Special Needs,
Learning Difficulties, Disabilities, and Mental Health Awareness
Handbook & Textbook by Sara Jane Gorman
✨ Easy Read Preface
Preface (Easy Read)
This book holds great importance for me.
I wrote this book because
many people lack an understanding of special needs, Learning Difficulties,
Disabilities, and Mental Health.
I want to help people learn in a simple and friendly way.
Why I wrote this book
- I have my own experiences with
Autism, Dyslexia, Dyspraxia, Epilepsy, Anxiety, and Depression.
- I know what it
feels like to struggle.
- I also know what
it feels like to be proud of myself.
Who this book is for
•
Students
•
Parents and families
•
Teachers
•
Support workers
•
Anyone who wants to learn, understand and help
•
People who have and live the
conditions.
•
(Symbols: family 👨👩👧,
teacher 👩🏫,
books 📚)
•
Educators, Doctors, Nurses,
Mentors, Councilors, Employment officers and more.
My message
Everyone learns in
different ways.
Everyone has strengths.
Everyone deserves respect and support.
What you will find in this book
- Easy
explanations
- Real stories
- Tips and support
- Activities and
visuals
- Information
about different disabilities and mental health conditions
- How to help and
where to find support in the UK, USA, and around the world
Why this matters
People with learning
disabilities and mental health conditions can do amazing things.
We need to see the person — not just the difficulty.
:
✅ Graphic /
Comic-Style Table of Contents
Special Needs, Learning
Difficulties, Disabilities & Mental Health Awareness
By Sara Jane Gorman
Front Page Graphic
(Panel: Sara character Annie
Lewis is waving, and holding a book)
“Welcome! This book helps you understand learning, thinking, feelings, and
support.”
⭐ Act 1 – Introduction
Panels:
- Annie shared her story
- Thought bubble: “Life can be hard
when people don’t understand you.”
- Clock showing time passing (your
journey)
Themes: Annie's journey
- Why this book matters
- Meeting students, parents,
teachers, and people with disabilities
2. Comic/Graphic Version
(Storyboard Style)
Title Panel: “My Voice,
My Story”
(Background: Simple
school or community center backdrop)
Panel 1 – Sara’s
Introduction
Sara stands with a
notebook, speaking to the reader.
Sara (speech bubble):
“This book is very important to me.”
Narration box:
Sara has learning difficulties and mental health problems.
(Small symbols: 🧠😔)
Panel 2 – Feelings
Close-up of Sara looking
thoughtful.
Sara (speech bubble):
“Life can be hard when people don’t understand you.”
Narration box:
Some people judge instead of helping.
Panel 3 – Listening to Others
Scene with Sara talking to parents, teachers, and students.
Sara (speech bubble):
“I listen to people’s stories. They help me write this book.”
(Symbols: 💬👨👩👧👦)
Panel 4 – Who the Book Is About
Small portraits of people with different conditions.
Narration box:
This book is about real people with:
- Autism
- Dyslexia
- ADHD
- Anxiety
- Physical disabilities
-
⭐ Act 2 – What Are Special Needs?
Panels:
- Teacher helping
student
- Support worker
helping someone at home
Simple points:
- Extra help
- Can be
short-term or long-term
- Support from
school, carers, specialists
⭐ Act 3 – Learning Disabilities
Panels:
- Student
struggling with letters.
- Student
struggling with numbers.
- Student missing
steps in a task
Topics:
- Dyslexia
- Dyscalculia
- Dyspraxia
- Dysgraphia
⭐ Act 4 – Down Syndrome & Other Conditions
Panels:
- Children playing
and smiling.
- Family holding hands.
Conditions:
- Down Syndrome
- Williams Syndrome
- Angelman Syndrome
- DiGeorge Syndrome
⭐ Act 5 – Dyslexia
Panels:
- Words floating
around
- Magnifying glass
showing “helpful tools”
Focus:
- Reading/writing
challenges
- Strengths and
support
Act 3 – Down Syndrome & Other
Conditions
Panel
1 – Introduction to Conditions
Scene: Annie stands by a PowerPoint screen. The slide shows “Down
Syndrome, Williams Syndrome, Angelman Syndrome, DiGeorge Syndrome” with simple
icons representing each (e.g., a puzzle piece 🧩 for Down Syndrome, smiley faces 😀 for social
learning).
Annie
(speech bubble):
“Today, we’ll look at some conditions you may see in schools, colleges, or
communities. Each person learns and develops differently.”
Narration
box / Easy Read box:
✅ “Understanding each
condition helps us give the right support.”
Visual
cues / symbols:
- Puzzle
piece /
Puzzle piece / Down
Syndrome)
- Smiley
face (Williams
Syndrome)
- Speech
bubble 💬
(Angelman Syndrome)
- Heart
❤️
(DiGeorge Syndrome)
Panel
2 – Jaiden Asks a Question
Scene: Jaiden raises his hand, looking curious. Other students are
watching.
Jaiden
(speech bubble):
“How do they learn?”
Annie
(speech bubble, smiling):
“They don’t all learn the same way. Some people may take time to process
information. Others may need help with speech, movement, and memory.”
Narration
box / Easy Read box:
✅ “Learning
differences mean we adapt our teaching and support for each person.”
Student
reactions / visual cues:
- Alex
notes mental health considerations 🧠
- Amy
visualizes sports/movement support 👟
- Ben
thinks about numbers/memory support 🧮
- Jaiden
looks inspired and thoughtful 💡
Act 3 – Panel 3: Role Play Activity
Scene: Classroom with a
small set-up area for role play. Students are standing in pairs or small
groups. Annie is guiding them.
Annie
(speech bubble):
“Now, we’ll do a role play. Take turns being the worker or the person with a
learning disability. You can choose your topic—communication, personal care, or
anything else you like.”
Narration
box / Easy Read box:
✅ “Role play helps you
understand real-life challenges and practice support strategies.”
Student
reactions / visual cues:
- Alex:
looks a little nervous but interested 🧠
- Amy:
smiling, ready to help 👟
- Ben:
taking notes about practical strategies 📝
- Jaiden:
thinking of everyday life scenarios 💡
Panel
extras:
- Small
props on the floor: hairbrush, plates, or speech cards to represent
different activities.
- Speech
bubbles from students trying different roles:
- “I’ll
try helping with communication!” 💬
Panel
4 – Annie Shows Support Options
Scene: Annie points at the PowerPoint slide with icons for teacher,
carer, and therapist.
Annie
(speech bubble):
“Support can come from teachers, carers, therapists, or specialist programs.
Everyone can get help in the right way for them.”
Narration
box / Easy Read box:
✅ “Support helps
people learn, grow, and use their strengths.”
Visual
cues / symbols:
- Teacher
👩🏫
- Carer
👥
- Therapist
🩺
- Checkmark
✅
Panel
5 – Student Interaction / Reflection
Scene: Amy raises her hand, looking thoughtful. Other students listen.
Amy
(speech bubble):
“So even if someone looks ‘normal,’ they might still need help?”
Annie
(smiling, speech bubble):
“Yes! Many learning and mental health difficulties are hidden, but they still
affect daily life.”
Narration
box / Easy Read box:
🌟 “Understanding and
support make a big difference for everyone.”
Visual
cues / symbols:
- Lightbulb
(understanding)
- Heart
❤️
(support)
- Star
🌟
(strengths)
Act 2 – Panel 5 – Students’ Interests
Scene: The students raise
their hands. Annie smiles encouragingly.
Alex
(speech bubble):
“I’m studying psychology. I want to learn how to help students with physical
conditions like Dyspraxia.”
Amy
(speech bubble):
“I’m a PE teacher student. I want to know how to support children with
coordination and movement challenges.”
Ben
(speech bubble):
“I’m training as a math teacher. I need to learn how to help students with
Dyscalculia and maths anxiety.”
Narration
box / Easy Read box:
🌟 “Each student wants
to learn how to support others. Different teachers and professionals help in
different ways.”
Visual
cues / symbols:
- Brain
🧠
(psychology/understanding)
- Sports
ball ⚽
(PE/physical support)
- Numbers
123️⃣ (math support)
- Heart
❤️
(care and support)
Act 2 – Panel 6 – Learning to Support
Scene: Jadien raises his
hand, looking curious. Annie gestures warmly to include everyone.
Jadien
(speech bubble):
“How can I teach students with disabilities compared to how we were taught in
the past?”
Annie
(speech bubble):
“Think about everyday life, school, college, work… Support is about
understanding and adapting.”
Narration
box / Easy Read box:
🌟 “Learning to support
others benefits everyone. When we adapt, everyone can succeed.”
Visual
cues / symbols:
- School
building (education)
- Lightbulb
(ideas
/ understanding)
- Hands
(help
/ support)
- Smile
(positive
impact)
Act 2 – Panel 6 – Learning to Support
Scene: Jadien raises his
hand, looking curious. Annie gestures warmly to include everyone.
Jadien
(speech bubble):
“How can I teach students with disabilities compared to how we were taught in
the past?”
Annie
(speech bubble):
“Think about everyday life, school, college, work… Support is about
understanding and adapting.”
Jaiden’s
reaction (small speech bubble or thought bubble):
“Oh… so it’s about helping them in ways that work for them, not just copying
what we learned?”
Narration
box / Easy Read box:
🌟 “Learning to support
others benefits everyone. When we adapt, everyone can succeed.”
Visual
cues / symbols:
- School
building (education)
- Lightbulb
(ideas
/ understanding)
- Hands
(help
/ support)
- Smile
(positive
impact)
Act 2 – Panel 7 – Examples of Support
Scene: Annie stands by the
whiteboard/PowerPoint. Symbols and visuals are on the screen: books, numbers
123, and a pair of shoes 👟. Students are
watching attentively.
Annie
(speech bubble):
“Let’s look at some examples. For Dyslexia, students may need extra time to
read or write, and tools like reading programs or speech-to-text.”
Annie
(speech bubble, continued):
“For Dyspraxia, support can include help with coordination, planning movements,
or using equipment like adapted scissors or writing tools.”
Annie
(speech bubble, continued):
“For Dyscalculia or math anxiety, visual aids, practical exercises, and
step-by-step instructions make learning easier.”
Narration
box / Easy Read box:
✅ “Support is about
giving the right tools and understanding each student’s needs.”
Visual
cues / symbols:
- Open
book 📖
(Dyslexia support)
- Shoes
👟
or hand doing a task (Dyspraxia support)
- Calculator
or numbers 123 (Dyscalculia support)
- Checkmark
✅
(success / right support)
Student
reactions:
- Alex
(psycho student) looks thoughtful, taking notes 📝
- Amy
(PE teacher) nods, imagining how she can help in sports 🏀
- Ben
(math teacher) smiles, visualizing how to support students with numbers 🧮
- Jaiden
(student teacher) looks inspired 💡
I
Act 3 – Down Syndrome & Other
Conditions
Panel
1 – Introduction to Conditions
Scene: Annie stands by a PowerPoint screen. The slide shows “Down
Syndrome, Williams Syndrome, Angelman Syndrome, DiGeorge Syndrome” with simple
icons representing each (e.g., a puzzle piece 🧩 for Down Syndrome, smiley faces 😀 for social
learning).
Annie
(speech bubble):
“Today, we’ll look at some conditions you may see in schools, colleges, or
communities. Each person learns and develops differently.”
Narration
box / Easy Read box:
✅ “Understanding each
condition helps us give the right support.”
Visual
cues / symbols:
- Puzzle
piece /
Puzzle piece / Down
Syndrome)
- Smiley
face (Williams
Syndrome)
- Speech
bubble (Angelman
Syndrome)
- Heart
❤️
(DiGeorge Syndrome)
Panel
2 – Jaiden Asks a Question
Scene: Jaiden raises his hand, looking curious. Other students are
watching.
Jaiden
(speech bubble):
“How do they learn?”
Annie
(speech bubble, smiling):
“They don’t all learn the same way. Some people may take time to process
information. Others may need help with speech, movement, and memory.”
Narration
box / Easy Read box:
✅ “Learning
differences mean we adapt our teaching and support for each person.”
Student
reactions / visual cues:
- Alex
notes mental health considerations 🧠
- Amy
visualizes sports/movement support 👟
- Ben
thinks about numbers/memory support 🧮
- Jaiden
looks inspired and thoughtful 💡
Act 3 – Panel 3: Role Play Activity
Scene: Classroom with a
small set-up area for role play. Students are standing in pairs or small
groups. Annie is guiding them.
Annie
(speech bubble):
“Now, we’ll do a role play. Take turns being the worker or the person with a
learning disability. You can choose your topic—communication, personal care, or
anything else you like.”
Narration
box / Easy Read box:
✅ “Role play helps you
understand real-life challenges and practice support strategies.”
Student
reactions / visual cues:
- Alex:
looks a little nervous but interested 🧠
- Amy:
smiling, ready to help 👟
- Ben:
taking notes about practical strategies 📝
- Jaiden:
thinking of everyday life scenarios 💡
Panel
extras:
- Small
props on the floor: hairbrush, plates, or speech cards to represent
different activities.
- Speech
bubbles from students trying different roles:
- “I’ll
try helping with communication!” 💬
- “I’ll
do personal care this time.” 🛁
If
you like, we can now move to Panel 4, showing what happens d
Act 3 – Panel 4: Dyslexia Lesson
Scene: Classroom table with
books spread out in different fonts. Annie stands in front of the table,
showing examples.
Annie
(speech bubble):
“Dyslexia affects reading, writing, spelling, and sometimes grammar. Some fonts
or layouts are easier to read than others.” 📚
Alex
(arms crossed, skeptical):
“So… people with dyslexia can’t read and write?”
Annie
(smiling, correcting him):
“No, Alex. People with dyslexia can read and write—they just have
difficulties along the way. They are creative and often very strong with IT and
problem-solving. They just might need extra help with exams, special teaching
programs, or strategies that suit their learning style.” 💡💻
Narration
/ Easy Read box:
✅ “Dyslexia doesn’t
mean someone isn’t smart. People with dyslexia can be excellent in many areas;
they just need support to learn in their best way.”
Student
reactions / visual cues:
- Amy:
nodding, taking notes ✏️
- Ben:
surprised, writing “creative strengths” on paper 🌟
- Jaiden:
thinking about how he could adapt his teaching 💭
Extras
for visual comic effect:
- Speech
bubbles above the books: “Easy to read?” “Hard to read?”
- Small
icons: 💻🎨📚
to show areas of strength
If
you like, we can move on to Panel 5, which could cover Dyspraxia or
another condition, or continue with more examples from role play. Do you
want me to continue with Dyspraxia next?
Y
Act 3 – Panel 5: Dyspraxia Lesson
Scene: Classroom with Annie
showing a short video or slides about Dyspraxia. Students sit at desks, some
holding PE equipment or stationery.
Annie
(speech bubble):
“Dyspraxia, or Developmental Coordination Disorder, affects movement,
coordination, and planning. Some everyday tasks can be tricky, like writing,
tying shoelaces, or playing sports.” ⚽✏️
Panel
2 – Student raises hand (Amy, future PE teacher):
“How can I help students in PE who struggle with coordination?”
Annie
(speech bubble):
“You can give step-by-step instructions, allow extra time, adapt activities,
and encourage practice. Support is about patience and understanding.” 🏃♀️👍
Panel
3 – Ben, math teacher, thinking:
“So it can affect schoolwork too?”
Annie
(speech bubble):
“Yes, Dyspraxia can make writing, organizing, or planning tasks harder. Using
laptops, visual guides, or breaking tasks into small steps can help.” 💻📋
Panel
4 – Alex, curious but hesitant:
“Does it mean someone isn’t smart?”
Annie
(smiling):
“No, it doesn’t affect intelligence. People with dyspraxia just need the right
support to show their strengths.” 🌟
Narration
/ Easy Read Box:
✅ “With help from
teachers, parents, and support workers, children with dyspraxia can succeed in
school, sports, and daily life.”
Visual
Cues / Comic Icons:
- Small
icons for fine motor skills: ✏️✂️🧵
(writing, scissors, buttons)
- Gross
motor skills: ⚽🏀🏃♂️
- Planning
& organization: 🗂️📌
- Speech
or social support: 💬👫
If
you want, we can
Act 3 – Panel 5b: Dyspraxia Strengths
Scene: Same classroom,
students looking curious. Annie gestures toward a visual board showing
strengths.
Alex
(speech bubble, curious):
“Do people with Dyspraxia have any strengths? I mean… if it’s a physical
condition, are they… weak?” 🤔
Annie
(smiling, speech bubble):
“Not at all! Dyspraxia may affect physical coordination, but it doesn’t mean
someone isn’t strong. Many are mentally strong, creative, persistent, and
problem-solvers.” 💡🧠💪
Panel
2 – Amy (PE student, nodding):
“So support is about helping with challenges, but also noticing what they’re
really good at?”
Annie
(speech bubble):
“Exactly! Everyone has strengths. Dyspraxia is just one part of a person—they
can shine in many areas, like thinking, planning, IT, art, music, or teamwork.”
🌟🎨🎵💻
Narration
/ Easy Read Box:
✅ “People with
Dyspraxia can be strong, smart, creative, and capable. Support helps them use
their strengths while managing challenges.”
Visual
Cues / Comic Icons:
- Brain
/ mental strength: 🧠💪
- Creativity
/ talents: 🎨🎵💻
- Teamwork
/ social: 🤝
Act 3 – Panel 6: Dysgraphia
Scene: Classroom. Annie has
a whiteboard with examples of handwriting, typed text, and assistive tools like
laptops and pencil grips. Students are looking closely.
Annie
(speech bubble):
“Next, let’s talk about Dysgraphia. This is when writing by hand or even typing
can be difficult.” ✏️⌨️
Alex
(curious, speech bubble):
“So… people with Dysgraphia can’t write properly?”
Annie
(calm, smiling, speech bubble):
“They can write, Alex, but it can take more time and effort. Spelling,
grammar, and neatness may be tricky. Support helps a lot.”
Amy
(PE student, thought bubble):
“Support like what?”
Annie
(speech bubble):
“Tools like laptops, voice-to-text software, step-by-step instructions, and
special teaching strategies. And patience is key!” 🖥️🗣️📋
Narration
/ Easy Read Box:
✅ “Dysgraphia doesn’t
affect intelligence. People with Dysgraphia can be creative, smart, and succeed
in school and life with the right support.”
Visual
Cues / Comic Icons:
- Writing
tools: ✏️🖋️
- Laptop
/ assistive tech: 💻
- Encouragement
/ patience: 🌟🤝
Act 3 – Panel 7: Dyscalculia &
Everyday Skills
Scene: Classroom. Annie has
a board showing numbers, simple sums, and visual aids like number lines and
charts. Some students are holding calculators and manipulatives (like
counters).
Annie
(speech bubble):
“Now let’s talk about Dyscalculia. This is when understanding numbers and maths
can be tricky.” ➗🔢
Ben
(math teacher, speech bubble):
“So… they can’t do maths?”
Annie
(smiling, speech bubble):
“They can do maths, Ben, but it might take longer and they may need
extra support. It can feel confusing, especially under pressure.”
Jaiden
(student teacher, thought bubble):
“I see… like some of my students might need step-by-step instructions or visual
aids.”
Annie
(speech bubble):
“Exactly! And support isn’t just for schoolwork. Everyday life skills can need
help too.”
Alex
(psycho student, speech bubble):
“Everyday skills?”
Annie
(speech bubble):
“Yes—things like telling the time, measuring ingredients, managing money, or
even keeping track of schedules. Visual tools, calculators, and practical
examples help a lot.” 🕒💰🥚
Amy
(PE student, thought bubble):
“So, it’s not about intelligence, it’s about how the brain processes numbers?”
Annie
(speech bubble):
“Exactly! People with Dyscalculia often have strengths in creativity, problem
solving, and other subjects—they just need support in certain areas.” 🌟🖌️🧩
Narration
/ Easy Read Box:
✅ “Dyscalculia doesn’t
mean someone isn’t smart. With the right support, people can succeed at maths
and everyday tasks, and still shine in other areas.”
Visual
Cues / Comic Icons:
- Numbers
/ sums: 🔢➗✖️
- Everyday
tasks: 🕒🥄💵
- Strengths
& creativity: 🌟🎨🧩
Act 3 – Panel 8: A Gentle Debate /
Comforting Alex
Scene: Classroom. Students
are seated after the Dyscalculia discussion. Alex is frowning, looking
frustrated with the concepts and Annie’s examples.
Alex
(speech bubble, slightly judgmental):
“I don’t get why we need all these supports. Some of this seems unnecessary.” 😕
Jaiden
(student teacher, quietly, speech bubble):
“Alex… it’s not about laziness. Everyone learns differently. Some things just
take more time.”
Amy
(PE student, thought bubble):
“Yeah… he can be a little judgmental sometimes.”
Annie
(speech bubble, calm):
“Alex, it’s okay to ask questions and wonder why things are done this way.
That’s how we learn. But remember—support isn’t a crutch. It helps people reach
their potential.” 🌟
Alex
(speech bubble, looking thoughtful):
“Hmm… I guess I never thought about it like that. I just assumed people
couldn’t do things if it was hard.”
Annie
(speech bubble, smiling):
“Hard doesn’t mean impossible. People with learning disabilities may need a
different way of doing things—but they can still succeed.” 💪
Narration
/ Easy Read Box:
✅ “Sometimes people
make quick judgments. By listening and learning, we can see strengths, not just
challenges.”
Visual
Cues / Comic Icons:
- Alex
with a small thought cloud of frustration: 😕💭
- Jaiden
gently placing a hand on Alex’s shoulder: 🤝
- Symbols
of learning and support around Annie: 🌟📘🧠
Act 3 – Panel 9: Gentle Reality Check
for Alex
Scene: Classroom. After
Alex’s comment about supports.
Jaiden
(student teacher, firm but kind, speech bubble):
“Alex, it’s not fair to assume people can’t do things just because it’s harder
for them. That’s why we’re learning this—so we understand and support.”
Amy
(PE student, speech bubble):
“Yeah, think about how you’d want to be treated if you struggled with
something.”
Annie
(smiling, speech bubble):
“Exactly. We all have strengths and weaknesses. Seeing both is what matters.” 🌟
Alex
(speech bubble, slightly embarrassed but thoughtful):
“You’re right… I guess I was being a bit judgmental. I understand now.” 🙂
Narration
/ Easy Read Box:
✅ “It’s okay to make
mistakes. The important part is listening, learning, and seeing strengths.”
Visual
Cues / Comic Icons:
- Alex’s
face softening, small sweat drop for embarrassment: 😅
- Group
smiling at him: 🙂🤝
- Symbols
of learning and inclusion around Annie: 📘🧠💡
This
keeps it light, educational, and encouraging, showing a teaching moment
without conflict.
If
you like, the next panel can move smoothly into Dyspraxia in everyday life,
linking it to PE and coordination tasks like you mentioned earlier.
Act 3 – Panel 10: Dyspraxia in Everyday
Life
Scene: Classroom role-play
area. Annie uses a visual slide showing daily tasks and PE activities.
Annie
(speech bubble):
“Let’s look at how Dyspraxia can affect everyday life. Tasks like tying
shoelaces, using scissors, writing, or even PE activities can be tricky.”
Panel
Detail / Visuals:
- Small
icons of shoes, scissors, a pen, a ball, and a PE whistle.
- Students
looking thoughtful, some taking notes.
Jaiden
(student teacher, speech bubble):
“So, we need to plan lessons and activities that adapt for these challenges?”
Annie
(nodding, speech bubble):
“Yes! Step-by-step instructions, visual cues, extra time, and alternative ways
to participate can make a big difference.”
Alex
(speech bubble, curious):
“Does that mean they can’t play sports?”
Annie
(smiling, speech bubble):
“Not at all! They might do it differently, need adapted activities, or extra
support—but they can participate and succeed.”
Narration
Box / Easy Read Tip:
✅ “Dyspraxia affects
coordination, not intelligence. With support, people can do everyday tasks,
schoolwork, and PE activities successfully.”
Visual
Cues / Comic Icons:
- Student
lifting a ball with a smile, showing adaptation. 🏀
- Checkmarks
for “Step-by-step,” “Visuals,” “Patience” ✅
- Thought
bubble for Alex: 💭
“Ah, so it’s about support, not ability.”
Act 3 – Panel 11: Dyspraxia Strengths
and Everyday Skills
Scene: Classroom, students
seated around a table. Annie shows a slide titled “Dyspraxia: Strengths and
Skills” with symbols of brains, lightbulbs, and tools.
Annie
(speech bubble):
“Dyspraxia can make some tasks tricky, but people with Dyspraxia also have
great strengths. They may be creative, good at problem-solving, and strong
mentally.”
Alex
(speech bubble, curious):
“So… they might be clumsy physically, but smart in other ways?”
Annie
(nodding, speech bubble):
“Exactly! Strengths can include:
• Creativity and imagination 🎨
• Thinking differently to solve problems 💡
• Persistence and patience when learning new skills 🏆
• Good memory for things they are interested in 🧠
• Mental resilience and determination 💪”
Jaiden
(student teacher, speech bubble):
“Wow, so supporting them isn’t just about helping with movement—it’s about
encouraging their strengths too.”
Amy
(PE student, speech bubble):
“And making everyday activities achievable—like tying shoelaces, cooking, or
using a keyboard—can really boost confidence.”
Annie
(speech bubble, encouraging):
“Yes! We focus on what people can do, not just the challenges. Support
isn’t about taking over—it’s about helping them succeed and feel proud.”
Narration
Box / Easy Read Tip:
✅ “Dyspraxia may
affect coordination, but people with it can be creative, clever, and
determined. Everyday skills can improve with practice, support, and patience.”
Visual
Cues / Comic Icons:
- Lightbulb
💡
for creative thinking
- Paintbrush
🎨
for imagination
- Flexed
arm 💪
for mental strength
- Shoes
👟
and pen ✏️
showing everyday tasks
- Students
smiling, taking notes, looking inspired
This
panel emphasizes strengths alongside challenges, keeping it positive and
empowering. It also helps students reflect on how to encourage both skills
and independence in learners with Dyspraxia.
If
you like, we can move on to Panel 12, where Annie could introduce Dyslexia,
or do you want to continue more with Dyspraxia role-play and classroom examples
first?
Narration
/ Easy Read box:
✅ “Dyslexia doesn’t
mean someone isn’t smart. People with dyslexia can be excellent in many areas;
they just need support to learn in their best way.”
Student
reactions / visual cues:
- Amy:
nodding, taking notes ✏️
- Ben:
surprised, writing “creative strengths” on paper 🌟
- Jaiden:
thinking about how he could adapt his teaching 💭
Extras
for visual comic effect:
- Speech
bubbles above the books: “Easy to read?” “Hard to read?”
- Small
icons: 💻🎨📚
to show areas of strength
⭐ Act 6 – Dyspraxia
Panels:
- Person tripping
over shoes
- Someone asking
“Can you help me write this?”
Focus:
Act 3 – Panel 7: Dyscalculia & Everyday
Skills
Scene: Classroom. Annie has
a board showing numbers, simple sums, and visual aids like number lines and
charts. Some students are holding calculators and manipulatives (like
counters).
Annie (speech bubble):
“Now let’s talk about Dyscalculia. This is when understanding numbers and math
can be tricky.” ➗🔢
Ben (math teacher, speech bubble):
“So… they can’t do math?”
Annie (smiling, speech bubble):
“They can do math, Ben, but it
might take longer and they may need extra support. It can feel confusing,
especially under pressure.”
Jaiden (student teacher, thought
bubble):
“I see… like some of my students might need step-by-step instructions or visual
aids.”
Annie (speech bubble):
“Exactly! And support isn’t just for schoolwork. Everyday life skills can need
help too.”
Alex (psycho student, speech bubble):
“Everyday skills?”
Annie (speech bubble):
“Yes—things like telling the time, measuring ingredients, managing money, or
even keeping track of schedules. Visual tools, calculators, and practical
examples help a lot.” 🕒💰🥚
Amy (PE student, thought bubble):
“So, it’s not about intelligence, it’s about how the brain processes numbers?”
Annie (speech bubble):
“Exactly! People with Dyscalculia often have strengths in creativity, problem
solving, and other subjects—they just need support in certain areas.” 🌟🖌️🧩
Narration / Easy Read Box:
✅ “Dyscalculia doesn’t
mean someone isn’t smart. With the right support, people can succeed at maths
and everyday tasks, and still shine in other areas.”
Visual Cues / Comic Icons:
- Numbers
/ sums: 🔢➗✖️
- Everyday
tasks: 🕒🥄💵
- Strengths
& creativity: 🌟🎨🧩
Act 3 – Panel 8: A Gentle Debate / Comforting
Alex
Scene: Classroom. Students
are seated after the Dyscalculia discussion. Alex is frowning, looking
frustrated with the concepts and Annie’s examples.
Alex (speech bubble, slightly
judgmental):
“I don’t get why we need all these supports. Some of this seems unnecessary.” 😕
Jaiden (student teacher, quietly,
speech bubble):
“Alex… it’s not about laziness. Everyone learns differently. Some things just
take more time.”
Amy (PE student, thought bubble):
“Yeah… he can be a little judgmental sometimes.”
Annie (speech bubble, calm):
“Alex, it’s okay to ask questions and wonder why things are done this way.
That’s how we learn. But remember—support isn’t a crutch. It helps people reach
their potential.” 🌟
Alex (speech bubble, looking
thoughtful):
“Hmm… I guess I never thought about it like that. I just assumed people
couldn’t do things if it was hard.”
Annie (speech bubble, smiling):
“Hard doesn’t mean impossible. People with learning disabilities may need a
different way of doing things—but they can still succeed.” 💪
Narration / Easy Read Box:
✅ “Sometimes people
make quick judgments. By listening and learning, we can see strengths, not just
challenges.”
Visual Cues / Comic Icons:
- Alex
with a small thought cloud of frustration: 😕💭
- Jaiden
gently placing a hand on Alex’s shoulder: 🤝
- Symbols
of learning and support around Annie: 🌟📘🧠
T
Act 3 – Panel 9: Gentle Reality Check
for Alex
Scene: Classroom. After
Alex’s comment about supports.
Jaiden
(student teacher, firm but kind, speech bubble):
“Alex, it’s not fair to assume people can’t do things just because it’s harder
for them. That’s why we’re learning this—so we understand and support.”
Amy
(PE student, speech bubble):
“Yeah, think about how you’d want to be treated if you struggled with
something.”
Annie
(smiling, speech bubble):
“Exactly. We all have strengths and weaknesses. Seeing both is what matters.” 🌟
Alex
(speech bubble, slightly embarrassed but thoughtful):
“You’re right… I guess I was being a bit judgmental. I understand now.” 🙂
Narration
/ Easy Read Box:
✅ “It’s okay to make
mistakes. The important part is listening, learning, and seeing strengths.”
Visual
Cues / Comic Icons:
- Alex’s
face softening, small sweat drop for embarrassment: 😅
- Group
smiling at him: 🙂🤝
- Symbols
of learning and inclusion around Annie: 📘🧠💡
Act 3 – Panel 10: Dyspraxia in Everyday
Life
Act 3 – Optional Twist / Panel Idea
Scene
Context:
After discussing Dyspraxia strengths and everyday skills.
Twist
Idea:
- Alex
makes a slightly judgmental comment about people with Dyspraxia, implying
they are “weak” because of physical difficulties.
- Jaiden,
noticing this, puts his foot down:
Jaiden
(speech bubble, firm but calm):
“I thought you were training to be a physio, Alex. And yet here you are,
running people with Dyspraxia down. In your line of work, it’s your job to help
them get physically strong and confident.”
- Alex
is a bit embarrassed but listens. The tone is corrective without
causing a fight, showing a learning moment.
- This
moment emphasizes professional responsibility, empathy, and
understanding, and highlights that even well-meaning people can be
judgmental without realizing it.
- Could
be paired with narration box / comic tip:
✅
“Sometimes we judge without thinking. Listening, learning, and encouraging
helps everyone grow stronger—physically and mentally.”
Scene: Classroom role-play
area. Annie uses a visual slide showing daily tasks and PE activities.
Annie
(speech bubble):
“Let’s look at how Dyspraxia can affect everyday life. Tasks like tying
shoelaces, using scissors, writing, or even PE activities can be tricky.”
Panel
Detail / Visuals:
- Small
icons of shoes, scissors, a pen, a ball, and a PE whistle.
- Students
looking thoughtful, some taking notes.
Jaiden
(student teacher, speech bubble):
“So, we need to plan lessons and activities that adapt for these challenges?”
Annie
(nodding, speech bubble):
“Yes! Step-by-step instructions, visual cues, extra time, and alternative ways
to participate can make a big difference.”
Alex
(speech bubble, curious):
“Does that mean they can’t play sports?”
Annie
(smiling, speech bubble):
“Not at all! They might do it differently, need adapted activities, or extra
support—but they can participate and succeed.”
Narration
Box / Easy Read Tip:
✅ “Dyspraxia affects
coordination, not intelligence. With support, people can do everyday tasks,
schoolwork, and PE activities successfully.”
Visual
Cues / Comic Icons:
- Student
lifting a ball with a smile, showing adaptation. 🏀
- Checkmarks
for “Step-by-step,” “Visuals,” “Patience” ✅
- Thought
bubble for Alex: 💭
“Ah, so it’s about support, not ability.”
Act 3 – Panel 11: Dyspraxia Strengths and
Everyday Skills
Scene: Classroom, students
seated around a table. Annie shows a slide titled “Dyspraxia: Strengths and Skills” with symbols of
brains, lightbulbs, and tools.
Annie (speech bubble):
“Dyspraxia can make some tasks tricky, but people with Dyspraxia also have
great strengths. They may be creative, good at problem-solving, and strong
mentally.”
Alex (speech bubble, curious):
“So… they might be clumsy physically, but smart in other ways?”
Annie (nodding, speech bubble):
“Exactly! Strengths can include:
• Creativity and imagination 🎨
• Thinking differently to solve problems 💡
• Persistence and patience when learning new skills 🏆
• Good memory for things they are interested in 🧠
• Mental resilience and determination 💪”
Jaiden (student teacher, speech
bubble):
“Wow, so supporting them isn’t just about helping with movement—it’s about
encouraging their strengths too.”
Amy (PE student, speech bubble):
“And making everyday activities achievable—like tying shoelaces, cooking, or
using a keyboard—can really boost confidence.”
Annie (speech bubble, encouraging):
“Yes! We focus on what people can do, not just the challenges. Support
isn’t about taking over—it’s about helping them
succeed
and feel proud.”
Narration Box / Easy Read Tip:
✅ “Dyspraxia may
affect coordination, but people with it can be creative, clever, and
determined. Everyday skills can improve with practice, support, and patience.”
Visual Cues / Comic Icons:
- Lightbulb
💡
for creative thinking
- Paintbrush
🎨
for imagination
- Flexed
arm 💪
for mental strength
- Shoes
👟
and pen ✏️
showing everyday tasks
- Students
smiling, taking notes, looking inspired
⭐ Act 7 – Dysgraphia
Panels:
- Messy
handwriting speech bubble
- Keyboard icon
Focus:
- Writing
struggles
- Tools that help
⭐ Act 8 – Dyscalculia
Panels:
- Numbers floating
away
- Calculator with
“Help!” bubble
Focus:
- Math anxiety
- Number confusion.
- Visual supports
⭐ Act 9 – Autism
Panels:
- Someone covering
ears.
- Someone using a
visual routine board.
- Two speech
bubbles showing different communication styles.
Focus:
- Sensory
differences
- Social
differences
- Understanding,
not judging
⭐ Act 10 – Mental Health
Panels:
- Raincloud over
someone’s head.
- Heart + brain
icon
- Talking to a
professional
Topics:
- Anxiety
- Depression
- Bipolar
- Personality
disorders
⭐ Act 11 – ADHD & Anger / Emotional Regulation
Panels:
- Zoom lines
showing hyperactivity.
- Fidget tools
- Anger thermometer.
Focus:
- Focus and energy
differences.
- Coping tools
⭐ Act 12 – Support & Advocacy
Panels:
- Family meeting
- Advocate
pointing to rights poster.
Topics:
- Advocacy
- Coaching
- Counselling
- Understanding
your rights
⭐ Act 13 – Safety & Crisis Support
Panels:
- Phone calling helpline!
- Friend sitting
with someone who is upset
Topics:
- Self-harm
awareness
- Suicide
prevention
- Getting help
safely
⭐ Act 14 – Case Studies & Scenarios
Panels:
- Nurse talking to
patient
- Student asking
questions
- Family meeting
Uses:
- Training
- Learning tasks
- Reflection
activities
⭐ Act 15 – Final Words
Panels:
- Annie - “Thank you for learning with me!”
- Globe icon:
Worldwide learning
Message:
- Understanding
makes the world kinder
Act 1: The Introduction
Scene:
A bright lecture room at Teaching University Newport. Annie Lewis stands
at the front with her notes and her book beside her. She looks calm but a
little nervous.
Amy, Ben, Alex, and Jaiden sit in the audience.
Panel 1 – The Start
Narration (caption):
“It’s my first time speaking at Teaching University Newport. I’m here to talk
about my book and share my story.”
Annie (smiling):
“Good morning, everyone. My name’s Annie Lewis. I’m a writer and advocate for
learning disability and mental health awareness.”
Annie:
“I live with several conditions — Autism, Dyslexia, Dyspraxia, Epilepsy,
Anxiety, and Depression. These are all part of who I am, and they’ve shaped the
book I’ve written.”
Panel 2 – Introducing the
Book
Annie (holding up the
book):
“The book is called Learning Disability and Mental Awareness. It’s about
understanding people’s differences, breaking stigma, and showing that everyone
can achieve in their own way.”
Panel 3 – Alex Interrupts
Alex (interrupting, arms
crossed):
“What book? What’s it even about? And why are you writing it?”
(Amy gives Alex a look.
Ben sighs. Annie keeps her cool.)
Panel 4 – Annie Responds
Calmly
Annie (smiling):
“Well, that’s a good question, Alex. I wrote it to help people understand
invisible disabilities — the ones you can’t always see.”
Annie (softly):
“It’s about real people, real struggles, and real strengths. People like me.”
Panel 5 – Realisation
(Annie glances at her
notes and then at the class.)
Annie:
“Actually, I wasn’t told what course you’re all studying. May I ask?”
Amy (smiling):
“We’re all studying Learning Disability and Mental Health.”
(Annie looks surprised,
then laughs lightly.)
Annie (grinning):
“Well, that’s perfect then! I guess I’ve come to the right place after all.”
(The students laugh. Even
Alex cracks a small smile.)
Panel 6 – Annie’s
Reflection / Closing Moment
Annie (thought bubble):
“It’s strange… all those years of feeling misunderstood, and now I’m here
helping others to understand. Maybe this is what I was meant to do.”
Special Needs, Learning
Difficulties, Disabilities, and Mental Health Awareness
Handbook & Textbook by Sara Jane Gorman
✨ Easy Read Preface
Why I Wrote This Book
Who This Book Is For
Students
Parents
and families
Teachers
Support
workers
Anyone
who wants to understand and help
(Symbols:
family 👨👩👧, teacher 👩🏫, books 📚)
Everyone
learns different Everyone has strengths.
Everyone
deserves respect and support.
(Symbols:
thumbs up 👍, star 🌟, handshake 🤝)
Help
and support in the UK, USA, and worldwide
(Symbols:
checklist ✅, world 🌍)
We need
to see the person, not just the difficulty.
Together,
we can build understanding and inclusion.
(Symbols:
lightbulb 💡, heart ❤️, star 🌟)
Slide 8
– Final Thought
Let’s
learn, support each other, and celebrate abilities.
(Symbols:
smile 😀, rainbow 🌈)
Why I
Wrote This Book
✅ 1. Easy Read
Version (with simple symbols)
This book is very
important to me.
I have learning
difficulties and mental health problems.
I know what it feels like when people don’t understand you.
Sometimes people judge you instead of helping you.
🧠😔
That is why I wrote this
book.
I listen to many people.
I talk with children, parents, teachers, and people with disabilities.
They told me their stories.
💬👨👩👧👦
This book is about real
people.
People with:
- Autism
- Dyslexia
- ADHD
- Anxiety
- Learning
disabilities
- Physical
disabilities
It talks about:
- How conditions
affect daily life
- Feelings and
emotions
- Challenges
people face
- Support that
helps
📘🧠❤️
This book also shows
strengths.
People with disabilities have many abilities and talents.
🎨✏️🎵💡
I want people to see the
whole person — not a label.
🌟
This book will help you
to:
- Understand more
- Support others
- Learn new skills
- Feel less alone
- Ask for help
when you need it
🤝📚
Everyone
deserves:
- Respect
- Inclusion
- Patience
- A chance to
shine
🌍✨
This
book is very important to me.
Many
people do not understand learning disabilities or mental health.
I want
to help people learn in a simple, friendly way.
(Symbols:
❤️ 🧠 📘)
Slide 4
– Who This Book Is For
Students
Parents
and families
Teachers
Support
workers
Anyone
who wants to understand and help
(Symbols:
family 👨👩👧, teacher 👩🏫, books 📚)
Slide 5
– My Main Message
Everyone
learns differently.
Everyone
has strengths.
Everyone
deserves respect and support.
(Symbols:
thumbs up 👍, star 🌟, handshake 🤝)
Slide 6
– What’s Inside
Easy
explanations
Real
stories
Tips
and support
Activities
and visuals
Conditions
A–Z
Help
and support in the UK, USA, and worldwide
(Symbols:
checklist ✅, world 🌍)
Slide 7
– Why This Matters
People
with learning disabilities can do amazing things.
We need
to see the person, not just the difficulty.
Together,
we can build understanding and inclusion.
(Symbols:
lightbulb 💡, heart ❤️, star 🌟)
Slide 8
– Final Thought
Let’s
learn, support each other, and celebrate abilities.
(Symbols:
smile 😀, rainbow 🌈)
university
Work
with people who have disabilities, neurodivergence, or mental health conditions
At
home, as a family member or carer
Many of
us wish we or our loved ones were born without challenges—but life doesn’t
always work that way. I cannot take these conditions away, but I can help you
understand what to expect, how to support others (or yourself), and how to
build more inclusive environments.
If you
are studying or working in this area, you will find module questions,
reflection tasks, and quizzes to support your learning. Use them however they
help you best.
If you
are not studying or working in this field, feel free to skip any tasks you
don’t need—you are still very welcome here, and I hope you find what you need.
For
those who are studying or working—good luck. I truly hope this book helps you
in your education, career, or personal development.
Finally,
I hope this resource can encourage governments, organizations, and leaders to
improve understanding, support, and inclusion for people with disabilities,
learning differences, and mental health conditions—not just in the UK, but
worldwide.
Who
This Book Is For
This
book is designed as a series of modules. Each chapter focuses on a specific
topic related to learning disabilities, neurodivergence, mental health, and
related conditions.
This
book can help:
Students
🎓
Parents
and families 👪
Carers
and support workers 👥
Teachers
and staff 👩🏫
Each
module talks about topics like:
Learning
disabilities
Mental
health
Autism
ADHD
Other
conditions and support
Thank you so much for your patience.
I was
born and grew up in Wolverhampton, UK. I am a passionate advocate, writer, and
public speaker who has firsthand experience living with a learning disability
and mental health awareness. I am committed to raising awareness, assisting
others, and addressing the challenges faced by individuals with disabilities
and mental health issues. I used to do advocacy work, including community
initiatives like Access All Areas Now! and partnerships with organizations such
as Royal Wolverhampton Mencap, what was Employment Pathways (now known as
Senator), and One Voice Wolverhampton.
·
I possesses qualifications in IT, Advocacy, Mentoring,
and Functional Skills in English. Additionally, she is a creative writer and
playwright, using her website, Sara Revealed, to share her insights and
advocacy efforts. As a Visiting Lecturer at the University of Wolverhampton,
she teaches health and social care students and professionals about the
realities of living with learning disabilities.
· Fueled
by her enthusiasm for communication and effecting change, and shaped by her
lived experiences, Sara serves as a compelling advocate for equality and
representation, motivating individuals from diverse backgrounds through her
ongoing initiatives.
· Comprehending
learning difficulties can be daunting, particularly when navigating the
complexities of learning disabilities, mental health issues, or other
challenges. It can be tough to ensure your voice is heard and your presence
recognized when others may not fully understand your experiences.
· This
book / blog emerges from my desire to convey how my disability influences my
everyday life and to express the specific assistance and support that
individuals like myself require and desire. This intention inspired the
creation of my blog, Sara Revealed, which has now evolved into the content you
are about to read.
· You
can visit my blog at: sararevealed.blogspot.com https://saraslearningdisabilityandmental.blogspot.com/
I possess qualifications in IT, Advocacy, Mentoring, and
Functional Skills in English. Additionally, she is a creative writer and
playwright, using her website, Sara Revealed, to share her insights and
advocacy efforts. As a Visiting Lecturer at the University of Wolverhampton, I
used to teach Disability and Mental Health Awareness to students and
professionals about the realities of living with learning disabilities.
· Fueled
by her enthusiasm for communication and effecting change, and shaped by her
lived experiences, Sara serves as a compelling advocate for equality and
representation, motivating individuals from diverse backgrounds through her
ongoing initiatives.
· Comprehending
learning difficulties can be daunting, particularly when navigating the
complexities of learning disabilities, mental health issues, or other
challenges. It can be tough to ensure your voice is heard and your presence
recognized when others may not fully understand your experiences.
This book emerges from my desire to convey how my disability
influences my everyday life and to express the specific assistance and support
that individuals like myself require and desire. This intention inspired the
creation of my blog, Sara Revealed, which has now evolved into the content you
are about to read.
· You
can visit my blog at: sararevealed.blogspot.com https://saraslearningdisabilityandmental.blogspot.com/
·
· I
draw deeply from her personal experiences as someone with learning difficulties
and mental health challenges. My journey has been shaped by her work with
organizations such as Mencap and One Voice Wolverhampton, where she has
supported others and raised awareness through public speaking, training, and
creative projects.
· I
also run a blog, which shares honest reflections on daily life, advocacy,
disability rights, and emotional well-being. This book is an extension of that
blog—her first published work—bringing together many of the topics she explores
online in a more structured and accessible way.
· Book's
blog Focus
· This
book explores a wide range of topics around learning disabilities, mental
health, and special educational needs. It begins by offering clear and simple
definitions of key terms and conditions, helping readers understand the
difference between labels such as learning difficulty, learning disability,
special needs, and mental illness.
· The
book/ blog then moves on to discuss real-life challenges people face, such as
emotional struggles, access to support, education and employment barriers, and
the impact of social stigma. It also looks at the systems meant to help, from
healthcare and education to community support and advocacy.
· Each
chapter is designed to be informative, easy to read, and rooted in both
personal insight and professional experience.
· Next
Steps
· The
next step in reading this book is to explore Chapter Two, which focuses on
defining and understanding learning disabilities and special needs. This
chapter lays the foundation for the rest of the book, helping readers gain a
solid understanding of the language we use—and why it matters.
· Why
This Book, blog Matters
· Understanding
the complexities of learning disabilities, mental health, and special needs is
an essential part of building a more inclusive society. As awareness grows, so
does the need for books like this—grounded in real life, written by someone who
lives it, and aimed at educating, supporting, and empowering others.
· About
the Blog/ book
· Sara
Jane Gorman’s blog/book is a space where she shares her thoughts, personal
stories, and reflections on disability, mental health, and inclusion. Written
in her voice, the blog gives readers an honest look into everyday
experiences—both the challenges and the victories—that come with living with
learning difficulties, anxiety, and other conditions.
· The
blog is a mix of lived experience, encouragement, disability rights advocacy,
and creative expression. It has become a helpful resource for people who are
navigating similar journeys, and for those who want to understand the world
through Sara’s eyes better.
· This
book builds on that foundation, turning individual posts and experiences into a
structured guide for wider audiences, including students, parents, educators,
and support workers.
· [Optional]
Photo Caption
· Sara
Jane Gorman – advocate, writer, and speaker – sharing her experiences to raise
awareness and inspire change.
· (Use
this under your author photo if you include one in the book.)
· Personal
Quote from Sara (optional)
· “We
all have a voice. Sometimes we just need the right support to help us use
it—and the right people to hear it.”
— Sara Jane Gorman
Purpose of This book/blog:
· I am trying to create a deep, personal understanding of what it means to
be neurodivergent and a passion for channeling that experience into research,
writing, and advocacy. It's a journey I hope many of you will share, and I
desire to highlight the accompanying strengths and talents as an increasingly
vital part of the conversation around neurodiversity.
· The conditions you describe, which have been with you all your life, are
part of the natural spectrum of human neurological variation. Neurodiversity is
an umbrella term that encompasses a range of conditions, including but not
limited to:
· · Autism Spectrum Disorder (ASD)
· · Attention-Deficit/Hyperactivity Disorder
(ADHD)
· · Dyslexia
· · Dyspraxia (Developmental Coordination
Disorder - DCD)
· · Dyscalculia
· · Tourette Syndrome
· · And other conditions that affect how
individuals think, feel, learn, communicate, and perceive the world.
· Living with these lifelong traits profoundly shapes an individual's
experience. Here's a glimpse into how they can affect various aspects of life,
aligning with what you've described:
·
· · Resilience and Perseverance: Overcoming
challenges can foster remarkable strength and determination.
· Resources for Research and Writing
· There are numerous avenues to explore for your research and writing:
· · Academic Databases and Journals: Explore
databases like PubMed, PsycINFO, ERIC, and Google Scholar using keywords like
"neurodiversity," "autism," "ADHD,"
"dyslexia," combined with terms like "strengths,"
"talents," "employment," "lived experiences,"
"qualitative research," etc.
· · University Resources: Many universities
have research centers, disability services, and library guides dedicated to
neurodiversity. Examples include resources from the Mayo Clinic, Syracuse
University, Stetson University, Montana State University, and Columbia
University.
· · Books by Neurodivergent Authors and
Researchers: Seek out books that offer both personal narratives and
research-based insights. Authors like Temple Grandin, Judy Singer (who coined
the term neurodiversity), Steve Silberman ("NeuroTribes"), and many
others provide valuable perspectives.
· · Neurodiversity Advocacy Organizations:
Groups such as the Autistic Self Advocacy Network (ASAN), the ADHD Foundation,
the International Dyslexia Association, and others often publish research,
personal stories, and resources. The Neurodiversity Hub and the Society for
Neurodiversity are also valuable.
· · Online Communities and Blogs: Many
neurodivergent individuals share their experiences and insights through blogs,
forums, and social media groups. These can be rich sources of qualitative data
and personal perspectives (always ensuring ethical engagement and citation if
used in research).
· Platforms Highlighting Talents
· Efforts to showcase neurodivergent skills are growing, particularly in
employment:
· · Neurodiversity Hiring Programs: Companies
like Microsoft, SAP, Dell, EY, JPMorgan Chase, and Ford have established
specific programs to recruit and support neurodivergent talent, recognizing the
unique skills they bring.
· · Specialized Job Boards and Connectors:
Platforms like the Neurodiversity Career Connector aim to link neurodivergent
job seekers with inclusive employers.
· · Social Enterprises and Non-profits:
Organizations exist that focus on training and employing neurodivergent
individuals, highlighting their specific talents in areas like tech, arts, and
detail-oriented tasks.
✅ Graphic
/ Comic-Style Contents
Special Needs, Learning Difficulties, Disabilities,
and Mental Health Awareness Hand and Textbook
By Sara
Jane Gorman
Table
of Contents – Easy Read Version
Act 1 –
Introduction
✨
Introducing Annie’s Book — Easy Read Comic/Script Version ✨
Panel 1 – Title Panel
Title: “Introducing My
Book”
Setting: Classroom or university room.
Annie stands at the front with a book in her hands.
Speech
Bubble (Annie):
“Hello everyone, my name is Annie.”
Panel 2 – Why the Book Matters
Close-up
of Annie holding the book proudly.
Speech
Bubble (Annie):
“This book is important to me.”
Narration
Box:
Annie has a learning disability and mental health problems.
Panel 3 – Annie Explains Her Purpose
Annie
speaks to a group of parents, students, teachers, and professionals.
Speech
Bubble (Annie):
“I want to raise awareness for others like me.”
Panel 4 – Who the Book Helps
People
in the audience look interested.
Speech
Bubble (Annie):
“I want to help parents, families, carers, teachers, nurses, and professionals
support people like me.”
Narration
Box:
Annie’s book helps people understand learning disabilities and mental health.
Panel 5 – Student Question
A
student (Character B) raises their hand.
Speech
Bubble (Character B):
“What is your book about, Annie?”
Speech
Bubble (Annie):
“It’s about learning disability and mental health awareness.”
Panel 6 – Purpose of the Book
Character
B thinks for a moment.
Speech
Bubble (Character B):
“What’s the purpose of the book?”
Speech
Bubble (Annie):
“To help you in your learning and future job.”
✨
Summary Version for Written Text (non-comic)
Introducing
Annie’s Book
My
name is Annie. This book is very important to me because I have learning
disabilities and mental health problems. I know how hard life can be when
people don’t understand.
I want to raise awareness and help others like me.
I
also want to help:
- parents
- families
- carers
- teachers
- support
workers
- nurses
- students
- professionals
…to
understand how to support people with learning disabilities and mental health
needs.
This
book will help you in your learning, your training, and your future work.
1️⃣ Comic /
Graphic Novel Version
Panel
– Annie Thinking
(Annie looks down, thoughtful.)
Thought
Bubble (Annie):
“It’s hard when people don’t understand you.”
2️⃣
Book / Narrative Version
Sometimes
life felt very hard for me.
It’s hard when people don’t understand you — when they judge you, ignore your
needs, or think you’re being difficult on purpose.
This is one of the reasons I wanted to write this book.
3️⃣
Easy Read Version
Easy
Read:
“It is hard when people do not understand you.”
(Symbols:
😕 🧠 💬)
OPTION C —
Annie’s ADHD Session Introduction
Panel 5 – Annie opens her PowerPoint
Background:
projector on, title slide says “Living with ADHD – A Lifelong Journey”
Annie
(speech bubble):
“In today’s lesson, we’re going to talk about ADHD. This is part of my life
story.”
Ben
(speech bubble):
“You mean ADHD doesn’t just affect kids?”
Annie
(speech bubble):
“No, it can affect people their whole lives — including adults.”
(Easy
Read box:)
⚡ “ADHD can affect
people at any age.”
Act 2 – Special Needs and Learning
Disabilities
Panel
1 – Annie Introduces the Lesson
Scene: Annie stands at the front of the classroom with a PowerPoint
projected behind her, showing the title of her lesson.
Annie
(speech bubble):
“Today we will be learning about Special Needs and Learning Disabilities. I
want you all to know that disabilities can be visible or hidden.”
Narration
box / Easy Read box:
📘 “Some disabilities
you can see, like needing a wheelchair. Others are hidden, like Dyslexia or
Dyspraxia.”
Visual
cues / symbols:
- Book
📚
- Eye
👁️
(visible)
- Brain
🧠
(hidden)
Panel
2 – Students Engage
Scene: Students raise their hands, looking curious and engaged. Annie
smiles encouragingly.
Student
(speech bubble):
“For example, Dyspraxia affects balance, coordination, movement, and grip.”
Narration
box / Easy Read box:
🤝 “Students are
learning that some disabilities affect physical actions, not just reading or
writing.”
Visual
cues / symbols:
- Person
balancing ⚖️
- Hand
✋
(grip)
- Foot
👣
(movement
Act 2 – Special Needs and Learning
Disabilities (continued)
Panel
3 – Annie Explains Hidden Disabilities
Scene: Annie gestures toward the board where “Hidden Disabilities” is
written, with symbols for brain and heart.
Annie
(speech bubble):
“Some disabilities you can’t see. For example, Dyslexia affects reading and
writing, Dyscalculia affects numbers and maths, and ADHD can make it hard to
focus.”
Narration
box / Easy Read box:
🧠 “Hidden disabilities
affect learning and attention. They are just as real as visible ones.”
Visual
cues / symbols:
- Book
📖
(reading)
- Numbers
123️⃣ (maths)
- Brain
🧠
(thinking/focus)
Panel
4 – Annie Shows Support Options
Scene: Annie points at the PowerPoint slide with icons for teacher,
carer, and therapist.
Annie
(speech bubble):
“Support can come from teachers, carers, therapists, or specialist programs.
Everyone can get help in the right way for them.”
Narration
box / Easy Read box:
✅ “Support helps
people learn, grow, and use their strengths.”
Visual
cues / symbols:
- Teacher
👩🏫
- Carer
👥
- Therapist
🩺
- Checkmark
✅
Panel
5 – Student Interaction / Reflection
Scene: Amy raises
her hand, looking thoughtful. Other students listen.
Amy
(speech bubble):
“So even if someone looks ‘normal,’ they might still need help?”
Annie
(smiling, speech bubble):
“Yes! Many learning and mental health difficulties are hidden, but they still
affect daily life.”
Narration
box / Easy Read box:
🌟 “Understanding and support
make a big difference for everyone.”
Visual
cues / symbols:
·
Lightbulb
💡 (understanding)
·
Heart
❤️ (support)
·
Star
🌟 (strengths)
Panel
4 – Annie Shows Support Options
Scene: Annie
points at the PowerPoint slide with icons for teacher, carer, and therapist.
Annie
(speech bubble):
“Support can come from teachers, carers, therapists, or specialist programs.
Everyone can get help in the right way for them.”
Narration
box / Easy Read box:
✅ “Support helps people learn, grow,
and use their strengths.”
Visual
cues / symbols:
·
Teacher
👩🏫
·
Carer
👥
·
Therapist
🩺
·
Checkmark
✅
Welcome
and why this book matters.
How to
use this book and website resources
Act 2 –
Special Needs and Learning Disabilities
Special
Needs:
Extra
help needed for learning or daily life
Can be
temporary or long-term
Support:
teachers, carers, therapists, specialist support
Learning
Disabilities:
Harder
to learn certain skills compared to others.
Examples:
Dyslexia
– difficulty with reading and writing
Dyscalculia
– difficulty with numbers and math
Dyspraxia
– difficulty with coordination and movement
Dysgraphia
– difficulty with writing and spelling
Act 2 – Panel 5 – Students’ Interests
Scene: The students raise
their hands. Annie smiles encouragingly.
Alex
(speech bubble):
“I’m studying psychology. I want to learn how to help students with physical
conditions like Dyspraxia.”
Amy
(speech bubble):
“I’m a PE teacher student. I want to know how to support children with
coordination and movement challenges.”
Ben
(speech bubble):
“I’m training as a math teacher. I need to learn how to help students with
Dyscalculia and math anxiety.”
Narration
box / Easy Read box:
🌟 “Each student wants
to learn how to support others. Different teachers and professionals help in
different ways.”
Act 2 – Panel 6 – Learning to Support
Scene: Jadien raises his
hand, looking curious. Annie gestures warmly to include everyone.
Jadien
(speech bubble):
“How can I teach students with disabilities compared to how we were taught in
the past?”
Annie
(speech bubble):
“Think about everyday life, school, college, work… Support is about
understanding and adapting.”
Jaiden’s
reaction (small speech bubble or thought bubble):
“Oh… so it’s about helping them in ways that work for them, not just copying
what we learned?”
Narration
box / Easy Read box:
🌟 “Learning to support
others benefits everyone. When we adapt, everyone can succeed.”
Visual
cues / symbols:
- School
building 🏫
(education)
- Lightbulb
💡
(ideas / understanding)
- Hands
🤝
(help / support)
- Smile
😀
(positive impact)
Act 2 – Panel 7 – Examples of Support
Scene: Annie stands by the
whiteboard/PowerPoint. Symbols and visuals are on the screen: books 📚, numbers 123, and a
pair of shoes 👟. Students are
watching attentively.
Annie
(speech bubble):
“Let’s look at some examples. For Dyslexia, students may need extra time to
read or write, and tools like reading programs or speech-to-text.”
Annie
(speech bubble, continued):
“For Dyspraxia, support can include help with
coordination,
planning movements, or using equipment like adapted scissors or writing tools.”
Annie
(speech bubble, continued):
“For Dyscalculia or math anxiety, visual aids, practical exercises, and
step-by-step instructions make learning easier.”
Narration
box / Easy Read box:
✅ “Support is about
giving the right tools and understanding each student’s needs.”
Visual
cues / symbols:
- Open
book 📖
(Dyslexia support)
- Shoes
👟
or hand doing a task (Dyspraxia support)
- Calculator
or numbers 123 (Dyscalculia support)
- Checkmark
✅
(success / right support)
Student
reactions:
Act 3 – Down Syndrome & Other
Conditions
Panel
1 – Introduction to Conditions
Scene: Annie stands by a PowerPoint screen. The slide shows “Down
Syndrome, Williams Syndrome, Angelman Syndrome, DiGeorge Syndrome” with simple
icons representing each (e.g., a puzzle piece 🧩 for Down Syndrome, smiley faces 😀 for social
learning).
Annie
(speech bubble):
“Today, we’ll look at some conditions you may see in schools, colleges, or
communities. Each person learns and develops differently.”
Narration
box / Easy Read box:
✅ “Understanding each
condition helps us give the right support.”
Visual
cues / symbols:
- Puzzle
piece 🧩
(Down Syndrome)
- Smiley
face 😀
(Williams Syndrome)
- Speech
bubble 💬
(Angelman Syndrome)
- Heart
❤️
(DiGeorge Syndrome)
Panel
2 – Jaiden Asks a Question
Scene: Jaiden raises his hand, looking curious. Other students are
watching.
Jaiden
(speech bubble):
“How do they learn?”
Annie
(speech bubble, smiling):
“They don’t all learn the same way. Some people may take time to process
information. Others may need help with speech, movement, and memory.”
Narration
box / Easy Read box:
✅ “Learning
differences mean we adapt our teaching and support for each person.”
Student
reactions / visual cues:
- Alex
notes mental health considerations 🧠
- Amy
visualizes sports/movement support 👟
- Ben
thinks about numbers/memory support 🧮
- Jaiden
looks inspired and thoughtful 💡
Act 3 – Panel 3: Role Play Activity
Scene: Classroom with a
small set-up area for role play. Students are standing in pairs or small
groups. Annie is guiding them.
Annie
(speech bubble):
“Now, we’ll do a role play. Take turns being the worker or the person with a
learning disability. You can choose your topic—communication, personal care, or
anything else you like.”
Narration
box / Easy Read box:
✅ “Role play helps you
understand real-life challenges and practice support strategies.”
Student
reactions / visual cues:
- Alex:
looks a little nervous but interested 🧠
- Amy:
smiling, ready to help 👟
- Ben:
taking notes about practical strategies 📝
- Jaiden:
thinking of everyday life scenarios 💡
Panel
extras:
- Small
props on the floor: hairbrush, plates, or speech cards to represent
different activities.
- Speech
bubbles from students trying different roles:
- “I’ll
try helping with communication!” 💬
- “I’ll
do personal care this time.” 🛁
·
Act 3 – Panel 4: Dyslexia
Lesson
·
Scene: Classroom
table with books spread out in different fonts. Annie stands in front of the
table, showing examples.
·
Annie (speech bubble):
“Dyslexia affects reading, writing, spelling, and sometimes grammar. Some fonts
or layouts are easier to read than others.” 📚
·
Alex (arms crossed, skeptical):
“So… people with dyslexia can’t read and write?”
·
Annie (smiling, correcting him):
“No, Alex. People with dyslexia can read and
write—they just have difficulties along the way. They are creative and often
very strong with IT and problem-solving. They just might need extra help with
exams, special teaching programs, or strategies that suit their learning
style.” 💡💻
·
Narration / Easy Read box:
✅ “Dyslexia doesn’t
mean someone isn’t smart. People with dyslexia can be excellent in many areas;
they just need support to learn in their best way.”
Student
reactions / visual cues:
- Amy:
nodding, taking notes ✏️
- Ben:
surprised, writing “creative strengths” on paper 🌟
- Jaiden:
thinking about how he could adapt his teaching 💭
Extras
for visual comic effect:
- Speech
bubbles above the books: “Easy to read?” “Hard to read?”
- Small
icons: 💻🎨📚
to show areas of strength.
Act 3 – Panel 5: Dyspraxia Lesson
Scene: Classroom
with Annie showing a short video or slides about Dyspraxia. Students sit at
desks, some holding PE equipment or stationery.
Annie
(speech bubble):
“Dyspraxia, or Developmental Coordination Disorder, affects movement,
coordination, and planning. Some everyday tasks can be tricky, like writing,
tying shoelaces, or playing sports.” ⚽✏️
Panel
2 – Student raises hand (Amy, future PE teacher):
“How can I help students in PE who struggle with coordination?”
Annie
(speech bubble):
“You can give step-by-step instructions, allow extra time, adapt activities,
and encourage practice. Support is about patience and understanding.” 🏃♀️👍
Panel
3 – Ben, math teacher, thinking:
“So it can affect schoolwork too?”
Annie
(speech bubble):
“Yes, Dyspraxia can make writing, organizing, or planning tasks harder. Using
laptops, visual guides, or breaking tasks into small steps can help.” 💻📋
Panel
4 – Alex, curious but hesitant:
“Does it mean someone isn’t smart?”
Annie
(smiling):
“No, it doesn’t affect intelligence. People with dyspraxia just need the right
support to show their strengths.” 🌟
Narration
/ Easy Read Box:
✅ “With help from teachers, parents,
and support workers, children with dyspraxia can succeed in school, sports, and
daily life.”
Visual
Cues / Comic Icons:
·
Small
icons for fine motor skills: ✏️✂️🧵 (writing,
scissors, buttons)
·
Gross
motor skills: ⚽🏀🏃♂️
·
Planning
& organization: 🗂️📌
·
Speech
or social support: 💬👫
Act 3 – Panel 5b: Dyspraxia Strengths
Scene: Same classroom,
students looking curious. Annie gestures toward a visual board showing
strengths.
Alex
(speech bubble, curious):
“Do people with Dyspraxia have any strengths? I mean… if it’s a physical
condition, are they… weak?” 🤔
Annie
(smiling, speech bubble):
“Not at all! Dyspraxia may affect physical coordination, but it doesn’t mean
someone isn’t strong. Many are mentally strong, creative, persistent, and
problem solvers.” 💡🧠💪
Panel
2 – Amy (PE student, nodding):
“So support is about helping with challenges, but also noticing what they’re
really good at?”
Annie
(speech bubble):
“Exactly! Everyone has strengths. Dyspraxia is just one part of a person—they
can shine in many areas, like thinking, planning, IT, art, music, or teamwork.”
🌟🎨🎵💻
Narration
/ Easy Read Box:
✅ “People with
Dyspraxia can be strong, smart, creative, and capable. Support helps them use
their strengths while managing challenges.”
Visual
Cues / Comic Icons:
- Brain
/ mental strength: 🧠💪
- Creativity
/ talents: 🎨🎵💻
- Teamwork
/ social: 🤝
Act 3 – Panel 8: A Gentle Debate /
Comforting Alex
Scene: Classroom. Students
are seated after the Dyscalculia discussion. Alex is frowning, looking
frustrated with the concepts and Annie’s examples.
Alex
(speech bubble, slightly judgmental):
“I don’t get why we need all these supports. Some of this seems unnecessary.” 😕
Jaiden
(student teacher, quietly, speech bubble):
“Alex… it’s not about laziness. Everyone learns differently. Some things just
take more time.”
Amy
(PE student, thought bubble):
“Yeah… he can be a little judgmental sometimes.”
Annie
(speech bubble, calm):
“Alex, it’s okay to ask questions and wonder why things are done this way.
That’s how we learn. But remember—support isn’t a crutch. It helps people reach
their potential.” 🌟
Alex
(speech bubble, looking thoughtful):
“Hmm… I guess I never thought about it like that. I just assumed people
couldn’t do things if it was hard.”
Annie
(speech bubble, smiling):
“Hard doesn’t mean impossible. People with learning disabilities may need a
different way of doing things—but they can still succeed.” 💪
Narration
/ Easy Read Box:
✅ “Sometimes people
make quick judgments. By listening and learning, we can see strengths, not just
challenges.”
Visual
Cues / Comic Icons:
- Alex
with a small thought cloud of frustration: 😕💭
- Jaiden
gently placing a hand on Alex’s shoulder: 🤝
- Symbols
of learning and support around Annie: 🌟📘🧠
Act 3 – Panel 9: Gentle Reality Check for Alex
Scene: Classroom.
After Alex’s comment about supports.
Jaiden
(student teacher, firm but kind, speech bubble):
“Alex, it’s not fair to assume people can’t do things just because it’s harder
for them. That’s why we’re learning this—so we understand and support.”
Amy
(PE student, speech bubble):
“Yeah, think about how you’d want to be treated if you struggled with
something.”
Annie
(smiling, speech bubble):
“Exactly. We all have strengths and weaknesses. Seeing both is what matters.” 🌟
Alex
(speech bubble, slightly embarrassed but thoughtful):
“You’re right… I guess I was being a bit judgmental. I understand now.” 🙂
Narration
/ Easy Read Box:
✅ “It’s okay to make mistakes. The
important part is listening, learning, and seeing strengths.”
Visual
Cues / Comic Icons:
·
Alex’s
face softening, small sweat drop for embarrassment: 😅
·
Group
smiling at him: 🙂🤝
·
Symbols
of learning and inclusion around Annie: 📘🧠💡
- student)
looks thoughtful, taking notes 📝
- Amy
(PE teacher) nods, imagining how she can help in sports 🏀
- Ben
(math teacher) smiles, visualizing how to support students with numbers 🧮
- Jaiden
(student teacher) looks inspired 💡
Act 3 – Down Syndrome and Other Conditions
Down Syndrome – a condition affecting
learning and physical development.
Williams Syndrome – learning and social
challenges
Angelman Syndrome – affects
communication, movement, and behaviors.
DiGeorge Syndrome – affects heart,
immune system, and learning.
Act 4 – Dyslexia
Difficulty reading, writing, or spelling.
Can affect memory, comprehension, and organization.
Support: specialist teaching, reading
programs, technology
Act 5 – Dyspraxia
Difficulty with coordination, planning
movements, and sometimes speech.
Support: occupational therapy,
physiotherapy, daily life strategies
Act 6 – Dysgraphia
Difficulty writing by hand or typing.
Support: assistive technology, writing
aids, adapted tasks
Act 7 – Dyscalculia
Difficulty understanding numbers and math’s
concepts
Support: visual aids, practical
exercises, extra time
Act 8 – Autism
Differences in communication, social
interaction, and behaviors
Can include sensory sensitivities.
Support: routines, visual schedules,
therapy, understanding
Act 9 – Mental Health and Mental Illness
Examples: Anxiety, Depression, Bipolar
Disorder, Personality Disorders
Support: therapy, medication,
self-care, professional support
Act 10 – Anger, Anxiety, and ADHD
Difficulty with emotional regulation,
focus, and hyperactivity
Support: coping strategies, therapy,
routines
Act 11 – Depression
Persistent sadness or loss of interest
Support: therapy, medication, lifestyle
changes
Act 12 – Personality Disorders
Patterns of thoughts, feelings, and behaviors
that cause challenges.
Support: therapy, support groups,
strategies for coping
Act 13 – Mentoring and Coaching
Guidance to build skills, confidence,
and independence.
Support: trained mentors or coaches
Act 14 – Suicide Awareness and Prevention
Understanding risk and signs
Support: helplines, counselling, safe
environments
Act 15 – Advocacy and Counselling
Supporting rights, access, and personal
development
Support: advocacy services,
counselling, advice
Act 3 – Panel 10: Dyspraxia in Everyday
Life
Scene: Classroom role-play
area. Annie uses a visual slide showing daily tasks and PE activities.
Annie
(speech bubble):
“Let’s look at how Dyspraxia can affect everyday life. Tasks like tying
shoelaces, using scissors, writing, or even PE activities can be tricky.”
Panel
Detail / Visuals:
- Small
icons of shoes, scissors, a pen, a ball, and a PE whistle.
- Students
looking thoughtful, some taking notes.
Jaiden
(student teacher, speech bubble):
“So, we need to plan lessons and activities that adapt for these challenges?”
Annie
(nodding, speech bubble):
“Yes! Step-by-step instructions, visual cues, extra time, and alternative ways
to participate can make a big difference.”
Alex
(speech bubble, curious):
“Does that mean they can’t play sports?”
Annie
(smiling, speech bubble):
“Not at all! They might do it differently, need adapted activities, or extra
support—but they can participate and succeed.”
Narration
Box / Easy Read Tip:
✅ “Dyspraxia affects
coordination, not intelligence. With support, people can do everyday tasks,
schoolwork, and PE activities successfully.”
Visual
Cues / Comic Icons:
- Student
lifting a ball with a smile, showing adaptation. 🏀
- Checkmarks
for “Step-by-step,” “Visuals,” “Patience” ✅
- Thought
bubble for Alex: 💭
“Ah, so it’s about support, not ability.”
Act 3 – Panel 11: Dyspraxia Strengths
and Everyday Skills
Scene: Classroom, students
seated around a table. Annie shows a slide titled “Dyspraxia: Strengths and
Skills” with symbols of brains, lightbulbs, and tools.
Annie
(speech bubble):
“Dyspraxia can make some tasks tricky, but people with Dyspraxia also have
great strengths. They may be creative, good at problem-solving, and strong
mentally.”
Alex
(speech bubble, curious):
“So… they might be clumsy physically, but smart in other ways?”
Annie
(nodding, speech bubble):
“Exactly! Strengths can include:
• Creativity and imagination 🎨
• Thinking differently to solve problems 💡
• Persistence and patience when learning new skills 🏆
• Good memory for things they are interested in 🧠
• Mental resilience and determination 💪”
Jaiden
(student teacher, speech bubble):
“Wow, so supporting them isn’t just about helping with movement—it’s about
encouraging their strengths too.”
Amy
(PE student, speech bubble):
“And making everyday activities achievable—like tying shoelaces, cooking, or
using a keyboard—can really boost confidence.”
Annie
(speech bubble, encouraging):
“Yes! We focus on what people can do, not just the challenges. Support
isn’t about taking over—it’s about helping them succeed and feel proud.”
Narration
Box / Easy Read Tip:
✅ “Dyspraxia may
affect coordination, but people with it can be creative, clever, and
determined. Everyday skills can improve with practice, support, and patience.”
Visual
Cues / Comic Icons:
- Lightbulb
💡
for creative thinking
- Paintbrush
🎨
for imagination
- Flexed
arm 💪
for mental strength
- Shoes
👟
and pen ✏️
showing everyday tasks
- Students
smiling, taking notes, looking inspired
