting customers – click here for tips
General Council guidance and support for staff – click here for link
General Council guidance and support for managers – click here for link
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2.3 Dyslexia
Dyslexia is a literacy and language difficulty. It is a lifelong condition and affects approximately
10% of the population. Individuals with Dyslexia may 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, spelling and reading speed.
Customer contact over the phone – click here for tips
Face to face customer contact – click here for tips
Home-visiting customers – click here for tips
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General Council guidance and support for staff – click here for link
General Council guidance and support for managers – click here for link
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2.4 Autistic Spectrum Condition (ASC)
Autistic Spectrum Condition, sometimes referred to as Autism Spectrum Disorder (ASD), is a
spectrum of lifelong developmental disabilities that, amongst other difficulties, affects how a
person communicates with, and relates to, other people. ASC includes Autism, Asperger
Syndrome and Pervasive Developmental Disorder not otherwise specified. ASC affects around
1 in 100 people. The ‘spectrum’ element of the disorder means that while all people with ASCs
share certain difficulties, their condition will affect them in different ways and to varying
degrees.
Many people with ASC, 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 ASC may also experience some form of sensory
sensitivity or under-sensitivity, for example to sounds, touch, tastes, smells, light or colour.
Customer contact over the phone – click here for tips
Face to face customer contact – click here for tips
Home-visiting customers – click here for tips
General Council guidance and support for staff – click here for link
General Council guidance and support for managers – click here for link
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2.5 Specific Language Impairments (SLI)
SLIs may affect an individual’s ability to learn and use language. The condition may affect how
someone receives and communicates information. Symptoms are described by observations
of how people behave.
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.
Customer contact over the phone – click here for tips
Face to face customer contact – click here for tips
Home-visiting customers – click here for tips
General Council guidance and support for staff – click here for link
General Council guidance and support for managers – click here for link
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2.6 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.
Customer contact over the phone – click here for tips
Face to face customer contact – click here for tips
Home-visiting customers – click here for tips
General Council guidance and support for staff – click here for link
General Council guidance and support for managers – click here for link
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3.0 Contact with customers
3.1 Common difficulties for customers with hidden impairments
Customers with hidden impairments such as ADHD, Autistic Spectrum Conditions, Dyslexia
and Dyspraxia have difficulties in a number of areas. Irrespective of diagnosis, the following
adjustments will help.

Customers may need more time to digest information; this information needs to be
communicated with many different communication methods (orally, letter, text).

Customers may need extra time and practical assistance during their appointment to
find their way around, fill in forms or even take a break.

Customers may find it difficult to understand what is being requested of 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.

Customers 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.

Accept that they may not remember their appointments so devise methods and
solutions to ensure better attendance.
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Hidden Impairment National Group
A Different Way of Thinking
3.2 Contact with a customer over the phone
General Guidance: This information offers general guidance across all hidden
impairments. For hints and tips relating to specific conditions, please see the links that
follow.
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.
- 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.
- Difficulty with remembering the outcomes
of a telephone call.
- 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
Customer’s Area of Difficulty
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.
- May miss out steps in instructions.
- Be patient.
- Summarise key points.
- May be quick to answer questions in
order to end the telephone conversation
(eager to get off the phone).
- The customer may be easily distracted.
- Offer to text, email or post
information/ instructions where possible.
- 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.
- Phone from a quiet location with
minimum background noise.
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Link to specific Autistic Spectrum Condition (ASC) guidance
Customer’s Area of Difficulty
Tips to Help
-
-
-
-
Be aware that a customer with ASC
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.
A person with ASC may have some
sensory difficulties which can cause
physical pain and difficulties with
-
-
-
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 openended questions.
Let the customer know if they are
giving too much or too little information
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Customer’s Area of Difficulty
-
-
-
-
Tips to Help
concentration
Be aware that the customer with an
ASC may not be able to understand
situations they have not experienced
before.
-
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.
-
Customers with ASCs may find it
difficult to communicate on the phone.
-
-
when they are answering questions.
Be conscious that noise levels (even
low level background noise which isn’t
audible to most people), lighting
(especially fluorescent lighting), smells
etc, may cause them to become
anxious or unsettled. Offer them a quiet
place with natural daylight
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.
Where possible offer alternatives, such
as by email.
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Link to specific Developmental Coordination Disorder (DCD)/Dyspraxia guidance
Customer’s Area of Difficulty
Tips to Help
- Customers with DCD/Dyspraxia may find
handwriting and recording information
difficult and may be slow at doing so.
- Difficulty speaking clearly.
- Offer to text, email or post information
where possible.
- Be patient and politely ask the customer
to repeat information you didn’t
understand.
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Link to specific Dyscalculia guidance
Customer’s Area of Difficulty
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.
- Offer to text, email or post
information/ instructions where possible.
- May have difficulty remembering
sequences of instructions.
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Link to specific Dyslexia guidance
Customer’s Area of Difficulty
Tips to Help
- May have difficulty taking notes,
especially at speed and remembering
instructions.
- Offer to text, email or post a summary of
the phone call.
- 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.
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Link to Specific Language Impairment (SLI) guidance
Customer’s Area of Difficulty
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
- Keep information brief and clear.
- Ensure that information has been
understood.
- It may be necessary to inquire further to
gain the necessary information.
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Customer’s Area of Difficulty
Tips to Help
phone, difficulty organising their thoughts.
- Customers may interrupt, or have
- Be patient.
difficulty taking turns over the phone.
- Summarise key points.
- Offer alternatives such as email
correspondence or a face-to-face
meeting.
- May have difficulty remembering
- Offer to text, email or post
sequences of instructions.
information/ instructions where possible.
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3.3 First point of contact with a customer (face to face)
General Guidance: This information offers general guidance across all hidden
impairments. For hints and tips relating to specific conditions, please see the links that
follow.
Customer’s Area of Difficulty
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 - Give clear instructions.
appointment. The customer may be early, - Keep instructions short.
late or miss their appointment and feel
- Ensure the customer has understood
frustrated by their error.
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
- Write a list for the customer of items to
paperwork.
bring with them. Text, email or post the
list to the customer depending on their
preferred method of receiving
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Customer’s Area of Difficulty
Tips to Help
- Anxiety while waiting in a queue.
- Difficulty answering questions requiring
detailed answers such as names and
dates.
- Difficulty remembering the outcomes of
meetings.
- Reluctance to disclose disability or
discuss difficulties.
information.
- Ensure the customer knows of any
delays, and how long they have to wait.
- 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
recorded information accurately.
- Encourage the customer 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 meeting,
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.
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Link to specific Attention Deficit Hyperactivity Disorder (ADHD) guidance
Customer’s Area of Difficulty
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, especially if feeling
anxious or nervous.
- Be patient.
- Summarise key points.
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Hidden Impairment National Group
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Customer’s Area of Difficulty
Tips to Help
- The customer may be easily distracted.
- Poor concentration may lead to steps in
instructions being missed.
- Offer to text, email or post
information/ instructions where possible.
- 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.
- 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.
- 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.
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Link to specific Autistic Spectrum Condition (ASC) guidance
Customer’s Area of Difficulty
Tips to Help
- Be aware that a customer with ASC may
be anxious when faced with unfamiliar
situations, questions or dealing with new
people.
- If a 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.
- 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 may find it
- Remember that because of their
difficulties with social understanding and
communication, customers with an ASC
may not come across in the way they
intend, they may not look at you or
appear rude or aggressive.
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Hidden Impairment National Group
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Customer’s Area of Difficulty
Tips to Help
- Customers with ASCs 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.
- Customers with ASCs may find
metaphors and figures of speech difficult
and may interpret language literally.
- A person with ASC may have some
sensory difficulties which can cause
physical pain and difficulties with
concentration.
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.
- Always back gestures up with verbal
communication.
- 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.
- Be conscious that noise levels (even low
level background noise which isn’t audible
to most people), lighting (especially
fluorescent lighting), smells etc. may
cause them to become anxious or
unsettled. Offer them a quiet place with
natural daylight.
Back to contents
Link to specific Developmental Coordination Disorder (DCD)/Dyspraxia guidance
Customer’s Area of Difficulty
Tips to Help
- Customers with DCD/ Dyspraxia may find - Offer to text, email or post information
handwriting and recording information
where possible.
difficult and may be slow at doing so.
- Ask the customer for their preferred
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Hidden Impairment National Group
A Different Way of Thinking
Customer’s Area of Difficulty
Tips to Help
- Difficulty speaking clearly.
- Close contact or touch may cause
anxiety.
- Too much sound/noise/people may
cause anxiety.
format.
- Be patient and politely ask the customer
to repeat information you didn’t
understand.
- Keep appropriate distance.
- Let them know of any delays.
- Offer a quiet area to sit where possible.
Back to contents
Link to specific Dyscalculia guidance
Customer’s Area of Difficulty
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.
- Offer to text, email or post
information/ instructions where possible.
- May have difficulty remembering
sequences of instructions.
Back to contents
Link to specific Dyslexia guidance
Customer’s Area of Difficulty
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
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Hidden Impairment National Group
A Different Way of Thinking
Customer’s Area of Difficulty
Tips to Help
note taking.
Back to contents
Link to Specific Language Impairments (SLI) guidance
Customer’s Area of Difficulty
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.
- Keep information brief and clear.
- Ensure that information has been
understood.
- It may be necessary to inquire further to
gain the necessary information.
- Be patient.
- Summarise key points.
- May have difficulty remembering
sequences of instructions.
- May appear withdrawn.
- Offer to text, email or post
information/instructions where possible.
- Try not to overload with questions/
Requests – give the customer time to
process the environment and 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.
- May appear anxious or angry if they do
not understand what is being asked of
them.
Back to contents
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Hidden Impairment National Group
A Different Way of Thinking
3.5
Home-visiting
General Guidance: This information offers general guidance across all hidden
impairments. For hints and tips relating to specific conditions, please see the links that
follow.
Customer’s Area of Difficulty
Tips to Help
-
-
-
May lack confidence.
May have difficulty speaking clearly.
May be slow responding and
answering questions.
May appear to be anxious or nervous.
May find people coming into their home
an anxiety-provoking experience.
-
-
-
Ensure the person has plenty of notice
of your visit and that the timing suits
them.
Tell them exactly who will be visiting,
why, and what will happen at the visit.
Back this up in writing prior to the visit.
Give the customer the opportunity to be
accompanied by someone if they wish.
A smile and friendly approach is always
helpful.
Be respectful of the fact it is the
person’s home.
Allow time to answer questions.
Break information down into smaller
chunks.
Ensure the customer understands.
Give them plenty of time to absorb new
information.
If available talk to the customer in a
quiet area.
Ask the person to tell you when they
need to take a break from the home
visit – e.g. they may need to go into
another room for a short while, or even,
outside.
Ask the person to tell you if they would
prefer they have the home visit broken
down into smaller visits rather than one
long visit.
Ask them if they would like to receive
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Hidden Impairment National Group
A Different Way of Thinking
Customer’s Area of Difficulty
Tips to Help
confirmation of the discussion in
writing.
-
Remembering and being ready for your
visit. The customer may not be
expecting you and feel frustrated by
their error.
-
-
-
May appear disorganised, may not
have correct papers to hand and may
lose possessions.
-
-
Filling in forms. Customers may have
difficulties with reading, deciding what
to put in the form and handwriting
difficulties.
-
Anxiety when waiting for you to arrive.
-
Difficulty answering questions requiring
detailed answers such as names and
dates.
-
-
-
Give clear instructions.
Keep them short.
Check understanding.
Arrange the visits for similar times on
similar days where possible.
Encourage setting a reminder on their
mobile phone and/or texting a
reminder.
Discuss if afternoon visits are
preferable (where possible).
Discuss likely length, time-line and
expected outcome of visit, present this
information simply and visually where
appropriate.
Write a list for the customer of items to
have to hand for your visit. Text or
email the list to the customer,
depending on their preferred method of
receiving information.
Create a list of key actions.
Go through the list with the customer
Ask if there is someone else who can
assist/remind them.
Ask the customer what their preferred
method of completion is.
Offer help with reading and writing.
Allow them to have someone with them
to help them complete forms etc.
Ensure the customer knows if you
delayed, and how long they have to
wait.
Give the customer the opportunity to
ask for someone’s help answering
questions and/or to be with them for
your visit.
Ensure the customer has understood
and recorded information accurately.
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Hidden Impairment National Group
A Different Way of Thinking
Customer’s Area of Difficulty
Tips to Help
-
-
Difficulty remembering the outcomes of
meetings.
-
-
Reluctance to disclose impairment or
discuss difficulties.
-
Encourage the individual to record the
key outcomes of the visit (either by
writing, typing or getting someone else
to record them).
Where possible offer to email, text or
post information regarding the visit,
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.
Back to contents
Link to specific Attention Deficit Hyperactivity Disorder (ADHD) guidance
Customer’s Area of Difficulty
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 especially if feeling
anxious or nervous.
- May miss out steps in instructions.
- Be patient.
- Summarise key points and keep
information brief.
- Offer to text, email or post
information/ instructions where possible.
- 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.
- Conduct the appointment in a quiet
location with minimum background
movement/noise where possible.
- Give advice in a calm and clear manner.
- Check with the customer if they want to
have a break or rearrange the
- May be quick to answer questions in
order to end the appointment.
- The customer may be easily distracted
and find it difficult to finish tasks.
- The customer may find it difficult to stay
calm if they feel irritated or frustrated by
other people or the environment.
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Hidden Impairment National Group
A Different Way of Thinking
Customer’s Area of Difficulty
Tips to Help
- Some customers may become
confrontational.
appointment if they appear restless and
inattentive.
Back to contents
Link to specific Autistic Spectrum Condition (ASC) guidance
Customer’s Area of Difficulty
Tips to Help
- Be aware that a person with ASC 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.
- Allow the person to have someone with
them to guide them through the meeting.
- 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.
- Always back gestures up with verbal
communication.
- Try to focus your questions to get the
information you want, and avoid openended questions.
- Provide information in written format
wherever possible as well as talking it
through.
- Be conscious that noise levels (even low
level background noise which isn’t
audible to most people), lighting
(especially fluorescent lighting), smells
etc may cause them to become anxious
or unsettled.
- Remember that because of their
difficulties with social understanding and
communication, people with an ASC may
not come across in the way they intend,
they may not look at you or appear rude
or aggressive.
- People with ASCs 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.
- A person with ASC may have some
sensory difficulties which can cause
physical pain and difficulties with
concentration.
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Hidden Impairment National Group
A Different Way of Thinking
Back to contents
Link to specific Developmental Coordination Disorder (DCD)/Dyspraxia guidance
Customer’s Area of Difficulty
Tips to Help
- Customers with DCD/ Dyspraxia may find - Offer to text, email or post information
handwriting and recording information
where possible.
difficult and may be slow at doing so.
- Ask the customer for their preferred
format.
- Difficulty speaking clearly.
- Be patient and politely ask the customer
to repeat information you didn’t
understand.
- Close contact or touch may cause
- Keep appropriate distance.
anxiety.
- Let them know of any delays.
- Too much sound/ noise/ people may
- Conduct the appointment in a quiet area
cause anxiety.
if possible.
- The customer may appear untidy or
- Discuss expected/ appropriate dress
inappropriately dressed.
code for interview or training settings.
- Individuals with DCD/ Dyspraxia may be
- May need tasks explained more than
slower at learning new tasks or skills.
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.
Back to contents
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Hidden Impairment National Group
A Different Way of Thinking
Link to specific Dyscalculia guidance
Customer’s Area of Difficulty
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.
- Offer to text, email or post
information/ instructions where possible.
- May have difficulty remembering
sequences of instructions.
Back to contents
Link to specific Dyslexia guidance
Customer’s Area of Difficulty
Tips to Help
- May have difficulty taking notes,
especially at speed and remembering
instructions.
- May take longer to read information.
- 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
Customer’s Area of Difficulty
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.
- Keep information brief and clear.
- Ensure that information has been
understood.
- It may be necessary to inquire further to
gain the necessary information.
- After the visit, offer to text, email or post
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Hidden Impairment National Group
A Different Way of Thinking
Customer’s Area of Difficulty
Tips to Help
- Customers may interrupt, or have
difficulty taking turns during a
meeting/ appointment.
- May have difficulty remembering
sequences of instructions.
- May appear withdrawn.
- May appear anxious or angry if they do
not understand what is being asked of
them.
information where possible.
- Be patient.
- Summarise key points.
- Offer to text, email or post
information/ instructions where possible.
- Try not to overload with questions,
requests, give the customer time to
process the environment/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.
Back to contents
HR Specialist Services Page 30 of 33
Hidden Impairment National Group
A Different Way of Thinking
4.0 Useful contacts
Contacts for members of the Hidden Impairment National Group
Autism Plus
Department for Work and Pensions
Job steps Employment Services Ltd
National Autistic Society
Nottingham Asperger Service
South West Yorkshire NHS Trust
The Adsetts Partnership
The Dyscovery Centre
The Dyspraxia Foundation
West Yorkshire ADHD / ADDept
Other Useful Links
Adult Attention Deficit Disorder – UK (AADD-UK)
Afasic (children’s speech and language support)
Autism Centre Sheffield Hallam University
British Dyslexia Association
Development Adult Neuro-Diversity Association (DANDA)
Information and Support Service (ADDISS)
National Careers Service
Sheffield Asperger’s Syndrome Service
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Hidden Impairment National Group
A Different Way of Thinking
HR Advisory Services (if further help is needed after reading the toolkit)
Contact: 27 36924 or HRAdvisoryService@sheffield.gov.uk
Contact Advisers (guidance on dignity/respect and whistleblowing)
Contact Advisers
Adult social care
Contact: 27 34908
Sheffield City Council - Adult social care
Counselling/support
EAP Counselling, legal, financial
advice line for SCC staff
Tel: 0800 282193
www.ppconline.info
log-in – username: sheffield / password: council
Employment
Access to Work
Access to Work
Contact: 0141 950 5327
British Association for
Supported Employment (BASE)
Families and children
Multi-Agency Support Team
Multi Agency Support Teams (MASTs)
E-learning, information and
resources for SCC and Social
Care
Dyslexia and other hidden impairments information and
support – click here
Social Care On-line Learning in Sheffield: Login to the site
Autistic Spectrum Condition training, information and
resources – click here and follow the links to Social Care
Workers and Understanding Autism.
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Hidden Impairment National Group
A Different Way of Thinking
Sheffield City Council has been given kind permission to adapt this Toolkit. The original
Toolkit was developed and approved by the following members of the Hidden
Impairment National Group:
PLEASE NOTE: this toolkit is for use by organisations that have agreed to
the minimal commitments suggested by the Hidden Impairments National
Group and is for distribution by the group only. If you are aware of any
organisations that are interested in accessing the toolkit please ask them to
contact the group directly via our website www.hing.org.uk
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