Audience: educators and learning support.
From the ANM archive · Original Instagram post: 28 July 2026 A classroom moment can look small to the people watching and stay with a learner for years. In this ANM lived-experience reflection, a name was misspelled and a moment of difference became exposure. It is a reminder that reading, writing and public correction are […]
“Wobzanai”: when a classroom memory stays with you Read More »
From the ANM archive · Original Instagram post: 28 July 2026 Slow reading does not mean slow thinking. A learner’s intelligence is not measured by how quickly they decode a page. Dyslexia can affect reading accuracy, reading speed, spelling and the effort needed for written work. It is not a measure of intelligence. In multilingual
Slow reading does not mean slow thinking Read More »
From the ANM archive · Original Instagram post: 30 July 2026 A learner may be working far harder than anyone can see. Support is not a favour; it is access. When schools recognise different ways of learning, communicating, moving and regulating, they can remove barriers before a learner is pushed out of participation. The aim
Support is access: helping learners thrive at school Read More »
From the ANM archive · Original Instagram post: 10 August 2026 Some learners do not need more pressure. They need a school day that makes motor-planning and coordination differences easier to work with. Start with what the task is asking of the body Developmental Coordination Disorder (DCD), also called dyspraxia, can affect motor coordination. For
DCD in the classroom: what teachers need to notice Read More »
