To make postgraduate medical specialty examinations more accessible to neurodiverse candidates, the focus should be on clarity, explicitness, and structured question design. Using plain language and eliminating ambiguity can help ensure that key diagnostic features are clearly stated, reducing the risk of misinterpretation. Long, complex sentences should be avoided to minimize cognitive load, and key information should be highlighted using bold or underlining. In multiple-choice questions (MCQs), answer choices should be distinctly different to prevent confusion, and key clinical features should be emphasized to avoid candidates selecting the "second-best" option due to misplaced emphasis. Short-answer questions should include structured prompts to guide thought processes, and stepwise reasoning should be encouraged to aid candidates with executive function difficulties. To address the challenge of illness scripts, explicit clinical contexts should be provided, and alternative formats like flowcharts or visual aids can help candidates process information more effectively. Examinations should also reduce reliance on Theory of Mind skills, ensuring that social assumptions and implicit reasoning are minimized. Additionally, accommodations such as extra time, alternative formats, or audio-based questions can help level the playing field. By making these adjustments, assessments can focus on testing medical competency rather than linguistic fluency or implicit reasoning skills, ultimately creating a fairer and more inclusive evaluation process for all candidates.