Special Education Needs and Disabilities can affect a person's performance on the assessments. The impact will vary according to the nature and the severity of the condition.  Whilst a blanket increase in time allowance might be appropriate for written exams, it is very unlikely to compensate appropriately in the case of precisely timed, item-based assessments.    

Instead, we request that candidates with learning needs and/or accommodations, including those with dyslexia, dyscalculia, dyspraxia, dysgraphia, Irlens, and ASD complete the assessments in the standard manner, with the normal time limits.

Some candidates may be unable to undertake the timed assessments. We suggest that individuals who may not be able to cope, try the practice questions available on this link Morrisby Profile Practice Questions to determine if this is the case.  If these prove too arduous for the individual, it might be that they can still complete the untimed questionnaires, perhaps with the help of a reader and scribe. This would allow an interest profile to be generated and associated career suggestions made.  

In relation to the impact of learning needs, it can be extremely wide-ranging and highly specific to the individual.  They are often coupled with other conditions leading to complex diagnoses.  It is important that before any assessments take place, that the details of the condition are provided to Morrisby so that an appropriate course of action can be determined for that individual. This may or may not involve timed assessments. If timed assessments are considered appropriate, a suitable correction strategy will need to be developed. 

Other diagnosed neurodiverse conditions should also be checked by sending the diagnostic report to Morrisby.