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 💡

Act 3 – Down Syndrome & Other Conditions

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.

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?

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:

Coordination
Planning

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?”

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.”

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.

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.”

Daily life challenges

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?”

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.”

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:

· Thinking: This can involve unique patterns of thought, deep focus on specific interests (hyperfocus), innovative problem-solving approaches, and a different way of processing information – perhaps more visual, literal, or pattern-based. It can also involve challenges with executive functions like planning, organization, and transitioning between tasks.

· · Feeling: Emotional experiences can be intense and deeply felt. Some neurodivergent individuals report heightened empathy, while others might process or express emotions differently. Sensory sensitivities can also significantly impact emotional states, leading to overwhelm in certain environments. Co-occurring anxiety or depression is also common, often exacerbated by navigating a world not always designed for neurodivergent minds.

· · Learning: Learning styles can vary significantly. While traditional educational settings might pose challenges for some, many neurodivergent individuals possess exceptional abilities in areas of interest, demonstrating a capacity for deep knowledge acquisition and specialized skills. Hands-on learning, visual aids, or a need for quiet, distraction-free environments are common.

· · Communicating: Communication can differ from neurotypical norms. This might mean a preference for direct and literal language, differences in interpreting or using non-verbal cues (like eye contact or body language), or unique ways of expressing oneself. Written communication may be a strength for some, while others might excel in verbal articulation once comfortable.

· · Coping with Everyday Life: Navigating daily routines, social interactions, and sensory environments can require additional effort and specific coping strategies. Sensory sensitivities (to light, sound, texture, smells, etc.) are common and can lead to overload. Social situations might be fatiguing or require conscious effort to "mask" or fit in. However, many develop remarkable resilience and create effective, personalized strategies to thrive.

· Highlighting Skills and Talents

· Your ambition to highlight the skills and talents of neurodivergent individuals is crucial. The paradigm is shifting from a deficit-only model to one that recognizes and values the unique strengths that often accompany these conditions. Some widely recognized talents include:

· · Exceptional Creativity and Innovative Thinking: Seeing the world from a different perspective often leads to novel ideas and solutions.

· · Strong Pattern Recognition Abilities: Many neurodivergent individuals excel at identifying patterns, trends, and anomalies that others might miss. This is valuable in fields like data analysis, coding, and research.

· · Hyperfocus and Deep Concentration: The ability to concentrate intensely on tasks of interest can lead to high levels of productivity and expertise.

· · Attention to Detail and Accuracy: A meticulous approach can be a significant asset in roles requiring precision.

· · Unique Problem-Solving Skills: Thinking "outside the box" is often a natural strength.

· · Excellent Memory: Some neurodivergent individuals have exceptional long-term memory or recall for specific details.

· · Loyalty and Honesty: A straightforward and genuine approach is often noted.

· · 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.

· · Conferences and Events: Neurodiversity-focused conferences and workshops often feature presentations and discussions on the strengths and contributions of neurodivergent people.

· · Media and Publications: There's a growing body of articles, documentaries, and books that specifically focus on the positive attributes and achievements of neurodivergent individuals.

· Your lifelong experience provides a powerful lens through which to conduct your research and writing. By combining your insights with rigorous research and a focus on strengths, you can contribute meaningfully to a more inclusive and understanding world that celebrates the full spectrum of human neurology.

✅ 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)

event)

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:

Alex (psycho st

Act 3 – Down Syndrome & Other Conditions

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.

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