Topic: inclusion and access.
From the ANM archive · Based on an original ANM Instagram post: 10 August 2026 Work should not become a daily test of coordination, pace or masking. Practical support starts with asking what will make the job workable. Developmental Coordination Disorder (DCD), sometimes called dyspraxia, affects movement and coordination. The impact is different for each […]
DCD at work: practical support without assumptions 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 »
