Visual: Annie pointing to a simple board or slide: Strengths
– Challenges – Support – Success.
Annie (speech bubble): “People with learning differences can do anything. They
just need the right strategies, tools, and understanding.”
Caption: Even Alex was starting to see that understanding takes effort — and
sometimes a little humility.
This gives a complete continuation of Act 2 with:
Flashback storytelling
Mental and physical stress representation
Smooth transition to adult Annie teaching
Student engagement, including Alex’s small moment of
reflection
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 behavior
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
Chapter 1 Introduction
Hello, my name is Sara Jane Gorman.
I was born with Autism, Dyslexia, Dyspraxia, Epilepsy,
Anxiety, and Depression.
This book is based on my website, which I first created in
2007, just after my Gran passed away. With the support of my Mum and Sister, I
began writing about my life—my experiences, my struggles, and how I’ve overcome
many of them.
At the time, I was working with the Royal Wolverhampton
Mencap, which was based at the Science Park. My role involved helping others
like myself—people with learning difficulties and mental health conditions. On
my website, I wrote about the struggles my family faced to get me the support I
needed—especially around conditions like Dyspraxia, which affected me my whole
life, even when no one understood what it was.
I was slow at school, but with the right support, I caught
up and gained qualifications in college. I had many early work placements, but
they didn’t last. It was only in the past sixteen years that my skills were
truly recognized.
I was bullied in both mainstream and special schools.
I didn’t learn how to tie my shoes until I was twenty—my cousin Luke, who was
just ten at the time, taught me. I felt foolish, but grateful.
Over time, I became a Visiting Lecturer in Learning
Disability and Mental Health—first with Royal Wolverhampton Mencap, and then at
the University of Wolverhampton. I also worked as an Advocate and Befriender
with One Voice Advocacy Service and the Beacon Centre.
I have raised awareness with student professionals in many
fields, including:
· Learning
Disability Nursing
· Social
Work
· Occupational
Therapy
· Paramedics
· Teaching
and Education
Why I’m Writing This Book
I want this book to:
· Educate
students and professionals
· Support
families, carers, and friends
· Speak
to people who live with learning disabilities, mental health conditions, and
hidden disabilities
Whether you are a parent, teacher, doctor, carer, social
worker, or someone with lived experience—you are welcome here.
🧠 My Lived Experience
I want to be honest. Some things that happened in my past
might be seen as abuse by today’s standards. At the time, I didn’t see them
that way. I believe some adults were just following the systems and rules of
the time. That doesn’t make it right, but I now understand that they may not
have known any better.
As a child, I was often called clumsy because of my
Dyspraxia—but no one knew I had Dyspraxia at the time, including me. I broke
pencils and sharpened them constantly because I pressed too hard while writing.
My difficulties were misunderstood and treated like misbehavior.
It took years for me to understand the difference between
Dyslexia (trouble with reading and writing) and Dyspraxia (motor skills,
coordination, and memory). They can overlap, but they are different. You can
learn more here:
🔗 https://www.readandspell.com/difference-between-dyslexia-and-dyspraxia
I also have Dyscalculia, a difficulty with math. I can’t do
mental arithmetic and often rely on my fingers or a calculator. As a child, my
math was usually wrong, and no one could explain why.
I thought I was stupid.
But now I know I was just different, and I wasn’t alone.
There are many people like me.
You can learn more about Dyscalculia and math anxiety here:
🔗 https://www.understood.org/en/articles/math-anxiety-vs-dyscalculia-compare-the-signs
⚕️ Epilepsy and
Medication
As a baby and child, I was on a medication called
phenobarbital for Epilepsy. It made me feel hyper, sleepy, moody, and I
couldn’t focus. I had no road safety awareness, no direction, and no sense of
time or danger. It felt like I was living in a dream world.
When I was around 12 or 13, my seizures reduced. My mum and
I spoke to a doctor, and I was able to stop the medication. After that, I began
to see the world more clearly.
🧩 Understanding
Disabilities and Special Needs
Let’s ask important questions:
· What
are special needs?
· What
is a learning disability?
· What
are the differences between Autism, ADHD, Anxiety, and more?
· How
are conditions like Dyslexia, Dyspraxia, Dyscalculia, and Dysgraphia connected?
There are many types of neurodivergent and developmental
conditions, and they are often misunderstood. People need:
· Accessible
information
· Easy
Read documents
· Large
print
· Verbal
support (phone, video, in-person)
And most importantly:
💬 People should be
asked how they want to receive information—never just assumed.
🎓 Education,
Employment & Advocacy
In my experience, many employers don’t understand learning
disabilities or mental health. Despite progress, discrimination still exists.
People with disabilities are often seen as a risk or liability, rather than
being given the tools and support they need.
The UK Disability Discrimination Act and Health & Safety
laws should protect us—but not everyone follows them.
In some places (like New York, where my mother lives),
people are supported to train in areas they enjoy. I wish this were true
everywhere.
✍️ My Purpose in
Writing
Ever since I was 23, I wanted to be a writer.
This book is here to:
· Tell
my story
· Share
what I’ve learned
· Teach
people about disability and mental health awareness
· Help
people with disabilities, and those who teach, care for, or support them
You might not agree with everything. That’s okay. But if
this book makes you think, feel less alone, or learn something new, then I have
achieved my goal.
🧠 What You Will Learn
in This Book
· What’s
the difference between a learning disability and a learning difficulty?
· What’s
the difference between Autism and Anxiety?
· What’s
the difference between Schizoaffective Disorder and Bipolar?
· How
can we better support people with multiple conditions?
Please let me know if you would like to learn, some I know
from my disabilities, mental health other conditions, others I research.
🔗 Read more on Mencap’s
website
Reasoned about creating an accessible book introduction for
a second
Below is an Easy Read version of this book introduction that
uses clear language, bullet points, and suggestions for symbol and table
formatting. You can later insert images or symbols (using any of the symbol
sets mentioned earlier) to make it even more accessible for people who benefit
from visual cues.
📘 Book Introduction
(Easy Read Version)
By Sara Jane Gorman
Who Am I?
· My
Name: Sara Jane Gorman
· My
Conditions:
o Autism
o Dyslexia
o Dyspraxia
o Epilepsy
o Anxiety
o Depression
Why I Wrote This Book
· Origin:
o I
first wrote on my website in 2007 after my Gran died.
o I
was supported by my Mother and Sister.
· Work:
o I
worked with Royal Wolverhampton Mencap.
o I
helped people with similar challenges.
o I
learned about my own struggles with Dyspraxia, which affected me from a young
age.
· School
& Work Experiences:
o I
was slow in school but gained qualifications in college with support.
o I
tried different work experiences early in my adulthood.
o Only
in the last sixteen years have my skills been truly discovered.
· Personal
Challenges:
o I
was bullied in school, both in regular and special schools.
o I
learned to tie my shoelaces at age twenty—with help from my cousin, Luke (who
was ten then).
· Careers:
o I
have been a Visiting Lecturer on Learning Disability and Mental Health at Royal
Wolverhampton Mencap and the University of Wolverhampton.
o I
worked as an Advocate and Befriender with organizations like One Voice Advocacy
Service and Beacon Befriending Service.
o I
have raised awareness for students and professionals such as learning
disability nurses, social workers, paramedics, and occupational therapists.
My Experience in Brief
· Early
Struggles:
o I
did not understand why I was labeled as “clumsy” or why I broke pencils often.
o I
later learned this was due to Dyspraxia.
o I
also faced difficulties with math because of Dyscalculia, which often caused
anxiety.
· Epilepsy
and Medication:
o I
was on a medication called phenobarbital as a baby and child.
o It
made me feel hyper, sleepy, and moody.
o After
I stopped the medication, I began to see the world more clearly.
· Learning
Disabilities and Communication:
o I
understand that people have many different needs—some need pictures, others
need clear text, and some prefer spoken words.
o Always
ask each person how they want to receive information.
What I Hope to Achieve
· Education:
o To
educate students, professionals, families, and carers about learning
disabilities and mental health.
· Awareness:
o To
share my personal story so that others know they are not alone.
o To
break down misunderstandings about conditions such as Autism, Dyslexia,
Dyspraxia, and others.
· Support:
o To
support those with disabilities and provide clear, accessible information.
· Questions
to Consider:
o What
is the difference between a learning disability and a learning difficulty?
o How
are Autism and Anxiety related?
o What
supports do people need at school, work, and at home?
For more detailed explanations on specific conditions, you
can refer to helpful websites like:
🔗 Read and Spell:
Difference between Dyslexia and Dyspraxia
🔗 Understood.org: Math
Anxiety vs. Dyscalculia
How to Format This in a Table Style (in Word or Google Docs)
You might consider using a table to place symbols next to
each idea. For example:
Symbol
|
Text
|
🧩
|
Who Am I? My name is Sara Jane Gorman. I was born with
Autism, Dyslexia, Dyspraxia, Epilepsy, Anxiety, and Depression.
|
💡
|
Why I Wrote This Book: I started my website in 2007 and
worked with Royal Wolverhampton Mencap to support people like me.
|
📚
|
My Experience: I overcame school struggles, learned from
my challenges, and became a lecturer and advocate.
|
🎯
|
My Goal: To educate and support those who study and work
in the learning disabilities and mental health needs.
|
Learning Disability and Mental Health:
Easy Read Guide to Online Modules
📘 For Individuals and
Families
Understanding Mental Health
Learn what mental health means.
Learn how it affects people with learning disabilities.
Finding Support
Know where to get help.
Learn how to build a support system with family, friends,
and services.
Everyday Well-Being
Tips on sleep, stress, and coping with emotions.
Easy tools to stay healthy at home and school.
🎓 For Professionals and
Educators
Learning Disabilities and Mental Health
How learning disabilities affect feelings, behaviors, and
learning.
Spotting signs of mental health difficulties early.
Practical Strategies in Education
Classroom support and adaptations.
Supporting exams, transitions, and inclusion.
Family and Community Support
Working with parents, carers, and health teams.
Public Health and Disability
Training on wider health and community needs.
Reducing stigma and making services accessible.
🌍 Extra Skills and
Awareness
Cultural Awareness
Understanding differences in mental health across cultures.
Accessing training in different languages.
Crisis Support
Learning how to help someone in crisis.
Knowing when to call for professional help.
⭐
Act 1 Interduction
Jaiden
Jones walked
into the
classroom of Teaching University. Ben Jamieson was sitting on a chair under the
desk. As Jaiden stood by the door he asked Ben.
Jaiden – “Is
this the disability class?”
Ben – “Yes,
it is”.
Jaiden: -
“Where’s the Lecture”?
The two
young men were just about to interduce themselves to each other as Annie Walked
in.
Annie –
“Hello, guys, my name is Annie Lewis, I am the Learning Disability and Mental
Health Lecture”.
Both Ben
and Jaiden thought Annie was a student, but they didn’t tell her that.
Ben “Do you have a learning disability
yourself, Annie”?
Annie ‘Yes
I do, Dyslexia, Dyspraxia, Dysgraphia, Dyscalculia, ADHD, Epilepsy, Anxiety and
Depression”.
Ben –
“That’s a lot, Annie”.
Annie –
“I know it is, it’s okay in every difficulty, there’s an ability”.
“Dis is
the difficulty: dis is the ability”.
“This is
the difficulty: this is the ability”.
Ben –
“What is your ability, Annie”?
Annie – “I’m
a writer, Artist, Lecturer, and Mentor”.
Suddenly
another new student Alex Drew walked through the door, he heard the tale end of
what Annie, and the students were taking about. Alex didn’t just rudely
interrupt but he couldn’t help but drag Annie down. All the same Annie didn’t
show he was getting to her by not rowing back. However,’ Jaiden wasn’t going to
keep his month shut.
Alex – “Miss, how can you do anything when you have learning
disabilities and mental health problems”?
Jaiden “Mate, I know we don’t one another’s names yet but if
Annie didn’t have an ability, she wouldn’t be a lecturer”.
Panels: ✅ Graphic /
Comic-Style Table of Contents
Special Needs, Learning
Difficulties, Disabilities & Mental Health Awareness
By Sara Jane Gorman
Front
Page Graphic
(Panel: My character
Annie Lewis is waving at the students and, holding a book)
“Welcome! This book helps you understand learning, thinking, feelings, and
support.”
📘 COMIC SCRIPT
VERSION – Act 1: Annie Shares Her Story
PANEL
1 – Classroom wide shot
Annie stands by the whiteboard. Jaiden, Ben, and Alex are seated. One empty
chair for Amy.
Narration: Annie was expecting one more student, but Jaiden, Ben, and
Alex were already there.
Annie (smiling nervously): “Hello everyone, can I have your attention,
please?”
PANEL
2 – Close-up on Annie
Annie: “I’m not only here to teach… I’m also here to introduce my book.”
PANEL
3 – Annie speaking confidently
Annie: “I have a learning disability, and I want people to understand
learning disability.”
PANEL
4 – Alex interrupts, leaning back with a smirk
Alex: “How can you write a book if you have dyslexia, and you can’t
spell?”
PANEL
5 – Jaiden turns to Alex
Jaiden: “What’s your name, mate?”
Alex: “Alex. Why, what’s yours?”
Jaiden: “Jaiden. Just wondered.”
PANEL
6 – Alex raises an eyebrow
Alex: “Jaiden, I was about to ask Annie—what’s the book about?”
Jaiden: “Okay, Alex.”
PANEL
7 – Annie stays calm and smiling
Annie: “Now, now, guys… but thank you.
The book is called Learning Disability and Mental Health Awareness.”
PANEL
8 – Alex challenges Annie again
Alex: “Why are you writing this book, Annie? You don’t look like you
have a learning disability.”
PANEL
9 – Close-up on Annie, taking a breath
Annie: “Exactly, Alex. I’m writing it because some disabilities are
hidden, and others are visible.”
PANEL
10 – The door opens; Amy enters, out of breath
Amy: “Sorry I’m late! One of my children is unwell, and I had to wait
for childcare.”
Annie: “No problem, Amy. I’ll email you what you missed today.”
Amy: “Thank you, Annie.”
PANEL
11 – Ben and Jaiden leaning forward, curious
Narration: Ben and Jaiden were fascinated by the book.
Narration: Amy had missed the whole morning session.
Thought bubble: “Life can
be hard when people don’t understand you.”
Clock showing time
passing (Annie was telling her 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
Centre backdrop)
Panel 1 – Annie’s
Int┌─────────────Comic Templates for All Acts (Reusable Layout)
Below is
the standard comic page template based on your Act 4 example. You can copy and
use this layout for Act 1 to Act 15.
Act ___ –
Comic Page Template
Scenes
___ – Visual Storyboard with Bubbles and Quiz Placeholders
Panel 1 –
Image Placeholder
Notes:
Panel 2 –
Image Placeholder
Notes:
Panel 3 –
Image Placeholder
Notes:
Panel 4 –
Image Placeholder
Notes:
Panel 5 –
Image Placeholder
Notes:
Panel 6 –
Image Placeholder
Notes:
Panel 7 –
Image Placeholder
Notes:
Panel 8 –
Image Placeholder
Notes:
Panel 9 –
Image Placeholder
Notes:
Panel 10
– Image Placeholder
Notes:
Panel 11
– Image Placeholder
Notes:
Panel 12
– Image Placeholder
Notes:
You can
tell me the act numbers and scene names you want filled in, and I will generate
each act's full template automatically.
Act 1 –
Comic Page Template
Scenes
1–2 – Visual Storyboard with Bubbles and Quiz Placeholders
Panel 1 –
Image Placeholder
Notes:
Panel 2 –
Image Placeholder
Notes:
Panel 3
– Image Placeholder
Notes:
Panel 4
– Image Placeholder
Notes:
Comic Templates All Acts
Comic Templates for All Acts (Reusable Layout)
Below is the standard comic page template based on your Act 4 example. You
can copy and use this layout for Act
1 to Act 15.
Act ___ – Comic Page Template
Scenes ___ – Visual Storyboard with Bubbles and Quiz Placeholders
Panel 1 – Image Placeholder
Notes:
Panel 2 – Image Placeholder
Notes:
Panel 3 – Image Placeholder
Notes:
Panel 4 – Image Placeholder
Notes:
Panel 5 – Image Placeholder
Notes:
Panel 6 – Image Placeholder
Notes:
Panel 7 – Image Placeholder
Notes:
Panel 8 – Image Placeholder
Notes:
Panel 9 – Image Placeholder
Notes:
Panel 10 – Image Placeholder
Notes:
Panel 11 – Image Placeholder
Notes:
Panel 12 – Image Placeholder
Notes:
You can tell me the act numbers and scene names you want filled in, and I
will generate each act's full template automatically.
Act 1 – Comic Page Template
Scenes 1–2 – Visual Storyboard with Bubbles and Quiz Placeholders
Panel 1 – Image Placeholder
Notes:
Panel 2 – Image Placeholder
Notes:
Panel 3 – Image Placeholder
Notes:
Panel 4 – Image Placeholder
Notes:
Panel 5 – Image Placeholder
Notes:
Panel 6 – Image Placeholder
Notes:
Panel 7 – Image Placeholder
Notes:
Panel 8 – Image Placeholder
Notes:
Panel 9 – Image Placeholder
Notes:
Panel 10 – Image Placeholder
Notes:
Panel 11 – Image Placeholder
Notes:
Panel 12 – Image Placeholder
Notes:
Act 2 – Comic Page Template
Scenes 1–2 – Visual Storyboard with Bubbles and Quiz Placeholders
Panel 1 – Image Placeholder
Notes:
Panel 2 – Image Placeholder
Notes:
Panel 3 – Image Placeholder
Notes:
Panel 4 – Image Placeholder
Notes:
Panel 5 – Image Placeholder
Notes:
Panel 6 – Image Placeholder
Notes:
Panel 7 – Image Placeholder
Notes:
Panel 8 – Image Placeholder
Notes:
Panel 9 – Image Placeholder
Notes:
Panel 10 – Image Placeholder
Notes:
Panel 11 – Image Placeholder
Notes:
Panel 12 – Image Placeholder
Notes:
Act 3 – Comic Page Template
Scenes 1–2 – Visual Storyboard with Bubbles and Quiz Placeholders
Panel 1 – Image Placeholder
Notes:
Panel 2 – Image Placeholder
Notes:
Panel 3 – Image Placeholder
Notes:
Panel 4 – Image Placeholder
Notes:
Panel 5 – Image Placeholder
Notes:
Panel 6 – Image Placeholder
Notes:
Panel 7 – Image Placeholder
Notes:
Panel 8 – Image Placeholder
Notes:
Panel 9 – Image Placeholder
Notes:
Panel 10 – Image Placeholder
Notes:
Panel 11 – Image Placeholder
Notes:
Panel 12 – Image Placeholder
Notes:
Act 4 – Comic Page Template
Scenes 1–2 – Visual Storyboard with Bubbles and Quiz Placeholders
Panel 1 – Image Placeholder
Notes:
Panel 2 – Image Placeholder
Notes:
Panel 3 – Image Placeholder
Notes:
Panel 4 – Image Placeholder
Notes:
Panel 5 – Image Placeholder
Notes:
Panel 6 – Image Placeholder
Notes:
Panel 7 – Image Placeholder
Notes:
Panel 8 – Image Placeholder
Notes:
Panel 9 – Image Placeholder
Notes:
Panel 10 – Image Placeholder
Notes:
Panel 11 – Image Placeholder
Notes:
Panel 12 – Image Placeholder
Notes:
Act 5 – Comic Page Template
Scenes 1–2 – Visual Storyboard with Bubbles and Quiz Placeholders
Panel 1 – Image Placeholder
Notes:
Panel 2 – Image Placeholder
Notes:
Panel 3 – Image Placeholder
Notes:
Panel 4 – Image Placeholder
Notes:
Panel 5 – Image Placeholder
Notes:
Panel 6 – Image Placeholder
Notes:
Panel 7 – Image Placeholder
Notes:
Panel 8 – Image Placeholder
Notes:
Panel 9 – Image Placeholder
Notes:
Panel 10 – Image Placeholder
Notes:
Panel 11 – Image Placeholder
Notes:
Panel 12 – Image Placeholder
Notes:
Act 6 – Comic Page Template
Scenes 1–2 – Visual Storyboard with Bubbles and Quiz Placeholders
Panel 1 – Image Placeholder
Notes:
Panel 2 – Image Placeholder
Notes:
Panel 3 – Image Placeholder
Notes:
Panel 4 – Image Placeholder
Notes:
Panel 5 – Image Placeholder
Notes:
Panel 6 – Image Placeholder
Notes:
Panel 7 – Image Placeholder
Notes:
Panel 8 – Image Placeholder
Notes:
Panel 9 – Image Placeholder
Notes:
Panel 10 – Image Placeholder
Notes:
Panel 11 – Image Placeholder
Notes:
Panel 12 – Image Placeholder
Notes:
Act 7 – Comic Page Template
Scenes 1–2 – Visual Storyboard with Bubbles and Quiz Placeholders
Panel 1 – Image Placeholder
Notes:
Panel 2 – Image Placeholder
Notes:
Panel 3 – Image Placeholder
Notes:
Panel 4 – Image Placeholder
Notes:
Panel 5 – Image Placeholder
Notes:
Panel 6 – Image Placeholder
Notes:
Panel 7 – Image Placeholder
Notes:
Panel 8 – Image Placeholder
Notes:
Panel 9 – Image Placeholder
Notes:
Panel 10 – Image Placeholder
Notes:
Panel 11 – Image Placeholder
Notes:
Panel 12 – Image Placeholder
Notes:
Act 8 – Comic Page Template
Scenes 1–2 – Visual Storyboard with Bubbles and Quiz Placeholders
Panel 1 – Image Placeholder
Notes:
Panel 2 – Image Placeholder
Notes:
Panel 3 – Image Placeholder
Notes:
Panel 4 – Image Placeholder
Notes:
Panel 5 – Image Placeholder
Notes:
Panel 6 – Image Placeholder
Notes:
Panel 7 – Image Placeholder
Notes:
Panel 8 – Image Placeholder
Notes:
Panel 9 – Image Placeholder
Notes:
Panel 10 – Image Placeholder
Notes:
Panel 11 – Image Placeholder
Notes:
Panel 12 – Image Placeholder
Notes:
Act 9 – Comic Page Template
Scenes 1–2 – Visual Storyboard with Bubbles and Quiz Placeholders
Panel 1 – Image Placeholder
Notes:
Panel 2 – Image Placeholder
Notes:
Panel 3 – Image Placeholder
Notes:
Panel 4 – Image Placeholder
Notes:
Panel 5 – Image Placeholder
Notes:
Panel 6 – Image Placeholder
Notes:
Panel 7 – Image Placeholder
Notes:
Panel 8 – Image Placeholder
Notes:
Panel 9 – Image Placeholder
Notes:
Panel 10 – Image Placeholder
Notes:
Panel 11 – Image Placeholder
Notes:
Panel 12 – Image Placeholder
Notes:
Act 10 – Comic Page Template
Scenes 1–2 – Visual Storyboard with Bubbles and Quiz Placeholders
Panel 1 – Image Placeholder
Notes:
Panel 2 – Image Placeholder
Notes:
Panel 3 – Image Placeholder
Notes:
Panel 4 – Image Placeholder
Notes:
Panel 5 – Image Placeholder
Notes:
Panel 6 – Image Placeholder
Notes:
Panel 7 – Image Placeholder
Notes:
Panel 8 – Image Placeholder
Notes:
Panel 9 – Image Placeholder
Notes:
Panel 10 – Image Placeholder
Notes:
Panel 11 – Image Placeholder
Notes:
Panel 12 – Image Placeholder
Notes:
📐 Visual-spatial skills
🗣️ Storytelling
🎭 Art, music, drama
🧭 Great memory for places
and layouts
🖍️ 2. How Dyslexia Feels
Student (Maya):
“When I read, sometimes
the words jump or I lose my place.”
Annie:
“That’s called visual
stress. Lots of dyslexic people experience that.”
She adds:
letters jump or blur.
lines of text move
sentences disappear.
getting tired quickly
when reading
🧰 3. Tools That Help
Annie lists tools on the
board:
📒 coloured paper or
overlays
✏️ special grip pencils
🔊 text-to-speech
🎧 reading pens
🖥️ dyslexia-friendly fonts
⏱️ extra processing time
📚 chunking text into small
parts
💬 4. Annie Summarizes for
the Class
Annie:
“Dyslexia slows you
down, but it doesn’t stop anyone from learning.
It affects reading,
spelling, and writing — but everyone experiences it differently.”
🧪 Short Class Quiz
(Optional)
Annie turns to the class.
Is dyslexia caused by
intelligence?
Name one challenge and
one strength of dyslexia.
What tools help people
with dyslexia?
What does DYS mean?
True or False: People
with dyslexia cannot be creative.
Act 2 – Classroom Scene Addition: “Understanding
Dyslexia”
Annie looks around the
room and realises some students still look confused.
She walks over to the
whiteboard, wipes it clean, and picks up a marker.
Annie:
“Okay everyone… let’s
look at why some people struggle with reading and spelling.”
She writes on the board:
“Dyslexia – ‘I’m just bad
at spelling’ or ‘I hate reading.’”
Annie (turning back to
the class):
“People often say things
like ‘I’m bad at spelling’ or ‘I hate reading’.
But usually, there’s more
behind those words.”
She writes underneath:
Difficulty focusing on
text
Trouble understanding
what they read
Annie:
“Lots of people who say
they dislike reading find it hard to focus or hard to understand what they are
reading.
This can make them feel…”
She writes another list:
anxious
frustrated
embarrassed
Annie:
“And sometimes they feel
awkward if someone asks them about books or reading.”
She draws a simple box
around the last point and adds:
Annie:
“But here’s the important
part…”
She writes:
‘Clear and accessible
layout = easier reading’
Annie:
“People with dyslexia
often enjoy reading more when the materials are clear, visually
friendly, spaced out, and match their interests.”
She finishes by adding:
‘When content is easy to
follow, reading becomes more enjoyable.’
**The students nod. Some
look relieved and more confident.
Jaiden smiles as if it
makes sense now. Even Alex stops smirking for a moment. **
⭐ 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 6 – Dyspraxia
Panels:
Person tripping over
shoes
Someone asking “Can you
help me write this?”
Focus:
Coordination
Planning
Daily life challenges
⭐ 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:
Maths 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:
Sara saying, “Thank you
for learning with me!”
Globe icon: Worldwide
learning
Message:
Understanding makes the
world kinder
Act 1: The Introduction
Panel 1 – The Start
Revised Scene Draft –
Classroom Introduction (Comic Style)
[Panel 1 – Jaiden enters
the classroom, looking confused.]
Jaiden: “Er… is this the disability class?”
[Panel 2 – Ben sitting at
a desk.]
Ben: “Yeah, I think so.”
[Panel 3 – Jaiden glances
around.]
Jaiden: “Where’s the lecturer?”
Ben: “No idea.”
[Panel 4 – Annie walks
in, carrying a folder.]
Ben: “Oh! Are you the Learning Disability lecturer?”
Annie: “Yes, I am.”
[Panel 5 – Ben looks
curious.]
Ben: “Do you have a learning disability yourself?”
Annie: “Yes, I do. I
have Dyslexia, Dysgraphia, Dyscalculia, Dyspraxia… and Autism, ADHD, Anxiety,
Epilepsy, and Depression.”
[Panel 6 – Ben’s eyes
widen.]
Ben: “That’s… a lot.”
Annie (calmly): “I
know. Some are mental health conditions as well.”
[Panel 7 – Alex walks in,
interrupting.]
Alex: “Well, you didn’t say some were mental health problems in the first
place.”
[Panel 8 – Jaiden rolls
his eyes.]
Jaiden: “Mate, I don’t even know your name yet… but not everything can be
said at once.”
Narration (caption):
“It’s my first time speaking at Teaching University Newport. I’m here to talk
about my book and share my story.”
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.
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.”
Revised Scene – Annie
Introduces Herself
[Panel 1 – Annie stands
at the front of the classroom, smiling gently.]
Annie: “You might be wondering why I’m a Learning Disability and Mental
Health lecturer.”
[Panel 2 – Students
watching, curious.]
Annie: “You just heard me say that I have learning disabilities and mental
health conditions myself.”
Annie: “My job is to
help people who want to support others like me—and to teach you how to
understand, include, and empower them.”
[Panel 3 – Ben raises his
hand, looking unsure.]
Ben: “Isn’t it… not good that you have disabilities and mental health
problems?”
[Panel 4 – Annie smiles
calmly.]
Annie: “No, Ben. It’s okay. We have abilities as well as difficulties.”
[Panel 5 – Alex butts
in.]
Alex: “So does that mean you can’t do anything then?”
[Panel 6 – Jaiden
facepalms.]
Jaiden: “Mate… here you go again. Annie literally just said people have
abilities AND difficulties—just in different ways to us.”
[Panel 7 – Annie doesn’t
engage in the argument. She speaks to the class instead.]
Annie: “This is the difficulty…”
(she points to one word)
Annie: “…and this is the ability.”
(she underlines the other word)
Annie: “Put it
together: dis-ability. It means there are challenges… but also strengths.”
[Panel 8 – Ben nods.]
Ben: “That’s actually true, Annie.”
[Panel 9 – Jaiden laughs,
nudging Alex.]
Jaiden: “If Annie had no ability, mate… how’s she teaching us right now?”
Ben: “Good question,
Jaiden.”
Jaiden: “Yeah, thanks
Ben—and someone else should really be answering it!”
[Panel 10 – Annie
chuckles gently, calming the boys down.]
Annie: “Now, now, you two… but thank you.”
Annie: “I’m a writer
as well as a lecturer.”
Annie: “I’m here not only to teach—but also to introduce my book.”
Annie: “I’m also a mentor and an artist.”
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 – Realization
(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.”
Visual: Annie at board, pointing
to two columns: “Difficulty” / “Ability”.
Dialogue:
Annie: “Here’s a simple way to see it: this is the difficulty… and this is
the ability. Together: dis-ability.”
Ben: “That makes sense.”
Jaiden: “If she had no ability, how’s she teaching us?”
Annie (smiling): “Exactly why we focus on abilities as well as
difficulties. And I’m a writer, mentor, artist, and lecturer too.”
Notes: Close-ups for board and
student reactions.
Panel 8
– Annie Introduces Herself
Visual: Close-up on Annie.
Dialogue:
Annie:
“You may have heard me say I have learning disabilities and mental health
conditions myself. My job is to teach you how to support people like me.”
Ben:
“Isn’t it bad that you have all those challenges?”
Annie:
“Not at all. We all have abilities and difficulties.”
Notes: Gentle smile, calm hand gesture.
Panel 9
– Alex and Jaiden Debate Quietly
Visual: Side panel, Alex leaning back, Jaiden
rolling eyes.
Dialogue:
Alex:
“So… you can’t do anything?”
Jaiden:
“Mate, she just explained people have abilities in different ways.”
Notes: Expressions show playful debate, not
anger.
Panel
10 – Annie Teaches “Difficulty vs Ability”
1.
Early Adult Struggle – Misunderstood Barriers
Scene
idea: flashback panel of a younger Annie or a student on a YTS/work placement,
running to catch a bus.
Supervisor
or employment officer in the background, looking frustrated.
Thought
bubble: “They don’t get it… waiting for a bus isn’t a choice.”
2.
Empathy & Teaching Moment
Annie
could share a small anecdote with the class:
“When I
was younger, waiting for buses or relying on others made arriving on time
tricky. Many people didn’t understand… they just thought I was careless. That’s
why I teach patience and empathy now.”
3.
Building Relatable Characters
Characters
like Sara or Amy could mirror these struggles.
Showing
their lateness as real-life challenges, not irresponsibility.
Can be
humorous, but also validating for students reading the story.
4.
Layered Realism
Combines:
transport, childcare, finance, mental health, systemic misunderstanding.
Shows
that “lateness” isn’t simple or personal — it’s often complex and structural.
✅ Realistic Reasons Students Arrive Late (Great for
Storytelling)
1.
Travel Problems
Late
buses
Cancelled
trains
Traffic
jams
A
broken-down car
Full
car parks
Students
getting dropped off late
Scene
idea:
Ben arrives out of breath:
Ben: “Sorry Miss, the bus decided it didn’t want to turn up today.”
2.
Childcare Responsibilities
Perfect
for your character Amy.
Possible
reasons:
Waiting
for ex-partner to collect the kids
Babysitter
running late
Nursery
opening late
Child
being sick in the morning
Single
parent juggling everything alone
Scene
idea:
Amy rushes in with her bag half open.
Amy: “I’m so sorry… childcare fell through again.”
Annie: “It’s okay, Amy. Real life happens.”
This
makes Amy relatable, human, and not a “late student” stereotype. She’s
juggling life.
3.
First Week Confusion
Very
normal in large buildings or colleges:
Students
can’t find the room
Similar
room numbers
Wrong
building
Map
confusion
Asking
staff who don’t know
Lift
broken leading to delays
Comic
moment:
Jaiden: “I walked around three floors, two corridors, and a cupboard before I
found this room.”
4.
Appointments
Doctor
Dentist
Therapy
or mental health support
Social
worker
Benefits
interviews
School
meetings
Housing
appointments
These
are real life, especially for adult learners or people with
disabilities.
Honestly,
that is one of the most common and most relatable reasons people are late to
lessons — especially in college, university, adult learning, and community
classes.
You’re
definitely not alone! Buses love to do things like:
arrive
10 minutes early when you are on time
arrive
20 minutes late when you are early
skip
your stop completely
turn up
in pairs after you’ve waited half an hour
break
down right when you need them most
say
“Due in 2 minutes”… for 25 minutes
So yes
— that absolutely deserves a place in your comic. It’s real, it’s funny, and
many readers will connect with it.
⭐ Short funny scene (based on your real experience)
[Panel
– Jaiden and Ben sitting in the classroom]
Jaiden: “Where’s Sara— I mean, where’s that student today?”
Ben: “Probably waiting for the bus again.”
[Panel
– Outside, a bus drives past the stop without stopping]
Sara (or a student loosely based on you): “HEY! I’M RIGHT HERE!”
[Panel
– Sara arrives at the classroom out of breath]
Sara: “Sorry… bus troubles…”
Alex: “Don’t worry, buses hate all of us equally.”
[Panel
– Annie smiles kindly]
Annie: “Thank you for making the effort. Transport isn’t always reliable — we
understand.”
Expanded
Comic Panel Layout – Present Day & Flashback
Panel 1
– Empty Classroom, Ben and Jaiden Waiting
Visual:
Ben at a desk, Jaiden pacing.
Dialogue:
Jaiden:
“Where is everyone?”
Ben:
“It’s the first day. Give it time… life happens.”
Notes:
Clock on wall, empty chairs.
Panel 2
– Amy Arrives Late (Childcare Issue)
Visual:
Amy rushes in, bag slipping, maybe holding a toy.
Dialogue:
Amy:
“Sorry… babysitter was late, had to get the kids sorted.”
Annie
(off-panel): “It’s okay, Amy. Thank you for coming.”
Panel 3
– Sara Arrives Late (Bus/Transport Issue)
Visual:
Sara panting, holding a bus ticket, messy hair.
Dialogue:
Sara:
“Bus chaos! Sorry, I waited ages.”
Alex
(smirking): “Buses hate all of us equally.”
Annie:
“Thank you for making the effort. Transport isn’t always reliable.”
Panel 4
– Ben Arrives Late (Finance/Student Loan Issue)
Visual:
Ben enters holding papers.
Dialogue:
Ben:
“Sorry, had to sort my student loan… again.”
Jaiden:
“Financial chaos. Welcome to adult learning.”
Annie:
“It’s okay, Ben. Life responsibilities don’t stop for learning.”
Panel 5
– Flashback Panel: Young Annie, Teen/20s, Waiting for Bus
Visual:
Annie as a teen/young adult, looking stressed at a bus stop, rain maybe
falling. Employment officer in the background shaking head or looking
impatient.
Caption/Thought
bubble:
“Back
then, waiting for buses could make me late… and most people didn’t understand.”
“Supervisors
just reported me as ‘irresponsible’—they didn’t consider my barriers.”
Notes:
Shows real struggle, sets up empathy.
Panel 6
– Alex Confused (Finding Room Issue)
Visual:
Alex in doorway holding a map.
Dialogue:
Alex:
“Wait… which room is this? B12 or D12?”
Annie:
“Don’t worry, everyone gets lost the first day.”
Panel 7
– Jaiden Late (Appointment Issue)
Visual:
Jaiden enters embarrassed.
Dialogue:
Jaiden:
“Sorry, council office ran late. Had to sort housing stuff.”
Annie:
“Thank you for being here. Everyone’s doing their best.”
Panel 8
– Classroom Now Full, Annie Steps to Front
Visual:
Annie at the front, students seated.
Dialogue:
Annie:
“Now that everyone is here, let’s start. You’ve already faced real-life
challenges, and that’s okay.”
Panel 9
– Annie Introduces Herself
Visual:
Close-up of Annie.
Dialogue:
Annie:
“You may have heard me say I have learning disabilities and mental health
conditions myself. My job is to teach you how to support people like me.”
Ben:
“Isn’t it bad that you have all those challenges?”
Annie:
“Not at all. We all have abilities and difficulties.”
Panel
10 – Alex and Jaiden Debate Quietly
Visual:
Side panel, Alex leaning back, Jaiden rolling eyes.
Dialogue:
Alex:
“So… you can’t do anything?”
Jaiden:
“Mate, she just explained people have abilities in different ways.”
Panel
11 – Annie Teaches “Difficulty vs Ability”
Visual:
Annie at board pointing to columns: “Difficulty” / “Ability”.
Dialogue:
Annie:
“This is the difficulty… this is the ability. Together: dis-ability.”
Ben:
“That makes sense.”
Jaiden:
“If she had no ability, how’s she teaching us?”
Annie
(smiling): “Exactly why we focus on abilities as well as difficulties. And I’m
a writer, mentor, artist, and lecturer too.”
🎓 Why this works in the comic
It adds
humor.
It
grounds the story in real-life adult education.
It
shows Annie being understanding, inclusive and patient.
It
mirrors the experiences of MANY learners with disabilities, mental health
needs, or transport limitations.
Reasons
Students Might Be Late (Realistic Context)
1.
Childcare / Parenting Issues
Waiting
for ex-partner to take kids to school
Babysitter
running late
Single
parent responsibilities
Child
sick at home
Example
Scene:
Amy arrives flustered with her bag slipping off her shoulder.
Amy: “Sorry, childcare drama again…”
Annie: “It’s okay, Amy. Thank you for coming.”
2.
Financial & Money Problems
Paying
bills, student loans, or arranging funding
Banking
issues or delays
Balancing
work and study
Example
Scene:
Ben walks in with a stack of papers.
Ben: “Sorry, I had to sort my student loan—it didn’t go through.”
Annie: “Thank you for still making it. Life happens.”
3.
Travel / Transport
Late
buses or trains
Traffic
delays
Car
problems
Parking
difficulties
Example
Scene:
Sara rushes in, panting, holding a bus ticket.
Sara: “Sorry! Bus chaos!”
Alex (smirking): “Buses hate all of us equally.”
4.
Appointments / Other Obligations
Doctor,
dentist, therapy, social work
Housing
or benefits appointments
Family
emergencies
Example
Scene:
Jaiden enters after talking to a social worker.
Jaiden: “Sorry I’m late. Was stuck at the council office.”
5.
First Day / Confusion
Finding
the right classroom
Getting
maps or timetables wrong
Long
queues or crowded areas
Example
Scene:
Alex looks around the corridor, confused.
Alex: “Wait… which floor is this?!”
Annie: “Don’t worry, everyone gets lost at first.”
💡 How to Use This in the Comic
Open
the class with staggered arrivals: shows realism and humor.
Let
Annie react empathetically: reinforces her character as patient, inclusive, and
understanding.
Mix
reasons per character: Sara = bus, Amy = childcare, Ben = finances, Alex =
transport confusion, Jaiden = appointments.
Add
subtle humor: like Alex grumbling about buses or Jaiden rolling eyes at the
first-day chaos.
Comic
Panel Layout – Classroom Arrivals & Annie’s Introduction
Panel 1
– Empty Classroom, Ben and Jaiden Waiting
Visual:
Ben at a desk, Jaiden pacing.
Dialogue:
Jaiden:
“Where is everyone?”
Ben:
“It’s the first day. Give it time… life happens.”
Notes:
Show a clock on the wall, empty chairs.
Panel 2
– Amy Arrives Late (Childcare Issue)
Visual:
Amy rushes in, bag slipping, maybe holding a small toy or backpack.
Dialogue:
Amy:
“Sorry… babysitter was late, had to get the kids sorted.”
Annie
(off-panel, gentle smile): “It’s okay, Amy. Thank you for coming.”
Notes:
Expression: frazzled but relieved. Gesture: Annie welcoming.
Panel 3
– Sara Arrives Late (Bus/Transport Issue)
Visual:
Sara panting, holding a bus ticket, slightly messy hair.
Dialogue:
Sara:
“Bus chaos! Sorry, I waited ages.”
Alex
(smirking, leaning back): “Buses hate all of us equally.”
Annie:
“Thank you for making the effort. Transport isn’t always reliable.”
Notes:
Show clock on wall indicating class started. Sara’s shoes slightly muddy.
Panel 4
– Ben Arrives Late (Finance/Student Loan Issue)
Visual:
Ben enters holding papers, looking stressed but trying to smile.
Dialogue:
Ben:
“Sorry, had to sort my student loan… again.”
Jaiden
(whispering to Ben): “Financial chaos. Welcome to adult learning.”
Annie:
“It’s okay, Ben. Life responsibilities don’t stop for learning.”
Notes:
Papers slightly messy, expression: tired but determined.
Panel 5
– Alex Confused (Finding Room Issue)
Visual:
Alex in the doorway holding a map or looking at a phone.
Dialogue:
Alex:
“Wait… which room is this? B12 or D12?”
Annie:
“Don’t worry, everyone gets lost the first day.”
Notes:
Alex scratching head, maybe standing in an awkward pose. Classroom in
background.
Panel 6
– Jaiden Late (Appointment Issue)
Visual:
Jaiden enters looking embarrassed, adjusting bag strap.
Dialogue:
Jaiden:
“Sorry, council office ran late. Had to sort housing stuff.”
Annie:
“Thank you for being here. Everyone’s doing their best.”
Notes:
Slightly relieved expressions; maybe other students whispering “Finally…”
Panel 7
– Classroom Now Full, Annie Steps to Front
Visual:
Annie standing at the front, students sitting.
Dialogue:
Annie:
“Now that everyone is here, let’s start. You’ve already experienced real-life
challenges, and that’s okay.”
Notes:
Students with varying expressions: relief, curiosity, tired, attentiveness.
Panel 8
– Annie Introduces Herself
Visual: Close-up on Annie.
Dialogue:
Annie:
“You may have heard me say I have learning disabilities and mental health
conditions myself. My job is to teach you how to support people like me.”
Ben:
“Isn’t it bad that you have all those challenges?”
Annie:
“Not at all. We all have abilities and difficulties.”
Notes: Gentle smile, calm hand gesture.
Panel 9
– Alex and Jaiden Debate Quietly
Visual: Side panel, Alex leaning back, Jaiden
rolling eyes.
Dialogue:
Alex:
“So… you can’t do anything?”
Jaiden:
“Mate, she just explained people have abilities in different ways.”
Notes: Expressions show playful debate, not
anger.
Panel
10 – Annie Teaches “Difficulty vs Ability”
1.
Early Adult Struggle – Misunderstood Barriers
Scene
idea: flashback panel of a younger Annie or a student on a YTS/work placement,
running to catch a bus.
Supervisor
or employment officer in the background, looking frustrated.
Thought
bubble: “They don’t get it… waiting for a bus isn’t a choice.”
2.
Empathy & Teaching Moment
Annie
could share a small anecdote with the class:
“When I
was younger, waiting for buses or relying on others made arriving on time
tricky. Many people didn’t understand… they just thought I was careless. That’s
why I teach patience and empathy now.”
3.
Building Relatable Characters
Characters
like Sara or Amy could mirror these struggles.
Showing
their lateness as real-life challenges, not irresponsibility.
Can be
humorous, but also validating for students reading the story.
4.
Layered Realism
Combines:
transport, childcare, finance, mental health, systemic misunderstanding.
Shows
that “lateness” isn’t simple or personal — it’s often complex and structural.
This
makes your comic and teaching material highly relatable and educational,
because it shows:
Real-life
barriers for learners and workers
Transport,
childcare, finance, health, appointments
Conditions
that affect learning or work performance
The
societal misunderstanding
Late
arrivals can be interpreted as laziness or disinterest
Supervisors
or benefit systems can’t always tell who’s genuine
The
emotional and systemic impact
People
who want to succeed get frustrated or stressed
They
feel “punished” despite doing their best
Teaching
empathy
Annie’s
lessons can show how to understand and support people, instead of just
judging them.
Shows
students that barriers don’t equal lack of ability
For
your Easy Read version, this can be simplified into a short paragraph with
symbols:
People
can be late for many reasons: buses, childcare, appointments, health.
Some
people want to work or learn, but things get in the way.
Sometimes
systems don’t know who really tries.
That’s
why we should be patient and understanding.
If you
like, I can integrate this perspective directly into the Easy Read version
of your classroom comic, showing:
The real
barriers (transport, childcare, finance, appointments)
The flashback
of Annie struggling with buses
A teaching
moment about empathy and understanding
1.
Focusing on Systems, Not People
Talk
about policies and barriers rather than labeling specific groups.
Example:
“Sometimes systems make it hard for people who want to work or learn, because
it’s difficult to know who needs help and who doesn’t.”
2.
Highlighting the Impact on Vulnerable People
Show
how people with disabilities or learning difficulties can be unintentionally
disadvantaged.
Example:
Annie’s bus struggles and early work placements illustrate this clearly.
3.
Maintaining Inclusivity
You can
include realistic frustrations with bureaucracy, benefits, or safety
monitoring, without attributing negative traits to ethnic or migrant groups.
Focus
on: how systems fail, how people are affected, and how empathy and support
can help.
4.
Teaching Moment
In your
Easy Read or classroom version, you could say something like:
“Sometimes
rules and systems make it hard for people who want to work or learn. They might
be late, have trouble with transport, or need extra help. That’s why it’s
important to be patient and understand people’s challenges.”
If you
want, I can adapt your Easy Read classroom comic script to include this
message, integrating:
Real
barriers (transport, childcare, finance)
Flashback
to Annie’s experience
Teaching
empathy and understanding
A note
on how systems can unintentionally make life harder
This
keeps your story realistic, educational, and inclusive.
Easy Read Version – Classroom Arrivals & Annie
Introduction
Slide 1
– Empty Classroom
Ben is
sitting at a desk. Jaiden is pacing.
Jaiden:
“Where is everyone?”
Ben:
“It’s the first day. People are coming. Life can get in the way.”
Slide 2
– Amy Arrives Late
Amy
rushes in, holding a small toy.
Amy:
“Sorry… babysitter was late.”
Annie:
“It’s okay, Amy. Thank you for coming.”
Slide 3
– Sara Arrives Late
Sara is
holding a bus ticket and is out of breath.
Sara:
“The bus was late! Sorry.”
Alex:
“Buses never arrive on time!”
Annie:
“It’s okay. Sometimes transport is a problem.”
Slide 4
– Ben Arrives Late
Ben is
holding papers, looking worried.
Ben:
“Sorry, I had to sort my student loan.”
Jaiden:
“Money problems can make life hard.”
Annie:
“It’s okay, Ben. Life can make it hard to be on time.”
Slide 5
– Flashback: Young Annie
Young
Annie is waiting at a bus stop in the rain, looking stressed.
Thought
bubble: “When I was younger, I had to wait for buses too. People didn’t always
understand.”
Caption:
“Sometimes systems make it hard for people who really want to work or learn.”
Slide 6
– Alex Confused
Alex is
looking at a map.
Alex:
“Which room is this?”
Annie:
“Don’t worry. Everyone gets lost on the first day.”
Slide 7
– Jaiden Late
Jaiden
walks in, looking embarrassed.
Jaiden:
“Sorry, I had to go to an appointment.”
Annie:
“It’s okay. Everyone does their best.”
Slide 8
– Classroom Full, Annie Starts Lesson
Annie
is at the front of the class.
Annie:
“Now that everyone is here, let’s start. Life can be hard, but we can still
learn together.”
Slide 9
– Annie Introduces Herself
Annie:
“I have learning disabilities and mental health conditions. My job is to teach
you how to help people like me.”
Ben:
“Isn’t that hard for you?”
Annie:
“Not at all. Everyone has abilities and difficulties.”
Slide
10 – Alex and Jaiden Debate
Alex:
“So… you can’t do anything?”
Jaiden:
“She just explained we all have abilities in different ways.”
Slide
11 – Annie Teaches Difficulty vs Ability
Annie
points at the board: “Difficulty” / “Ability”
Annie:
“This is difficulty. This is ability. Together: dis-ability.”
Ben:
“That makes sense.”
Jaiden:
“If she had no ability, how is she teaching us?”
Annie:
“Exactly. We focus on abilities, not just difficulties. I’m a writer, mentor,
artist, and lecturer too.”
Slide
12 – Teaching Empathy
Caption:
“Sometimes people are late because of buses, childcare, money, or appointments.
Systems don’t always know who needs help. That’s why it’s important to be
patient and understanding.”
This
version keeps short sentences, simple language, and clear ideas, perfect
for Easy Read with symbols or icons next to key points: buses, money, children,
teacher, empathy.
easy
Read Version – Classroom Arrivals & Annie Introduction (Updated for Safety)
Slide 1
– Empty Classroom
Ben is
sitting at a desk. Jaiden is pacing.
Jaiden:
“Where is everyone?”
Ben:
“It’s the first day. People are coming. Life can get in the way.”
Slide 2
– Amy Arrives Late
Amy
rushes in, holding a small toy.
Amy:
“Sorry… babysitter was late.”
Annie:
“It’s okay, Amy. Thank you for coming.”
Slide 3
– Sara Arrives Late
Sara is
holding a bus ticket and is out of breath.
Sara:
“The bus was late! Sorry.”
Alex:
“Buses never arrive on time!”
Annie:
“It’s okay. Sometimes transport is a problem.”
Slide 4
– Ben Arrives Late
Ben is
holding papers, looking worried.
Ben:
“Sorry, I had to sort my student loan.”
Jaiden:
“Money problems can make life hard.”
Annie:
“It’s okay, Ben. Life can make it hard to be on time.”
Slide 5
– Flashback: Young Annie
Young
Annie is waiting at a bus stop in the rain, looking stressed.
Thought
bubble: “When I was younger, I had to wait for buses too. People didn’t always
understand.”
Caption:
“Sometimes systems make it hard for people who really want to work or learn.”
Slide 6
– Alex Confused
Alex is
looking at a map.
Alex:
“Which room is this?”
Annie:
“Don’t worry. Everyone gets lost on the first day.”
Slide 7
– Jaiden Late
Jaiden
walks in, looking embarrassed.
Jaiden:
“Sorry, I had to go to an appointment.”
Annie:
“It’s okay. Everyone does their best.”
Slide 8
– Classroom Full, Annie Starts Lesson
Annie
is at the front of the class.
Annie:
“Now that everyone is here, let’s start. Life can be hard, but we can still
learn together.”
Slide 9
– Annie Introduces Herself
Annie:
“I have learning disabilities and mental health conditions. My job is to teach
you how to help people like me.”
Ben:
“Isn’t that hard for you?”
Annie:
“Not at all. Everyone has abilities and difficulties.”
Slide
10 – Alex and Jaiden Debate
Alex:
“So… you can’t do anything?”
Jaiden:
“She just explained we all have abilities in different ways.”
Slide
11 – Annie Teaches Difficulty vs Ability
Annie
points at the board: “Difficulty” / “Ability”
Annie:
“This is difficulty. This is ability. Together: dis-ability.”
Ben:
“That makes sense.”
Jaiden:
“If she had no ability, how is she teaching us?”
Annie:
“Exactly. We focus on abilities, not just difficulties. I’m a writer, mentor,
artist, and lecturer too.”
Slide
12 – Teaching Empathy & Real-Life Barriers
Caption:
“Sometimes
people are late because of buses, childcare, money, appointments, or safety
concerns.”
“Some
people don’t feel safe walking on their own streets. This can make it harder to
get to school, work, or appointments.”
“Systems
don’t always know who needs help. That’s why it’s important to be patient and
understanding.”
:
Act 2 Special Needs and ✅ Act 2 — Special Needs
and Learning Disabilities
Scene Draft + Panel
Layout (Comic Version)
(This is what we were
developing together before it froze)
Scene: Miss Brown
introduces Special Needs & Learning Disabilities
The class is in the
Teaching University Newport. Annie stands at the front with her book. Amy, Ben,
and Alex are seated.
Panel 1
Visual: Annie at the
front of the class holding her book. Title above: Act 2 — Special Needs and
Learning Disabilities.
Dialogue — Annie:
“Before we dive into the individual conditions like Dyslexia and Dyspraxia, we
need to look at what Special Needs and Learning Disabilities
actually mean.”
Panel 2
Visual: Students looking
thoughtful. Alex looks confused or slightly annoyed.
Dialogue — Amy: “I’ve heard people mix those up. Are they the same?”
Dialogue — Alex (interrupting): “Yeah, and some people call everything a
disability…”
Panel 3
✅ Realistic Reasons Students Arrive Late (Great for
Storytelling)
1. Travel Problems
Late buses
Cancelled trains
Traffic jams
A broken-down car
Full car parks
Students getting dropped
off late
Scene idea:
Ben arrives out of breath:
Ben: “Sorry Miss, the bus decided it didn’t want to turn up today.”
2. Childcare
Responsibilities
Perfect for your
character Amy.
Possible reasons:
Waiting for ex-partner to
collect the kids
Babysitter running late
Nursery opening late
Child being sick in the
morning
Single parent juggling
everything alone
Scene idea:
Amy rushes in with her bag half open.
Amy: “I’m so sorry… childcare fell through again.”
Annie: “It’s okay, Amy. Real life happens.”
This makes Amy relatable,
human, and not a “late student” stereotype. She’s juggling life.
3. First Week Confusion
Very normal in large
buildings or colleges:
Students can’t find the
room
Similar room numbers
Wrong building
Map confusion
Asking staff who don’t
know
Lift broken leading to
delays
Comic moment:
Jaiden: “I walked around three floors, two corridors, and a cupboard before I
found this room.”
4. Appointments
Doctor
Dentist
Therapy or mental health
support
Social worker
Benefits interviews
School meetings
Housing appointments
These are real life,
especially for adult learners or people with disabilities.
Honestly, that is one of
the most common and most relatable reasons people are late to lessons —
especially in college, university, adult learning, and community classes.
You’re definitely not
alone! Buses love to do things like:
arrive 10 minutes early
when you are on time
arrive 20 minutes late
when you are early
skip your stop completely
turn up in pairs after
you’ve waited half an hour
break down right when you
need them most
say “Due in 2 minutes”…
for 25 minutes
So yes — that absolutely
deserves a place in your comic. It’s real, it’s funny, and many readers will
connect with it.
⭐ Short funny scene (based on your real experience)
[Panel – Jaiden and Ben
sitting in the classroom]
Jaiden: “Where’s Sara— I mean, where’s that student today?”
Ben: “Probably waiting for the bus again.”
[Panel – Outside, a bus
drives past the stop without stopping]
Sara (or a student loosely based on you): “HEY! I’M RIGHT HERE!”
[Panel – Sara arrives at
the classroom out of breath]
Sara: “Sorry… bus troubles…”
Alex: “Don’t worry, buses hate all of us equally.”
[Panel – Annie smiles
kindly]
Annie: “Thank you for making the effort. Transport isn’t always reliable — we
understand.”
🎓 Why this works in the comic
It adds humour.
It grounds the story in real-life
adult education.
It shows Annie being
understanding, inclusive and patient.
It mirrors the
experiences of MANY learners with disabilities, mental health needs, or
transport limitations.
Visual: Annie gesturing
to a whiteboard with three headings: Special Needs, Learning
Difficulties, Learning Disabilities.
Dialogue — Annie:
“They sound similar, but they’re not. Let’s break it down in a simple way.”
Panel 4
Visual: Close-up panels
showing simple definitions.
Box 1: Special Needs = Support someone requires (school, home, life).
Box 2: Learning Difficulty = A challenge with one area (e.g., reading, writing,
math).
Box 3: Learning Disability = A lifelong condition affecting learning and
everyday skills.
Panel 5
Visual: Ben raising his
hand.
Dialogue — Ben:
“So conditions like Dyslexia are learning difficulties, not learning
disabilities?”
Dialogue — Annie:
“Exactly! Dyslexia, Dyspraxia, Dysgraphia, Dyscalculia = Learning
Difficulties.”
Panel 6
Visual: Alex slouching,
rolling eyes slightly.
Dialogue — Alex:
“Why does it matter? It’s all confusing.”
Dialogue — Annie:
“It matters because using the wrong word can confuse or upset people. Accuracy
helps us support people properly.”
Panel 7
Visual: Annie pointing to
examples.
Dialogue — Annie:
“People with Learning Difficulties often have average or above-average
intelligence.
People
with Learning
Disabilities may find daily tasks harder and need more long-term support.”
Panel 8
Visual: Small simple Easy
Read-style icons above each term:
– Book
– Puzzle piece
– Support hand
Narration box:
“In this act, we will explore these terms simply and clearly — for students,
parents, professionals, and people with disabilities.”
Scene Draft + Panel
Layout (Comic Version)
(This is what we were
developing together before it froze)
Scene: Miss Brown
introduces Special Needs & Learning Disabilities
The class is in the
Teaching University Newport. Annie stands at the front with her book. Amy, Ben,
and Alex are seated.
Panel 1
Visual: Annie at the
front of the class holding her book. Title above: Act 2 — Special Needs and
Learning Disabilities.
Dialogue — Annie:
“Before we dive into the individual conditions like Dyslexia and Dyspraxia, we
need to look at what Special Needs and Learning Disabilities
actually mean.”
Panel 2
Visual: Students looking
thoughtful. Alex looks confused or slightly annoyed.
Dialogue — Amy: “I’ve heard people mix those up. Are they the same?”
Dialogue — Alex (interrupting): “Yeah, and some people call everything a
disability…”
Panel 3
Visual: Annie gesturing
to a whiteboard with three headings: Special Needs, Learning
Difficulties, Learning Disabilities.
Dialogue — Annie:
“They sound similar, but they’re not. Let’s break it down in a simple way.”
Panel 4
Visual: Close-up panels
showing simple definitions.
Box 1: Special Needs = Support someone requires (school, home, life).
Box 2: Learning Difficulty = A challenge with one area (e.g., reading, writing,
math).
Box 3: Learning Disability = A lifelong condition affecting learning and
everyday skills.
Panel 5
Visual: Ben raising his
hand.
Dialogue — Ben:
“So conditions like Dyslexia are learning difficulties, not learning
disabilities?”
Dialogue — Annie:
“Exactly! Dyslexia, Dyspraxia, Dysgraphia, Dyscalculia = Learning
Difficulties.”
Panel 6
Visual: Alex slouching,
rolling eyes slightly.
Dialogue — Alex:
“Why does it matter? It’s all confusing.”
Dialogue — Annie:
“It matters because using the wrong word can confuse or upset people. Accuracy
helps us support people properly.”
Panel 7
Visual: Annie pointing to
examples.
Dialogue — Annie:
“People with Learning Difficulties often have average or above-average
intelligence.
People with Learning Disabilities may find daily tasks harder and need more
long-term support.”
Panel 8
Visual: Small simple Easy
Read-style icons above each term:
– Book
– Puzzle piece
– Support hand
Narration box:
“In this act, we will explore these terms simply and clearly — for students,
parents, professionals, and people with disabilities.”
Learning Disability.
Act 2 – Special Needs
& Learning Disabilities
Scene: Clearing up
Confusion
Panel 1 – Classroom
Visual: Miss Brown
standing at the front. Annie at the side with her book. Students sitting at
desks.
Caption: Special Needs & Learning Disabilities – Understanding the
Differences
Miss Brown:
“Okay class, today Annie and I are going to explain what these terms actually
mean.”
Panel 2 – Alex raises his
hand (looking confused)
Alex:
“Miss… I still don’t get it. Is dyslexia the same as dyspraxia?
They sound almost the same!”
Amy:
“Yeah! And what’s the difference between learning difficulties and learning
disabilities? I always mix them up!”
Panel 3 – Annie steps
forward kindly
Annie:
“You’re not the only ones. Lots of people get them mixed up because the names
sound similar.”
Panel 4 – Close-up on
Annie holding two cards: ‘Dyslexia’ and ‘Dyspraxia’
Annie:
“Here’s the simple way to remember it.”
Dyslexia = reading,
spelling, processing words.
Dyspraxia = movement,
coordination, planning actions.
Annie:
“So dyslexia is mostly about how your brain handles words, and dyspraxia
is about how your brain handles movement.”
Panel 5 – Amy reacting
Amy:
“Oh! So, one is about letters and reading… and the other is about physical
coordination?”
Annie:
“Exactly.”
Panel 6 – Miss Brown at
the whiteboard writing two headings
Whiteboard:
Learning Difficulties
Learning Disabilities
Miss Brown:
“Now let’s look at the bigger difference students often ask about.”
Panel 7 – Miss Brown
explaining
Miss Brown:
“In the UK, these terms are used differently.”
Learning Difficulty: A
specific challenge like dyslexia, ADHD, dyscalculia.
Learning Disability: A
lifelong condition affecting overall learning and daily living skills —
like Down syndrome or global developmental delay.
Panel 8 – Alex’s
lightbulb moment
Alex:
“So dyslexia is a learning difficulty, not a learning disability?”
Annie:
“Correct!”
Panel 9 – Group shot of
students looking more confident
Amy:
“This makes way more sense now.”
Ben:
“Yeah, I used to think they meant the same thing.”
Miss Brown:
“That’s why we’re here—to help you understand these differences clearly.”
Panel 10 – Annie smiling
at the class
Annie:
“And remember, none of these conditions mean someone is less intelligent. They
just learn in a different way.”
Act 2 – Special Needs
& Learning Disabilities
Scene: Confusion,
Confrontation, and Understanding
Panel 1 – Classroom
overview
Visual: Miss Brown and
Annie at the front. Students settling in.
Caption: Special Needs & Learning Disabilities – Sorting Out the
Confusing Names
Miss Brown:
“Today, we’re explaining conditions that often get mixed up.”
Panel 2 – Alex frowning
with crossed arms
Alex:
“Honestly… all these names are ridiculous. Dyslexia, dyspraxia… They all sound
the same!”
Amy:
“Yeah, I get confused too.”
Caption: Alex starts
getting a bee in his bonnet.
Panel 3 – Annie calmly
stepping forward
Annie:
“It’s okay to feel confused. Lots of conditions have similar names, but they
mean different things.”
Panel 4 – Annie holding
two cards again: ‘Dyslexia’ and ‘Dyspraxia’
Annie:
“Quick reminder:”
Dyslexia = reading,
spelling, processing words
Dyspraxia = movement,
coordination, planning actions
Annie:
“The names sound alike, but the challenges are completely different.”
Panel 5 – Alex getting
irritated
Alex (grumbling):
“Well why don’t they just give them normal names?” It’s confusing on purpose.”
Ben (quietly):
“Oh no… he’s got a bee in his bonnet again…”
Panel 6 – Jaiden turning
around from his desk, looking annoyed but controlled
Jaiden:
“Alex, seriously mate… if you still want to act like a psycho, keep going.”
Amy:
“Jaiden—!”
Panel 7 – Jaiden stands
up, pointing at Alex but not aggressively
Jaiden:
“But if you want to be a decent person…
you’ve got to learn about these conditions.
People struggle, and they need support.
Not judgment.”
Panel 8 – Alex taken
aback
Alex:
“…I wasn’t trying to be rude. I just don’t get why the names are so similar.”
Jaiden:
“Then that’s even more reason to learn about them instead of moaning.”
Panel 9 – Miss Brown
stepping in to calm the room
Miss Brown:
“Okay boys, thank you.
Jaiden is right about one thing:
Understanding these conditions helps us support others better.”
Panel 10 – Miss Brown
writing on the board again
Whiteboard:
Learning Difficulties
Learning Disabilities
Miss Brown:
“And to clear up another confusing part—
A learning difficulty is not the same as a learning disability.”
Panel 11 – Annie
addressing the class warmly
Annie:
“It’s okay to be confused. But what matters is listening, learning, and
respecting people with these conditions.”
Panel 12 – Group shot
Alex (sighs but smiling
slightly):
“Alright… I’ll try. I guess it won’t hurt to understand it properly.”
Jaiden (nods):
“Good. That’s all anyone asks.”
Amy:
“See? We’re all learning together.”
Page 6 – Mental &
Physical Stress
Panel 12 (Half-page, top)
Visual: Annie tossing and
turning in bed at night.
Thought bubble: Top-left:
“I can’t sleep… my head won’t stop thinking…”
Caption: Bottom: “Stress
followed her home, affecting her sleep and health.”
Visual cues: Crossed-out
zzz, motion lines for tossing.
Panel 13 (Medium
rectangle, bottom half)
Visual: Adult Annie
standing confidently in front of classroom.
Speech bubble: Top-right:
“These experiences showed me how important understanding and support are.”
Caption: Bottom-left: “Annie
used her own life to teach empathy and awareness.”
Page 7 – Classroom
Teaching & Reflection
Panel 14 (Full-width,
top)
Visual: Students
listening attentively. Alex thoughtful, others nodding.
Speech bubble (Annie):
Top-left: “Bullying and mind games don’t just affect feelings — they can impact
your body too.”
Thought bubble (Annie):
Top-right: “Life is hard when people don’t understand… this is why I wrote
my book.”
Panel 15 (Medium
rectangle, bottom half)
Visual: Annie pointing at
board/slide with: Strengths – Challenges – Support – Success.
Speech bubble: Top-left:
“People with learning differences can do anything. They just need the right
strategies, tools, and understanding.”
Caption: Bottom: “Even
Alex was starting to see that understanding takes effort — and sometimes a
little humility.”
Sketching Tips for Panels
10–15
Full-width panels for
dramatic or important teaching moments.
Medium rectangles for
close-ups or reflective moments.
Keep speech bubbles near
the speaker’s face, thought bubbles slightly above or to the side.
Captions at the bottom of
panels for narration.
Use visual cues for
stress and anxiety (squiggly lines, floating letters, motion lines).
For flashbacks, fade
background; for classroom scenes, use clear bright backgrounds.
Act 2 – Complete A5 Panel
Map (Pages 1–7)
Page 1 – School Hallway
& Introduction
Panel 1 (Half-page wide,
top)
Visual: Young Annie
walking in hallway, nervous.
Thought bubble: Top-left:
“I just want to get through the day without problems…”
Caption: Bottom: “Sometimes
life at school was really hard for Annie…”
Panel 2 (Small rectangle,
bottom)
Visual: Judy approaching,
friendly but mischievous.
Speech bubble: Top-right:
“Hey Annie! Want to come to the youth club this weekend?”
Caption: Bottom-left: “Judy
could be a friend… or she could make Annie’s life miserable.”
Page 2 – Youth Club &
Dress Incident
Panel 3 (Full-width, top)
Visual: Annie sees Judy
wearing her birthday dress.
Thought bubble: Top-left:
“That’s… my dress! Why is she wearing it?”
Caption: Bottom: “This
was one of the many mind games Judy played.”
Panel 4 (Medium
rectangle, bottom half)
Visual: Close-up of Annie
anxious, clutching bag.
Thought bubble:
Top-right: “Why is she doing this? Did I do something wrong? Everyone’s
looking…”
Visual cues: Squiggly
lines around head, motion lines for tension.
Page 3 – Mental &
Physical Stress
Panel 5 (Half-page, top)
Visual: Annie tossing and
turning in bed, wide eyes, sweat drops.
Thought bubble: Top-left:
“I can’t sleep… my head won’t stop thinking…”
Caption: Bottom: “Stress
followed her home, affecting her sleep and health.”
Visual cues: Crossed-out
zzz, motion lines for tossing.
Panel 6 (Small rectangle,
bottom-left)
Visual: Close-up of Annie
rubbing forehead or holding stomach.
Thought bubble: Top-left:
“I can’t stop thinking about it… this feels impossible.”
Page 4 – Adult Annie /
Classroom Transition
Panel 7 (Full-width, top)
Visual: Adult Annie
standing confidently in front of classroom.
Speech bubble: Top-right:
“These experiences showed me how important understanding and support are.”
Caption: Bottom-left: “Annie
used her own life to teach empathy and awareness.”
Page 5 – Youth Club
Confrontation
Panel 10 (Full-width, top
half)
Visual: Annie confronting
Judy about the dress.
Speech bubbles:
Annie: Top-left: “Judy…
that’s my dress! Why are you wearing it?”
Judy: Top-right: “Oh, I
thought it looked better on me!”
Caption: Bottom: “Judy’s
mind games made Annie feel small and confused.”
Panel 11 (Medium
rectangle, bottom half)
Visual: Close-up of Annie
holding her head, anxious.
Thought bubble: Top-left:
“Why does she keep doing this? Everyone’s watching… I can’t think straight.”
Visual cues: Floating
letters, squiggly lines.
Caption: Bottom: “Even
small actions from others could trigger big stress for Annie.”
Page 6 – Mental &
Physical Stress (continued)
Panel 12 (Half-page, top)
Visual: Annie tossing in
bed at night, wide-eyed, sweating.
Thought bubble: Top-left:
“I can’t sleep… my head won’t stop thinking…”
Caption: Bottom: “Stress
followed her home, affecting her sleep and health.”
Panel 13 (Medium
rectangle, bottom half)
Visual: Adult Annie
standing confidently in classroom.
Speech bubble: Top-right:
“These experiences showed me how important understanding and support are.”
Caption: Bottom-left: “Annie
used her own life to teach empathy and awareness.”
Act
3 – Down Syndrome and Other Conditions
Page 1 – Classroom
Introduction
Panel 1 (Half-page, top)
Visual: Annie standing in
front of the classroom, smiling, with book and notes on the desk.
Speech bubble: “Today,
we’re going to talk about Down Syndrome and other conditions you might meet in
schools or communities.”
Caption: “Annie
introduces the topic gently, aiming for understanding and awareness.”
Panel 2 (Small rectangle,
bottom-left)
Visual: Students looking
curious. Alex raising an eyebrow, Jaiden leaning forward.
Speech bubble (Jaiden):
“What exactly is Down Syndrome?”
Caption: “Some
students have heard of it, some haven’t.”
Page 2 – Explaining Down
Syndrome
Panel 3 (Full-width, top)
Visual: Annie showing a
simple diagram of chromosomes (trisomy 21) on a board.
Speech bubble: “Down
Syndrome happens when a person has an extra chromosome. This can affect
learning, development, and physical growth.”
Caption: “Simple
visuals help students understand complex ideas.”
Panel 4 (Medium
rectangle, bottom half)
Visual: Close-up of
Annie’s face, calm and approachable.
Speech bubble: “People
with Down Syndrome can learn, work, and enjoy life just like anyone else. They
might just need different support.”
Thought bubble: “It’s
important to focus on abilities, not just challenges.”
Page 3 – Other Conditions
& Diversity
Panel 5 (Half-page, top)
Visual: Annie gestures
toward a chart listing several conditions (e.g., Autism, ADHD, Dyslexia,
Dyspraxia, Epilepsy).
Speech bubble: “There are
many conditions people might have. Each person is unique, and support can help
them succeed.”
Caption: “Highlighting
diversity helps students see the bigger picture.”
Panel 6 (Small rectangle,
bottom-right)
Visual: Students talking
quietly to each other, one raising hand.
Speech bubble (Amy): “So,
people with different conditions can all do amazing things if they get the
right help?”
Caption: “Annie
encourages discussion and questions.”
Page 4 – Teaching Key
Points
Panel 7 (Full-width, top)
Visual: Annie writing on
board: Support – Understanding – Strengths – Abilities.
Speech bubble: “Always
remember: support, understanding, and focusing on strengths makes all the
difference.”
Caption: “Annie
reinforces the key points visually and verbally.”
Panel 8 (Medium
rectangle, center)
Visual: Students looking
thoughtful, nodding. Alex looks a little surprised, Jaiden smiles.
Speech bubble (Annie):
“It’s not about what someone can’t do, it’s about how they can be helped to
succeed.”
Panel 9 (Small rectangle,
bottom)
Visual: Annie smiling
gently at the class.
Thought bubble: “Teaching
understanding can change how people see others — and themselves.”
Caption: “The session
ends with a sense of curiosity and openness.”
Page 7 – Classroom
Teaching & Reflection
Panel 14 (Full-width,
top)
Visual: Students
listening attentively. Alex thoughtful, others nodding.
Speech bubble (Annie):
Top-left: “Bullying and mind games don’t just affect feelings — they can impact
your body too.”
Thought bubble (Annie):
Top-right: “Life is hard when people don’t understand… this is why I wrote
my book.”
Panel 15 (Medium
rectangle, bottom half)
Visual: Annie pointing at
board/slide: Strengths – Challenges – Support – Success.
Speech bubble: Top-left:
“People with learning differences can do anything. They just need the right
strategies, tools, and understanding.”
Caption: Bottom: “Even
Alex was starting to see that understanding takes effort — and sometimes a
little humility.”
General Notes for
Sketching
Use full-width panels for
dramatic moments (dress incident, teaching points).
Medium rectangles for
close-ups, reflective moments, or stress representation.
Keep speech bubbles near
the speaker’s face, thought bubbles slightly above/side.
Captions at the bottom of
panels.
Stress cues: squiggly
lines, motion lines, floating letters.
Backgrounds: fade for
flashbacks (pages 1–3, 5–6), bright/clear for classroom (pages 4–7).
Act 3 – Down Syndrome
& Other Conditions – A5 Panel Map
Page 1 – Classroom
Introduction
Panel 1 (Half-page, top)
Visual: Annie standing at
the front, smiling, book and notes on desk.
Speech bubble: Top-right:
“Today, we’re going to talk about Down Syndrome and other conditions you might
meet in schools or communities.”
Caption: Bottom: “Annie
introduces the topic gently, aiming for understanding and awareness.”
Panel 2 (Small rectangle,
bottom-left)
Visual: Students looking
curious. Alex raising an eyebrow, Jaiden leaning forward.
Speech bubble (Jaiden):
“What exactly is Down Syndrome?”
Caption: Bottom-right: “Some
students have heard of it, some haven’t.”
Page 2 – Explaining Down
Syndrome
Panel 3 (Full-width, top)
Visual: Annie shows
simple chromosome diagram (trisomy 21) on board.
Speech bubble: Top-left:
“Down Syndrome happens when a person has an extra chromosome. This can affect
learning, development, and physical growth.”
Caption: Bottom: “Simple
visuals help students understand complex ideas.”
Panel 4 (Medium
rectangle, bottom half)
Visual: Close-up of
Annie’s face, calm and approachable.
Speech bubble: Top-left:
“People with Down Syndrome can learn, work, and enjoy life just like anyone
else. They might just need different support.”
Thought bubble:
Top-right: “It’s important to focus on abilities, not just challenges.”
Page 3 – Other Conditions
& Diversity
Panel 5 (Half-page, top)
Visual: Annie gestures
toward chart listing several conditions (Autism, ADHD, Dyslexia, Dyspraxia,
Epilepsy).
Speech bubble: Top-left:
“There are many conditions people might have. Each person is unique, and
support can help them succeed.”
Caption: Bottom: “Highlighting
diversity helps students see the bigger picture.”
Panel 6 (Small rectangle,
bottom-right)
Visual: Students talking
quietly to each other, one raising hand.
Speech bubble (Amy):
Top-left: “So, people with different conditions can all do amazing things if
they get the right help?”
Caption: Bottom-left: “Annie
encourages discussion and questions.”
Page 4 – Teaching Key
Points
Panel 7 (Full-width, top)
Visual: Annie writing on
board: Support – Understanding – Strengths – Abilities.
Speech bubble: Top-right:
“Always remember: support, understanding, and focusing on strengths makes all
the difference.”
Caption: Bottom: “Annie
reinforces the key points visually and verbally.”
Panel 8 (Medium
rectangle, center)
Visual: Students
thoughtful, nodding. Alex surprised, Jaiden smiling.
Speech bubble (Annie):
Top-left: “It’s not about what someone can’t do, it’s about how they can be
helped to succeed.”
Panel 9 (Small rectangle,
bottom)
Visual: Annie smiling
gently at the class.
Thought bubble:
Top-right: “Teaching understanding can change how people see others — and
themselves.”
Caption: Bottom: “The
session ends with a sense of curiosity and openness.”
Sketching Tips for Act 3
Full-width panels:
Diagrams, charts, or teaching statements.
Medium rectangles:
Student reactions or conversations.
Small rectangles:
Close-ups and reflective moments.
Speech/thought bubbles:
Keep near faces, slightly above or to the side.
Captions: Bottom of
panels.
Visual cues: Use
diagrams, charts, and varied student expressions to show engagement.
Act 4 – Dyslexia
Awareness
Page 1 – Classroom
Introduction
Panel 1 (Half-page, top)
Visual: Annie standing at
the front, holding her book.
Speech bubble: Top-right:
“Now we’ll talk about Dyslexia — a condition that affects reading, writing, and
sometimes memory or numbers.”
Caption: Bottom: “Annie
introduces dyslexia in a way everyone can understand.”
Panel 2 (Small rectangle,
bottom-left)
Visual: Students looking
curious. Alex looks skeptical.
Speech bubble (Jaiden):
“Is it just someone being bad at reading?”
Caption: Bottom-right: “Many
students have misconceptions at first.”
Page 2 – Explaining
Dyslexia
Panel 3 (Full-width, top)
Visual: Annie showing
example text where letters are jumbled or jumping on a page.
Speech bubble: Top-left:
“People with Dyslexia often see letters differently. Words might jump around or
be hard to focus on.”
Caption: Bottom: “Visual
examples help students understand the experience.”
Panel 4 (Medium
rectangle, bottom half)
Visual: Annie pointing at
a simple chart: Challenges – Strengths – Support.
Speech bubble: Top-left:
“Dyslexia is not about intelligence. Many people with Dyslexia are highly
creative and strong problem-solvers.”
Thought bubble:
Top-right: “It’s important to focus on abilities and support.”
Page 3 – Student
Experiences
Panel 5 (Half-page, top)
Visual: Mayo raising
hand, speaking to the class.
Speech bubble (Mayo):
“Sometimes I lose my place when I read, or words seem to jump off the page.”
Act 4 – Dyslexia
Awareness – A5 Panel Map
Page 1 – Classroom
Introduction
Panel 1 (Half-page, top)
Visual: Annie standing at
the front, holding her book.
Speech bubble: Top-right:
“Now we’ll talk about Dyslexia — a condition that affects reading, writing, and
sometimes memory or numbers.”
Caption: Bottom: “Annie
introduces dyslexia in a way everyone can understand.”
Panel 2 (Small rectangle,
bottom-left)
Visual: Students looking
curious. Alex skeptical.
Speech bubble (Jaiden):
“Is it just someone being bad at reading?”
Caption: Bottom-right: “Many
students have misconceptions at first.”
Page 2 – Explaining
Dyslexia
Panel 3 (Full-width, top)
Visual: Annie showing
example text where letters are jumbled or jumping on a page.
Speech bubble: Top-left:
“People with Dyslexia often see letters differently. Words might jump around or
be hard to focus on.”
Caption: Bottom: “Visual
examples help students understand the experience.”
Panel 4 (Medium
rectangle, bottom half)
Visual: Annie pointing at
chart: Challenges – Strengths – Support.
Speech bubble: Top-left:
“Dyslexia is not about intelligence. Many people with Dyslexia are highly
creative and strong problem-solvers.”
Thought bubble:
Top-right: “It’s important to focus on abilities and support.”
Page 3 – Student
Experiences
Panel 5 (Half-page, top)
Visual: Mayo raising
hand, sharing experiences.
Speech bubble (Mayo):
“Sometimes I lose my place when I read, or words seem to jump off the page.”
Caption: Bottom: “Students
begin sharing experiences, making the topic relatable.”
Panel 6 (Small rectangle,
bottom-right)
Visual: Alex frowning,
slightly challenging.
Speech bubble (Alex):
“So, people with Dyslexia can’t do anything properly?”
Caption: Bottom-left: “Annie
sees this as a teaching moment.”
Page 4 – Teaching Key
Points
Panel 7 (Full-width, top)
Visual: Annie pointing to
board with bullet points: Strategies – Tools – Patience – Understanding.
Speech bubble: Top-right:
“People with Dyslexia can do anything with the right strategies, tools, and
support.”
Caption: Bottom: “Focus
on what’s possible, not the difficulties.”
Panel 8 (Medium
rectangle, center)
Visual: Students
listening and taking notes. Alex thoughtful.
Speech bubble (Annie):
Top-left: “Understanding Dyslexia helps everyone — teachers, friends, and even
the person with Dyslexia themselves.”
Panel 9 (Small rectangle,
bottom)
Visual: Close-up of Annie
smiling.
Thought bubble:
Top-right: “Sharing experiences makes learning real and meaningful.”
Caption: Bottom: “The
class ends with curiosity and empathy.”
Sketching Notes for Act 4
Full-width panels: Key
teaching moments, Dyslexia examples, charts.
Medium rectangles:
Student reactions, strategies, or diagrams.
Small rectangles:
Close-ups and reflective thoughts.
Speech/thought bubbles:
Near faces; captions at bottom.
Visual cues: Jumbled
letters, floating words, Mayo’s reading difficulties, Alex’s changing attitude.
Caption: Bottom: “Students
begin sharing experiences, making the topic relatable.”
Panel 6 (Small rectangle,
bottom-right)
Visual: Alex frowning,
slightly challenging.
Speech bubble (Alex):
“So, people with Dyslexia can’t do anything properly?”
Caption: Bottom-left: “Annie
sees this as a teaching moment.”
Page 4 – Teaching Key
Points
Panel 7 (Full-width, top)
Visual: Annie pointing to
board with bullet points: Strategies – Tools – Patience – Understanding.
Speech bubble: Top-right:
“People with Dyslexia can do anything with the right strategies, tools, and
support.”
Caption: Bottom: “Focus
on what’s possible, not the difficulties.”
Panel 8 (Medium
rectangle, center)
Visual: Students
listening and taking notes. Alex now thoughtful.
Speech bubble (Annie):
Top-left: “Understanding Dyslexia helps everyone — teachers, friends, and even
the person with Dyslexia themselves.”
Panel 9 (Small rectangle,
bottom)
Visual: Close-up of Annie
smiling.
Thought bubble:
Top-right: “Sharing experiences makes learning real and meaningful.”
Caption: Bottom: “The
class ends with curiosity and empathy.”
Sketching Notes for Act 4
Full-width panels: Key
teaching moments, visual examples of Dyslexia.
Medium rectangles:
Charts, strategies, or student reactions.
Small rectangles:
Close-ups, reflective thoughts, or misunderstandings.
Speech/thought bubbles:
Near faces; captions at bottom.
Visual cues: Jumbled
letters, floating words, Mayo’s reading experience, Alex’s changing attitude.
Act 4 – Dyslexia
Awareness – A5 Panel Map
Page 1 – Classroom
Introduction
Panel 1 (Half-page, top)
Visual: Annie standing at
the front, holding her book.
Speech bubble: Top-right:
“Now we’ll talk about Dyslexia — a condition that affects reading, writing, and
sometimes memory or numbers.”
Caption: Bottom: “Annie
introduces dyslexia in a way everyone can understand.”
Panel 2 (Small rectangle,
bottom-left)
Visual: Students looking
curious. Alex skeptical.
Speech bubble (Jaiden):
“Is it just someone being bad at reading?”
Caption: Bottom-right: “Many
students have misconceptions at first.”
Page 2 – Explaining
Dyslexia
Panel 3 (Full-width, top)
Visual: Annie showing
example text where letters are jumbled or jumping on a page.
Speech bubble: Top-left:
“People with Dyslexia often see letters differently. Words might jump around or
be hard to focus on.”
Caption: Bottom: “Visual
examples help students understand the experience.”
Panel 4 (Medium
rectangle, bottom half)
Visual: Annie pointing at
chart: Challenges – Strengths – Support.
Speech bubble: Top-left:
“Dyslexia is not about intelligence. Many people with Dyslexia are highly
creative and strong problem-solvers.”
Thought bubble:
Top-right: “It’s important to focus on abilities and support.”
Page 3 – Student
Experiences
Panel 5 (Half-page, top)
Visual: Mayo raising
hand, sharing experiences.
Speech bubble (Mayo):
“Sometimes I lose my place when I read, or words seem to jump off the page.”
Caption: Bottom: “Students
begin sharing experiences, making the topic relatable.”
Panel 6 (Small rectangle,
bottom-right)
Visual: Alex frowning,
slightly challenging.
Speech bubble (Alex):
“So, people with Dyslexia can’t do anything properly?”
Caption: Bottom-left: “Annie
sees this as a teaching moment.”
Page 4 – Teaching Key
Points
Panel 7 (Full-width, top)
Visual: Annie pointing to
board with bullet points: Strategies – Tools – Patience – Understanding.
Speech bubble: Top-right:
“People with Dyslexia can do anything with the right strategies, tools, and
support.”
Caption: Bottom: “Focus
on what’s possible, not the difficulties.”
Panel 8 (Medium
rectangle, center)
Visual: Students
listening and taking notes. Alex thoughtful.
Speech bubble (Annie):
Top-left: “Understanding Dyslexia helps everyone — teachers, friends, and even
the person with Dyslexia themselves.”
Panel 9 (Small rectangle,
bottom)
Visual: Close-up of Annie
smiling.
Thought bubble:
Top-right: “Sharing experiences makes learning real and meaningful.”
Caption: Bottom: “The
class ends with curiosity and empathy.”
Sketching Notes for Act 4
Full-width panels: Key
teaching moments, Dyslexia examples, charts.
Medium rectangles:
Student reactions, strategies, or diagrams.
Small rectangles:
Close-ups and reflective thoughts.
Speech/thought bubbles:
Near faces; captions at bottom.
Visual cues: Jumbled
letters, floating words, Mayo’s reading difficulties, Alex’s changing attitude.
Act 5 – Dyspraxia
Awareness – A5 Panel Map
Page 1 – Classroom
Introduction
Panel 1 (Half-page, top)
Visual: Annie standing at
the front, holding her book and notes, smiling.
Speech bubble: Top-right:
“Next, we’ll talk about Dyspraxia — a condition that affects movement,
coordination, and sometimes planning.”
Caption: Bottom: “Annie
introduces Dyspraxia to help students understand daily challenges.”
Panel 2 (Small rectangle,
bottom-left)
Visual: Students looking
curious. Alex tilting his head, Jaiden listening closely.
Speech bubble (Jaiden):
“Is it like clumsiness?”
Caption: Bottom-right: “Many
students have misconceptions at first.”
Page 2 – Explaining
Dyspraxia
Panel 3 (Full-width, top)
Visual: Annie showing an
example: tying shoelaces or writing with difficulty.
Speech bubble: Top-left:
“Dyspraxia can make everyday tasks tricky. Planning movements, writing neatly,
or remembering sequences might be hard.”
Caption: Bottom: “Practical
examples help students relate.”
Panel 4 (Medium
rectangle, bottom half)
Visual: Annie pointing at
chart: Challenges – Strategies – Strengths.
Speech bubble: Top-left:
“Dyspraxia doesn’t affect intelligence. Many people are very creative and excel
in problem-solving.”
Thought bubble:
Top-right: “It’s about supporting skills, not labeling difficulties.”
Page 3 – Student
Experiences
Panel 5 (Half-page, top)
Visual: Mayo raising
hand, sharing her struggles.
Speech bubble (Mayo): “I
often drop things or mess up writing assignments. It’s frustrating sometimes.”
Caption: Bottom: “Students
start sharing experiences, making the lesson relatable.”
Panel 6 (Small rectangle,
bottom-right)
Visual: Alex frowning,
skeptical.
Speech bubble (Alex): “So
Dyspraxia stops people from doing normal tasks?”
Caption: Bottom-left: “Annie
sees this as a chance to teach understanding.”
Page 4 – Teaching Key
Points
Panel 7 (Full-width, top)
Visual: Annie pointing to
board with bullet points: Patience – Strategies – Tools – Support.
Speech bubble: Top-right:
“With the right strategies and support, people with Dyspraxia can succeed at
school, work, and life.”
Caption: Bottom: “Annie
emphasizes possibilities instead of limitations.”
Panel 8 (Medium
rectangle, center)
Visual: Students nodding,
taking notes. Alex thoughtful, Jaiden smiling.
Speech bubble (Annie):
Top-left: “Understanding Dyspraxia helps everyone — friends, teachers, and the
person themselves.”
Panel 9 (Small rectangle,
bottom)
Visual: Close-up of Annie
smiling warmly.
Thought bubble:
Top-right: “Sharing practical experiences makes lessons real and
meaningful.”
Caption: Bottom: “The
session ends with curiosity and empathy.”
Sketching Notes for Act 5
Full-width panels: Key
teaching moments or practical demonstrations.
Medium rectangles:
Student reactions, charts, or examples.
Small rectangles:
Close-ups and reflective moments.
Speech/thought bubbles:
Near faces; captions at bottom.
Visual cues: Dropped
objects, messy writing, task lists, student expressions of curiosity or
surprise.
Act 6 – Dysgraphia
Awareness
Page 1 – Classroom
Introduction
Panel 1 (Half-page, top)
Visual: Annie at the
front of the class, holding her book.
Speech bubble: Top-right:
“Next, we’ll talk about Dysgraphia — a condition that affects writing,
spelling, and sometimes organizing thoughts on paper.”
Caption: Bottom: “Annie
introduces Dysgraphia so students understand why writing can be challenging.”
Panel 2 (Small rectangle,
bottom-left)
Visual: Students curious.
Alex raising an eyebrow.
Speech bubble (Jaiden):
“So it’s just bad handwriting?”
Caption: Bottom-right: “Many
students have misconceptions at first.”
Page 2 – Explaining
Dysgraphia
Panel 3 (Full-width, top)
Visual: Annie showing
examples of messy handwriting, letters uneven or inconsistent.
Speech bubble: Top-left:
“Dysgraphia can make writing slow or messy, and spelling or organizing ideas on
paper can be tricky.”
Caption: Bottom: “Seeing
examples helps students relate to the experience.”
Panel 4 (Medium
rectangle, bottom half)
Visual: Annie pointing at
chart: Challenges – Strengths – Support – Tools.
Speech bubble: Top-left:
“Dysgraphia doesn’t mean someone isn’t smart. Many are very creative and have
strong ideas.”
Thought bubble:
Top-right: “Support and tools can make a huge difference.”
Page 3 – Student
Experiences
Panel 5 (Half-page, top)
Visual: Mayo raising
hand.
Speech bubble (Mayo): “I
sometimes can’t write fast enough, or my handwriting is messy. It can be
frustrating.”
Caption: Bottom: “Students
share experiences, showing Dysgraphia is common and manageable.”
Panel 6 (Small rectangle,
bottom-right)
Visual: Alex frowning,
looking confused.
Speech bubble (Alex): “So
people with Dysgraphia can’t do normal writing tasks?”
Caption: Bottom-left: “Annie
sees this as another teaching moment.”
Page 4 – Teaching Key
Points
Panel 7 (Full-width, top)
Visual: Annie pointing to
board with bullet points: Strategies – Tools – Patience – Support.
Speech bubble: Top-right:
“With the right strategies, tools, and support, people with Dysgraphia can
succeed in school, work, and life.”
Caption: Bottom: “Annie
emphasizes what’s possible instead of what’s difficult.”
Panel 8 (Medium
rectangle, center)
Visual: Students nodding,
taking notes. Alex thoughtful, Jaiden smiling.
Speech bubble (Annie):
Top-left: “Understanding Dysgraphia helps teachers, friends, and the person
themselves.”
Panel 9 (Small rectangle,
bottom)
Visual: Close-up of Annie
smiling gently.
Thought bubble:
Top-right: “Sharing experiences helps everyone understand and empathize.”
Caption: Bottom: “The
session ends with curiosity, empathy, and practical understanding.”
Sketching Notes for Act 6
Full-width panels: Key
teaching moments, handwriting examples, charts.
Medium rectangles:
Student reactions, strategies, or diagrams.
Small rectangles:
Close-ups, reflective moments.
Speech/thought bubbles:
Near faces; captions at bottom.
Visual cues: Messy
handwriting, floating letters, students’ expressions of surprise, curiosity, or
understanding.
Act 7 – Dyscalculia
Awareness
Page 1 – Classroom
Introduction
Panel 1 (Half-page, top)
Visual: Annie standing at
the front, holding her book.
Speech bubble: Top-right:
“Now we’ll talk about Dyscalculia — a condition that affects understanding
numbers, math, and sometimes remembering sequences.”
Caption: Bottom: “Annie
introduces Dyscalculia so students understand why math can be challenging.”
Panel 2 (Small rectangle,
bottom-left)
Visual: Students looking
curious. Alex raising an eyebrow.
Speech bubble (Jaiden):
“So people with Dyscalculia just can’t do math?”
Caption: Bottom-right: “Many
students have misconceptions at first.”
Page 2 – Explaining
Dyscalculia
Panel 3 (Full-width, top)
Visual: Annie showing
examples: jumbled numbers, difficulty with number lines, or visual counting
problems.
Speech bubble: Top-left:
“Dyscalculia can make it hard to understand numbers, do calculations, or follow
sequences.”
Caption: Bottom: “Visual
examples help students understand the experience.”
Panel 4 (Medium
rectangle, bottom half)
Visual: Annie pointing at
chart: Challenges – Strengths – Support – Strategies.
Speech bubble: Top-left:
“Dyscalculia doesn’t mean someone isn’t intelligent. Many people have excellent
problem-solving and creative skills.”
Thought bubble:
Top-right: “The right support can make a huge difference.”
Page 3 – Student
Experiences
Panel 5 (Half-page, top)
Visual: Mayo raising
hand.
Speech bubble (Mayo): “I
sometimes get confused with numbers or can’t remember calculations quickly.
It’s stressful at times.”
Caption: Bottom: “Students
share experiences, showing Dyscalculia is common and manageable.”
Panel 6 (Small rectangle,
bottom-right)
Visual: Alex frowning,
looking confused.
Speech bubble (Alex): “So
people with Dyscalculia can’t do normal math tasks?”
Caption: Bottom-left: “Annie
sees this as a chance to teach understanding.”
Page 4 – Teaching Key
Points
Panel 7 (Full-width, top)
Visual: Annie pointing to
board with bullet points: Strategies – Tools – Patience – Support.
Speech bubble: Top-right:
“With the right strategies, tools, and support, people with Dyscalculia can
succeed in school, work, and life.”
Caption: Bottom: “Annie
emphasizes what’s possible instead of difficulties.”
Panel 8 (Medium
rectangle, center)
Visual: Students nodding,
taking notes. Alex thoughtful, Jaiden smiling.
Speech bubble (Annie):
Top-left: “Understanding Dyscalculia helps everyone — teachers, friends, and
the person themselves.”
Panel 9 (Small rectangle,
bottom)
Visual: Close-up of Annie
smiling warmly.
Thought bubble:
Top-right: “Sharing experiences helps everyone understand and empathize.”
Caption: Bottom: “The
session ends with curiosity, empathy, and practical understanding.”
Sketching Notes for Act 7
Full-width panels: Key
teaching moments, visual number examples, charts.
Medium rectangles:
Student reactions, strategies, or diagrams.
Small rectangles:
Close-ups, reflective moments.
Speech/thought bubbles:
Near faces; captions at bottom.
Visual cues: Floating
numbers, counting tools, students’ expressions of surprise, curiosity, or
understanding.
Act 8 – Anxiety &
Depression Awareness
Page 1 – Classroom
Introduction
Panel 1 (Half-page, top)
Visual: Annie standing at
the front, looking calm and approachable, with book and notes on desk.
Speech bubble: Top-right:
“Today we’ll talk about Anxiety and Depression — conditions that affect
feelings, thoughts, and daily life.”
Caption: Bottom: “Annie
introduces mental health topics gently and clearly.”
Panel 2 (Small rectangle,
bottom-left)
Visual: Students looking
curious or uncertain. Alex raising an eyebrow.
Speech bubble (Jaiden):
“So it’s just feeling sad or nervous?”
Caption: Bottom-right: “Many
students have misconceptions at first.”
Page 2 – Explaining
Anxiety
Panel 3 (Full-width, top)
Visual: Annie pointing to
diagram showing physical and mental symptoms (fast heartbeat, racing thoughts,
worry cloud).
Speech bubble: Top-left:
“Anxiety can make your heart race, thoughts race, and make everyday tasks feel
overwhelming.”
Caption: Bottom: “Visual
examples help students understand the experience.”
Panel 4 (Medium
rectangle, bottom half)
Visual: Annie showing
coping strategies chart: Breathing – Support – Breaks – Talking.
Speech bubble: Top left:
“People with Anxiety can manage it with support, strategies, and
understanding.”
Thought bubble:
Top-right: “It’s important to recognize feelings and ask for help.”
Page 3 – Explaining
Depression
Panel 5 (Half-page, top)
Visual: Annie showing
chart of common signs: low mood, low energy, loss of interest.
Speech bubble: Top-left:
“Depression affects feelings and energy. People may feel sad, tired, or lose
interest in things they normally enjoy.”
Caption: Bottom: “Understanding
helps students see that it’s more than just ‘feeling sad’.”
Panel 6 (Small rectangle,
bottom-right)
Visual: Alex looking
surprised, students listening attentively.
Speech bubble (Alex): “So
people can’t just ‘snap out of it’?”
Caption: Bottom-left: “Annie
uses this as a chance to teach empathy.”
Page 4 – Teaching Key
Points & Support
Panel 7 (Full-width, top)
Visual: Annie pointing to
board with bullet points: Understanding – Support – Talking – Coping
Strategies.
Speech bubble: Top-right:
“With understanding, support, and coping strategies, people with Anxiety or
Depression can manage daily life and feel better.”
Caption: Bottom: “Annie
emphasizes support and hope rather than limitations.”
Panel 8 (Medium
rectangle, center)
Visual: Students nodding,
taking notes. Alex thoughtful, Jaiden smiling.
Speech bubble (Annie):
Top-left: “Talking about feelings and knowing when to ask for help makes a big
difference.”
Panel 9 (Small rectangle,
bottom)
Visual: Close-up of Annie
smiling warmly.
Thought bubble:
Top-right: “Raising awareness reduces stigma and builds understanding.”
Caption: Bottom: “The
session ends with curiosity, empathy, and practical understanding.”
Sketching Notes for Act 8
Full-width panels: Key
teaching moments, visual examples of anxiety and depression symptoms.
Medium rectangles:
Charts, strategies, and student reactions.
Small rectangles:
Close-ups and reflective moments.
Speech/thought bubbles:
Near faces; captions at bottom.
Visual cues: Worry
clouds, physical symptoms (heart racing, tiredness), student expressions of
empathy, surprise, or curiosity.
Act 9 – Bullying &
Mental Health Awareness
Page 1 – Classroom
Introduction
Panel 1 (Half-page, top)
Visual: Annie standing at
the front, looking serious but approachable.
Speech bubble: Top-right:
“Next, we’ll talk about Bullying — how it affects mental health and daily
life.”
Caption: Bottom: “Annie
introduces the topic to raise awareness and empathy.”
Panel 2 (Small rectangle,
bottom-left)
Visual: Students looking
concerned. Alex frowning, Jaiden attentive.
Speech bubble (Jaiden):
“Bullying is just kids being mean, right?”
Caption: Bottom-right: “Students
often have misconceptions at first.”
Page 2 – Explaining
Effects of Bullying
Panel 3 (Full-width, top)
Visual: Annie showing a
chart: Effects – Anxiety – Depression – Isolation.
Speech bubble: Top-left:
“Bullying can cause anxiety, depression, low self-esteem, and even physical
stress.”
Caption: Bottom: “Students
begin to understand the real impact.”
Panel 4 (Medium
rectangle, bottom half)
Visual: Annie pointing at
diagram: Support Systems – Talking – Reporting – Understanding.
Speech bubble: Top-left:
“Support from friends, teachers, or family helps victims cope and feel safe.”
Thought bubble:
Top-right: “It’s important to recognize and act when someone is being
bullied.”
Page 3 – Student
Experiences
Panel 5 (Half-page, top)
Visual: Mayo raising
hand, sharing.
Speech bubble (Mayo): “I
once had a friend who spread rumours about me. I felt anxious and alone.”
Caption: Bottom: “Students
hear relatable stories that make the lesson real.”
Panel 6 (Small rectangle,
bottom-right)
Visual: Alex looking
thoughtful, a little ashamed.
Speech bubble (Alex): “I
didn’t realize bullying could affect someone so much.”
Caption: Bottom-left: “Annie
uses this as a teaching moment.”
age 4 – Teaching Key
Points & Support
Panel 7 (Full-width, top)
Visual: Annie pointing to
board with bullet points: Recognize – Support – Report – Empathize.
Speech bubble: Top-right:
“Everyone can help stop bullying by understanding, supporting, and reporting.”
Caption: Bottom: “Annie
emphasizes practical actions and empathy.”
Panel 8 (Medium
rectangle, center)
Visual: Students nodding,
taking notes. Alex reflective, Jaiden supportive.
Speech bubble (Annie):
Top-left: “Talking about experiences and feelings helps build safe and
understanding environments.”
Panel 9 (Small rectangle,
bottom)
Visual: Close-up of Annie
smiling warmly.
Thought bubble:
Top-right: “Awareness and support can prevent mental health struggles from
worsening.”
Caption: Bottom: “The
session ends with empathy, understanding, and practical strategies.”
Sketching Notes for Act 9
Full-width panels: Key
teaching moments, impact charts, diagrams.
Medium rectangles:
Student reactions, strategies, or support diagrams.
Small rectangles:
Close-ups, reflective thoughts.
Speech/thought bubbles:
Near faces; captions at bottom.
Visual cues: Anxiety
symbols, low mood, isolation, students’ facial expressions showing surprise,
concern, or empathy.
Act
10 – Autism Awareness
Page 1 – Classroom
Introduction
Panel 1 (Half-page, top)
Visual: Annie
at the front of the class, holding her book and notes, smiling warmly.
Speech bubble:
Top-right: “Today we’ll talk about Autism — a condition that affects how people
communicate, think, and experience the world.”
Caption:
Bottom: “Annie introduces Autism to help students understand diversity in
thinking and behaviour.”
Panel 2 (Small rectangle,
bottom-left)
Visual:
Students looking curious. Alex tilting his head.
Speech bubble (Jaiden): “So,
people with Autism just act differently?”
Caption:
Bottom-right: “Many students have misconceptions at first.”
Page 2 – Explaining
Autism
Panel 3 (Full-width, top)
Visual: Annie
pointing to diagram: Communication – Social Interaction – Sensory – Special
Interests.
Speech bubble:
Top-left: “Autism affects social interaction, communication, sensory
processing, and interests. Everyone experiences it differently.”
Caption:
Bottom: “Visual examples help students understand the spectrum.”
Panel 4 (Medium
rectangle, bottom half)
Visual: Annie
showing a chart: Challenges – Strengths – Support – Adaptations.
Speech bubble:
Top-left: “Autism doesn’t affect intelligence. Many people have amazing focus,
creativity, and skills.”
Thought bubble:
Top-right: “Understanding differences helps build acceptance.”
Page 3 – Student
Experiences
Panel 5 (Half-page, top)
Visual: Mayo
raising hand.
Speech bubble (Mayo): “Some
of my friends struggle with loud noises or social situations, but they’re
brilliant at drawing and problem-solving.”
Caption:
Bottom: “Students start connecting personal experiences to the lesson.”
Panel 6 (Small rectangle,
bottom-right)
Visual: Alex
looking surprised, thoughtful.
Speech bubble (Alex): “I
didn’t realise being different could also be a strength.”
Caption:
Bottom-left: “Annie encourages students to see both challenges and
strengths.”
Page 4 – Teaching Key
Points & Support
Panel 7 (Full-width, top)
Visual: Annie
pointing to board with bullet points: Understanding – Patience – Support –
Acceptance.
Speech bubble:
Top-right: “With patience, support, and understanding, people with Autism can
thrive and contribute in amazing ways.”
Caption:
Bottom: “Annie emphasizes inclusion and acceptance.”
Panel 8 (Medium
rectangle, center)
Visual:
Students nodding, taking notes. Alex thoughtful, Jaiden smiling.
Speech bubble (Annie):
Top-left: “Learning about Autism helps us build empathy, respect, and better
communication.”
Panel 9 (Small rectangle,
bottom)
Visual:
Close-up of Annie smiling warmly.
Thought bubble:
Top-right: “Sharing experiences helps students understand differences and
strengths.”
Caption:
Bottom: “The session ends with curiosity, empathy, and practical
understanding.”
Sketching Notes for Act
10
Full-width panels: Key
teaching moments, Autism diagrams, charts.
Medium rectangles:
Student reactions, examples, or strategies.
Small rectangles:
Close-ups, reflective thoughts.
Speech/thought bubbles: Near
faces; captions at bottom.
Visual cues:
Sensory symbols, special interests, students’ expressions of surprise,
understanding, or empathy.
Act 11 – ADHD Awareness
Page 1 – Classroom
Introduction
Panel 1 (Half-page, top)
Visual: Annie at the
front, holding her book and notes, smiling warmly.
Speech bubble: Top-right:
“Today we’ll talk about ADHD — a condition that affects focus, attention, and
self-control.”
Caption: Bottom: “Annie
introduces ADHD to help students understand challenges with attention and
activity.”
Panel 2 (Small rectangle,
bottom-left)
Visual: Students looking
curious. Alex raising an eyebrow.
Speech bubble (Jaiden):
“So people with ADHD just can’t sit still?”
Caption: Bottom-right: “Many
students have misconceptions at first.”
Page 2 – Explaining ADHD
Panel 3 (Full-width, top)
Visual: Annie pointing to
diagram: Inattention – Hyperactivity – Impulsivity.
Speech bubble: Top-left:
“ADHD can make focusing, sitting still, or controlling impulses difficult.
Everyone experiences it differently.”
Caption: Bottom: “Visual
examples help students understand the spectrum of ADHD.”
Panel 4 (Medium
rectangle, bottom half)
Visual: Annie showing a
chart: Challenges – Strengths – Strategies – Support.
Speech bubble: Top-left:
“ADHD doesn’t affect intelligence. Many people are creative, energetic, and
excellent problem-solvers.”
Thought bubble:
Top-right: “Support and strategies help people manage challenges
successfully.”
Page 3 – Student
Experiences
Panel 5 (Half-page, top)
Visual: Mayo raising
hand.
Speech bubble (Mayo): “I
sometimes get distracted easily or forget steps in tasks, but I’m very creative
when working on projects.”
Caption: Bottom: “Students
share relatable experiences to make the topic real.”
Panel 6 (Small rectangle,
bottom-right)
Visual: Alex looking
thoughtful.
Speech bubble (Alex): “I
didn’t realize being hyperactive or forgetful could be part of a condition, not
laziness.”
Caption: Bottom-left: “Annie
uses this as a teaching moment.”
Page 4 – Teaching Key
Points & Support
Panel 7 (Full-width, top)
Visual: Annie pointing to
board with bullet points: Support – Strategies – Patience – Understanding.
Speech bubble: Top-right:
“With the right support, strategies, and understanding, people with ADHD can
thrive in school, work, and life.”
Caption: Bottom: “Annie
emphasizes potential, not limitations.”
Panel 8 (Medium
rectangle, center)
Visual: Students nodding,
taking notes. Alex thoughtful, Jaiden smiling.
Speech bubble (Annie):
Top-left: “Understanding ADHD helps teachers, friends, and the person
themselves manage challenges effectively.”
Panel 9 (Small rectangle,
bottom)
Visual: Close-up of Annie
smiling warmly.
Thought bubble:
Top-right: “Awareness, empathy, and strategies make life easier for
everyone.”
Caption: Bottom: “The
session ends with curiosity, understanding, and practical knowledge.”
Sketching Notes for Act
11
Full-width panels: Key
teaching moments, ADHD diagrams, charts.
Medium rectangles:
Student reactions, strategies, examples.
Small rectangles:
Close-ups, reflective thoughts.
Speech/thought bubbles:
Near faces; captions at bottom.
Visual cues: Distraction
symbols, hyperactivity icons, students’ expressions of surprise, curiosity, or
empathy.
Act 12 – Emotional
Regulation & Anger Management
Page 1 – Classroom
Introduction
Panel 1 (Half-page, top)
Visual: Annie at the
front, holding her book and notes, smiling reassuringly.
Speech bubble: Top-right:
“Today we’ll talk about managing strong emotions, like anger, and how it
affects us and others.”
Caption: Bottom: “Annie
introduces emotional regulation to help students understand their feelings.”
Panel 2 (Small rectangle,
bottom-left)
Visual: Students looking
curious. Alex frowning, Jaiden attentive.
Speech bubble (Jaiden):
“So it’s just about staying calm?”
Caption: Bottom-right:
“Students often think emotional regulation is simple.”
Page 2 – Explaining Anger
& Emotions
Panel 3 (Full-width, top)
Visual: Annie pointing to
diagram: Triggers – Responses – Consequences.
Speech bubble: Top-left:
“Anger is natural, but how we respond matters. Strong emotions can affect
relationships and decision-making.”
Caption: Bottom: “Visual
examples help students understand reactions and consequences.”
Panel 4 (Medium
rectangle, bottom half)
Visual: Annie showing
coping strategies chart: Pause – Breathe – Think – Act.
Speech bubble: Top-left:
“There are techniques to manage anger and strong feelings before they get out
of control.”
Thought bubble:
Top-right: “Recognizing emotions early is key to control.”
Page 3 – Student
Experiences
Panel 5 (Half-page, top)
Visual: Mayo raising
hand.
Speech bubble (Mayo):
“Sometimes I snap at friends when I’m frustrated, even if I don’t mean to. It
makes me feel bad afterward.”
Caption: Bottom:
“Students relate their experiences, showing the lesson is practical.”
Panel 6 (Small rectangle,
bottom-right)
Visual: Alex looking
reflective.
Speech bubble (Alex): “I
didn’t realize anger could be controlled with strategies.”
Caption: Bottom-left:
“Annie uses this as a teaching moment.”
Page 4 – Teaching Key
Points & Support
Panel 7 (Full-width, top)
Visual: Annie pointing to
board with bullet points: Recognize – Pause – Breathe – Talk – Reflect.
Speech bubble: Top-right:
“Using strategies helps manage anger and prevents negative consequences for
ourselves and others.”
Caption: Bottom: “Annie
emphasizes self-awareness and practical strategies.”
Panel 8 (Medium
rectangle, center)
Visual: Students nodding,
taking notes. Alex thoughtful, Jaiden smiling.
Speech bubble (Annie):
Top-left: “Talking about feelings and practicing techniques builds emotional
resilience.”
Panel 9 (Small rectangle,
bottom)
Visual: Close-up of Annie
smiling warmly.
Thought bubble:
Top-right: “Teaching coping strategies empowers students to handle strong
emotions safely.”
Caption: Bottom: “The
session ends with curiosity, understanding, and practical skills.”
Reasons Students Might Be
Late (Realistic Context)
1. Childcare / Parenting
Issues
Waiting for ex-partner to
take kids to school
Babysitter running late
Single parent
responsibilities
Child sick at home
Example Scene:
Amy arrives flustered with her bag slipping off her shoulder.
Amy: “Sorry, childcare drama again…”
Annie: “It’s okay, Amy. Thank you for coming.”
2. Financial & Money
Problems
Paying bills, student
loans, or arranging funding
Banking issues or delays
Balancing work and study
Example Scene:
Ben walks in with a stack of papers.
Ben: “Sorry, I had to sort my student loan—it didn’t go through.”
Annie: “Thank you for still making it. Life happens.”
3. Travel / Transport
Late buses or trains
Traffic delays
Car problems
Parking difficulties
Example Scene:
Sara rushes in, panting, holding a bus ticket.
Sara: “Sorry! Bus chaos!”
Alex (smirking): “Buses hate all of us equally.”
4. Appointments / Other
Obligations
Doctor, dentist, therapy,
social work
Housing or benefits
appointments
Family emergencies
Example Scene:
Jaiden enters after talking to a social worker.
Jaiden: “Sorry I’m late. Was stuck at the council office.”
5. First Day / Confusion
Finding the right
classroom
Getting maps or
timetables wrong
Long queues or crowded
areas
Example Scene:
Alex looks around the corridor, confused.
Alex: “Wait… which floor is this?!”
Annie: “Don’t worry, everyone gets lost at first.”
💡 How to Use This in the Comic
Open the class with
staggered arrivals: shows realism and humor.
Let Annie react
empathetically: reinforces her character as patient, inclusive, and
understanding.
Mix reasons per
character: Sara = bus, Amy = childcare, Ben = finances, Alex = transport
confusion, Jaiden = appointments.
Add subtle humor: like
Alex grumbling about buses or Jaiden rolling eyes at the first-day chaos.
Comic Panel Layout –
Classroom Arrivals & Annie’s Introduction
Panel 1 – Empty
Classroom, Ben and Jaiden Waiting
Visual: Ben at a desk,
Jaiden pacing.
Dialogue:
Jaiden: “Where is
everyone?”
Ben: “It’s the first day.
Give it time… life happens.”
Notes: Show a clock on
the wall, empty chairs.
Panel 2 – Amy Arrives
Late (Childcare Issue)
Visual: Amy rushes in,
bag slipping, maybe holding a small toy or backpack.
Dialogue:
Amy: “Sorry… babysitter
was late, had to get the kids sorted.”
Annie (off-panel, gentle
smile): “It’s okay, Amy. Thank you for coming.”
Notes: Expression:
frazzled but relieved. Gesture: Annie welcoming.
Panel 3 – Sara Arrives
Late (Bus/Transport Issue)
Visual: Sara panting,
holding a bus ticket, slightly messy hair.
Dialogue:
Sara: “Bus chaos! Sorry,
I waited ages.”
Alex (smirking, leaning
back): “Buses hate all of us equally.”
Annie: “Thank you for
making the effort. Transport isn’t always reliable.”
Notes: Show clock on wall
indicating class started. Sara’s shoes slightly muddy.
Panel 4 – Ben Arrives
Late (Finance/Student Loan Issue)
Visual: Ben enters
holding papers, looking stressed but trying to smile.
Dialogue:
Ben: “Sorry, had to sort
my student loan… again.”
Jaiden (whispering to
Ben): “Financial chaos. Welcome to adult learning.”
Annie: “It’s okay, Ben.
Life responsibilities don’t stop for learning.”
Notes: Papers slightly
messy, expression: tired but determined.
Panel 5 – Alex Confused
(Finding Room Issue)
Visual: Alex in the
doorway holding a map or looking at a phone.
Dialogue:
Alex: “Wait… which room
is this? B12 or D12?”
Annie: “Don’t worry,
everyone gets lost the first day.”
Notes: Alex scratching
head, maybe standing in an awkward pose. Classroom in background.
Panel 6 – Jaiden Late
(Appointment Issue)
Visual: Jaiden enters
looking embarrassed, adjusting bag strap.
Dialogue:
Jaiden: “Sorry, council
office ran late. Had to sort housing stuff.”
Annie: “Thank you for
being here. Everyone’s doing their best.”
Notes: Slightly relieved
expressions; maybe other students whispering “Finally…”
Panel 7 – Classroom Now
Full, Annie Steps to Front
Visual: Annie standing at
the front, students sitting.
Dialogue:
Annie: “Now that everyone
is here, let’s start. You’ve already experienced real-life challenges, and
that’s okay.”
Notes: Students with
varying expressions: relief, curiosity, tired, attentiveness.
Panel 8 – Annie
Introduces Herself
Visual:
Close-up on Annie.
Dialogue:
Annie: “You may have
heard me say I have learning disabilities and mental health conditions myself.
My job is to teach you how to support people like me.”
Ben: “Isn’t it bad that
you have all those challenges?”
Annie: “Not at all. We
all have abilities and difficulties.”
Notes: Gentle
smile, calm hand gesture.
Panel 9 – Alex and Jaiden
Debate Quietly
Visual: Side
panel, Alex leaning back, Jaiden rolling eyes.
Dialogue:
Alex: “So… you can’t do
anything?”
Jaiden: “Mate, she just
explained people have abilities in different ways.”
Notes:
Expressions show playful debate, not anger.
Panel 10 – Annie Teaches
“Difficulty vs Ability”
1. Early Adult Struggle –
Misunderstood Barriers
Scene idea: flashback
panel of a younger Annie or a student on a YTS/work placement, running to catch
a bus.
Supervisor or employment
officer in the background, looking frustrated.
Thought bubble: “They
don’t get it… waiting for a bus isn’t a choice.”
2. Empathy & Teaching
Moment
Annie could share a small
anecdote with the class:
“When I was younger,
waiting for buses or relying on others made arriving on time tricky. Many
people didn’t understand… they just thought I was careless. That’s why I teach
patience and empathy now.”
3. Building Relatable
Characters
Characters like Sara or
Amy could mirror these struggles.
Showing their lateness as
real-life challenges, not irresponsibility.
Can be humorous, but also
validating for students reading the story.
4. Layered Realism
Combines: transport,
childcare, finance, mental health, systemic misunderstanding.
Shows that “lateness”
isn’t simple or personal — it’s often complex and structural.
Act 13 – Inclusion &
Support Strategies
Page 1 – Classroom
Introduction
Panel 1 (Half-page, top)
Visual: Annie at the
front of the classroom, smiling warmly, holding her book.
Speech bubble: Top-right:
“Now we’ll talk about how everyone can help create an inclusive and supportive
environment.”
Caption: Bottom: “Annie
introduces inclusion to tie all the previous lessons together.”
Panel 2 (Small rectangle,
bottom-left)
Visual: Students looking
attentive. Alex raising his eyebrows.
Speech bubble (Jaiden):
“So, it’s about making sure everyone feels safe and included?”
Caption: Bottom-right: “Students
begin connecting previous lessons to real-life actions.”
Page 2 – Explaining
Inclusion
Panel 3 (Full-width, top)
Visual: Annie pointing to
diagram: Respect – Support – Understanding – Adaptation.
Speech bubble: Top-left:
“Inclusion means respecting differences, providing support, understanding
challenges, and making adaptations when needed.”
Caption: Bottom: “Visual
examples help students see practical ways to be inclusive.”
Panel 4 (Medium
rectangle, bottom half)
Visual: Annie showing
examples: accessible classroom setups, supportive peers, technology tools.
Speech bubble: Top-left:
“Simple changes or support can help someone with a disability or mental health
condition succeed.”
Thought bubble:
Top-right: “Inclusion benefits everyone, not just those with difficulties.”
Page 3 – Student
Experiences & Reflections
Panel 5 (Half-page, top)
Visual: Mayo raising
hand.
Speech bubble (Mayo): “I
noticed classmates do better when everyone feels included. Even small gestures
matter.”
Caption: Bottom: “Students
connect practical inclusion to personal experience.”
Panel 6 (Small rectangle,
bottom-right)
Visual: Alex looking
reflective.
Speech bubble (Alex): “I
guess I didn’t realise how much support and understanding can help people.”
Caption: Bottom-left: “Annie
encourages empathy and proactive thinking.”
Page 4 – Key Strategies
& Actions
Panel 7 (Full-width, top)
Visual: Annie pointing to
board with bullet points: Listen – Adapt – Support – Encourage – Empathize.
Speech bubble: Top-right:
“Everyone can take small steps to help peers, friends, and classmates feel
included and supported.”
Caption: Bottom: “Practical
advice makes inclusion actionable.”
Panel 8 (Medium
rectangle, center)
Visual: Students nodding,
taking notes. Alex thoughtful, Jaiden smiling.
Speech bubble (Annie):
Top-left: “Understanding conditions, listening, and adapting builds stronger,
more supportive communities.”
Panel 9 (Small rectangle,
bottom)
Visual: Close-up of Annie
smiling warmly.
Thought bubble:
Top-right: “Teaching inclusion empowers everyone to make a difference.”
Caption: Bottom: “The
session ends with curiosity, empathy, and practical skills.”
Sketching Notes for Act
13
Full-width panels: Key
teaching moments, inclusion diagrams, examples.
Medium rectangles:
Student reactions, practical inclusion examples, tools.
Small rectangles:
Close-ups, reflective moments.
Speech/thought bubbles:
Near faces; captions at bottom.
Visual cues: Accessible
symbols, supportive gestures, students’ expressions of understanding, empathy,
and curiosity.
Act 14 – Famous People
& Support Roles
Page 1 – Classroom
Introduction
Panel 1 (Half-page, top)
Visual: Annie at the
front, holding her book, smiling warmly.
Speech bubble: Top-right:
“Next, we’ll explore famous people with learning disabilities and mental health
conditions, and the support systems around them.”
Caption: Bottom: “Annie
introduces inspiration and practical support.”
Panel 2 (Small rectangle,
bottom-left)
Visual: Students looking
curious. Alex leaning forward.
Speech bubble (Jaiden):
“So, even famous people face these challenges?”
Caption: Bottom-right: “Students
begin to understand that disabilities and conditions don’t limit achievement.”
Page 2 – Famous People
& Inspiration
Panel 3 (Full-width, top)
Visual: Annie pointing to
a board with images of artists, scientists, writers, and athletes with learning
disabilities or mental health conditions.
Speech bubble: Top-left:
“Many famous people have dyslexia, ADHD, or mental health challenges, yet they
succeeded with support and determination.”
Caption: Bottom: “Real-life
examples inspire students and show possibilities.”
Panel 4 (Medium
rectangle, bottom half)
Visual: Students looking
impressed, Alex raising an eyebrow thoughtfully.
Speech bubble (Mayo): “So
having a condition doesn’t stop people from achieving their dreams?”
Thought bubble (Annie):
Top-right: “Exactly. With support and persistence, people can thrive.”
Page 3 – Support Systems
Panel 5 (Half-page, top)
Visual: Annie showing a
chart: Mentoring – Coaching – Advocacy – Counselling – Peer Support.
Speech bubble: Top-left:
“Support comes in many forms: mentors guide, coaches train, advocates speak up,
and counsellors help with mental health.”
Caption: Bottom: “Students
learn about the wide range of support roles.”
Panel 6 (Small rectangle,
bottom-right)
Visual: Alex looking
reflective.
Speech bubble (Alex): “So
people don’t have to face challenges alone?”
Caption: Bottom-left: “Annie
reinforces the importance of support systems.”
Page 4 – Personality
Disorders Overview
Panel 7 (Full-width, top)
Visual: Annie pointing to
board with simplified key points: Paranoid – Borderline – Avoidant –
Obsessive.
Speech bubble: Top-right:
“Some mental health conditions, like personality disorders, affect thoughts,
feelings, and behaviours, but people can still lead meaningful lives.”
Caption: Bottom: “Annie
gives a sensitive introduction to complex topics.”
Panel 8 (Medium
rectangle, center)
Visual: Students taking
notes, looking thoughtful.
Speech bubble (Annie):
Top-left: “Understanding, empathy, and professional support are key to helping
anyone with a personality disorder.”
Panel 9 (Small rectangle,
bottom)
Visual: Close-up of Annie
smiling warmly.
Thought bubble:
Top-right: “Education and awareness reduce stigma and empower both
individuals and communities.”
Caption: Bottom: “The
session ends with curiosity, understanding, and inspiration.”
Sketching Notes for Act
14
Full-width panels: Key
teaching moments, famous people images, support charts.
Medium rectangles:
Student reactions, explanations of support roles.
Small rectangles:
Close-ups, reflective moments.
Speech/thought bubbles:
Near faces; captions at bottom.
Visual cues:
Inspirational symbols (trophies, art, science icons), empathy gestures,
mentoring/coaching icons.
Act 15 – Review &
Reflection
Page 1 – Classroom
Introduction
Panel 1 (Half-page, top)
Visual: Annie at the
front, smiling warmly, holding her book.
Speech bubble: Top-right:
“Today, we’ll review everything we’ve learned and reflect on how to apply it in
real life.”
Caption: Bottom: “Annie
prepares the students to consolidate lessons and think practically.”
Panel 2 (Small rectangle,
bottom-left)
Visual: Students looking
attentive, some nodding. Alex looks thoughtful.
Speech bubble (Jaiden):
“So we’re going over all the topics again?”
Caption: Bottom-right: “Review
reinforces learning and understanding.”
Page 2 – Key Lessons
Recap
Panel 3 (Full-width, top)
Visual: Annie pointing to
board with bullet points:
Dyslexia, Dyscalculia,
Dyspraxia, Dysgraphia
Autism & ADHD
Anxiety, Depression &
Anger
Bullying, Inclusion &
Support
Famous people &
Inspirational stories
Speech bubble: Top-left:
“These are the main areas we’ve covered. Understanding each helps us support
ourselves and others.”
Caption: Bottom: “Visual
summary reinforces the scope of the lessons.”
Panel 4 (Medium
rectangle, bottom half)
Visual: Students raising
hands, discussing with each other.
Speech bubble (Mayo): “I
can see how knowing about these conditions makes me more patient and
understanding.”
Thought bubble (Annie):
Top-right: “Reflection helps lessons stick and encourages empathy.”
Page 3 – Applying
Knowledge
Panel 5 (Half-page, top)
Visual: Annie showing
chart: Listen – Empathize – Support – Advocate – Reflect.
Speech bubble: Top-left:
“Applying these principles makes classrooms, workplaces, and communities more
supportive for everyone.”
Caption: Bottom: “Students
learn practical takeaways to use in daily life.”
Panel 6 (Small rectangle,
bottom-right)
Visual: Alex looking
inspired, taking notes.
Speech bubble (Alex): “I
never realized how much small actions can help someone with a disability or
mental health condition.”
Caption: Bottom-left: “Students
understand the power of awareness and support.”
Page 4 – Final
Reflections
Panel 7 (Full-width, top)
Visual: Annie addressing
the class, smiling warmly.
Speech bubble: Top-right:
“Remember, understanding, patience, empathy, and support can make a huge
difference in someone’s life.”
Caption: Bottom: “The
session ends with practical encouragement and hope.”
Panel 8 (Medium
rectangle, center)
Visual: Students chatting
after class, looking confident and positive.
Speech bubble (Jaiden):
“I think I can make a difference now.”
Thought bubble (Annie):
Top-left: “Seeing students empowered is the best outcome.”
Panel 9 (Small rectangle,
bottom)
Visual: Close-up of Annie
closing her book and smiling.
Thought bubble:
Top-right: “Teaching awareness, empathy, and support leaves a lasting
impact.”
Caption: Bottom: “The
comic series concludes with reflection, inspiration, and hope.”
Sketching Notes for Act
15
Full-width panels: Key
teaching/reflection moments, summary charts.
Medium rectangles:
Student reactions, discussions, taking notes.
Small rectangles:
Close-ups of Annie and reflective thoughts.
Speech/thought bubbles:
Near faces; captions at bottom.
Visual cues: Reflection
icons (lightbulbs, hearts, checkmarks), supportive gestures, engaged and
positive expressions.
Full Comic Series –
Visual Panel Outline
Act 1 – Introduction
(Annie’s Book & Disabilities)
Scene: Classroom at
Teaching University Newport.
Panel 1: Annie at front, nervous but confident.
Speech bubble: “Hello
everyone, my name’s Annie Lewis. I’m here today to introduce my book.”
Caption: “It’s my
first talk about my book. I want people to understand what it’s like living
with a learning disability.”
Panel 2: Alex interrupts.
Speech bubble: “What
book? What’s it even about?”
Visual: Alex leaning
back, smirking.
Panel 3: Annie explains
her disabilities and asks students what they study.
Speech bubble: “I have
Autism, Dyslexia, Dyspraxia, Anxiety, Depression, and Epilepsy. What are you
studying?”
Visual: Students look
surprised, then Jaiden answers: “Learning disabilities and mental health.”
Act 2 – Dyslexia
Awareness
Act 6 – Dysgraphia
Panel 1: Annie introduces
Dysgraphia.
Panel 2: Shows difficulties with handwriting and organizing thoughts.
Panel 3: Students ask about coping strategies.
Panel 4: Annie demonstrates keyboard use, graphic organizers.
Act 7 – Dyscalculia
Panel 1: Annie introduces
Dyscalculia.
Panel 2: Shows challenges with numbers and practical math.
Panel 3: Students relate personal experiences.
Panel 4: Annie emphasizes support, tools, and strategies.
Act 8 – Mental Health
(Anxiety & Depression)
Panel 1: Annie explains
Anxiety and Depression.
Panel 2: Students discuss how they feel in stressful situations.
Panel 3: Annie shares coping strategies.
Panel 4: Close-up of students reflecting.
Act 9 – Bullying &
Mental Health
Panel 1: Annie introduces
bullying topic.
Panel 2: Students discuss misconceptions.
Panel 3: Annie shows effects: anxiety, depression, isolation.
Panel 4: Coping strategies: talking, reporting, support.
Panel 5: Student experiences shared.
Panel 6: Alex reflects, understanding grows.
Act 10 – Autism Awareness
Panel 1: Annie introduces
Autism.
Panel 2: Diagram: Communication, Social Interaction, Sensory, Special
Interests.
Panel 3: Students relate experiences, reflect on differences.
Panel 4: Key points: Understanding, Patience, Support, Acceptance.
Act 11 – ADHD Awareness
Panel 1: Annie introduces
ADHD.
Panel 2: Diagram: Inattention, Hyperactivity, Impulsivity.
Panel 3: Students share personal experiences.
Panel 4: Coping strategies and support emphasized.
Act 12 – Emotional
Regulation & Anger Management
Panel 1: Annie introduces
topic.
Panel 2: Diagram: Triggers, Responses, Consequences.
Panel 3: Coping strategies: Pause, Breathe, Think, Act.
Panel 4: Student experiences shared.
Panel 5: Reflection, practical takeaways emphasized.
Act 13 – Inclusion &
Support Strategies
Panel 1: Annie introduces
inclusion.
Panel 2: Diagram: Respect, Support, Understanding, Adaptation.
Panel 3: Students reflect and share examples.
Panel 4: Key actions: Listen, Adapt, Support, Encourage, Empathize.
Act 14 – Famous People,
Mentoring, Coaching, Advocacy, Counselling & Personality Disorders
Panel 1: Annie introduces
famous people and support roles.
Panel 2: Images of role models and achievements.
Panel 3: Chart of support systems: Mentoring, Coaching, Advocacy, Counselling,
Peer Support.
Panel 4: Introduction to personality disorders (simplified).
Panel 5: Students reflect, empathy and awareness emphasized.
Act 15 – Review &
Reflection
Panel 1: Annie introduces
review session.
Panel 2: Summary chart of all topics.
Panel 3: Applying knowledge: Listen, Empathize, Support, Advocate, Reflect.
Panel 4: Students discuss takeaways.
Panel 5: Annie closes with reflection and hope.
Scene: Classroom
discussion.
Panel 1: Jaiden explains many famous people have dyslexia.
Panel 2: Annie agrees and mentions artists, scientists, and writers.
Panel 3: Mayo shares her experience of losing her place while reading.
Panel 4: Alex asks if people with dyslexia anything can’t do.
Panel 5: Annie explains strengths, support strategies, and famous role models.
Act 3 – Down Syndrome
& Other Conditions
Panel 1: Annie introduces
Down Syndrome.
Panel 2: Shows challenges, strengths, and support needs.
Panel 3: Students react, ask questions.
Panel 4: Annie emphasizes inclusion and awareness.
Act 4 – Dyslexia Deep
Dive
Panel 1: Annie explains
signs, coping strategies, and misconceptions.
Panel 2: Students relate personal experiences.
Panel 3: Annie gives practical tips: color overlays, fonts, audio support.
Panel 4: Close-up of Annie smiling.
Act 5 – Dyspraxia
Panel 1: Annie introduces
Dyspraxia.
Panel 2: Shows motor coordination challenges and daily life examples.
Panel 3: Students try simple coordination exercises.
Panel 4: Annie emphasizes support strategies.
Comic Panel Layout Map –
All 15 Acts
Act
|
Panel
|
Size/Position
|
Visual / Key Dialogue
|
1 – Introduction
|
1
|
Half-page top
|
Annie introduces
herself & book: “Hello everyone, my name’s Annie Lewis…”
|
2
|
Small bottom-left
|
Alex interrupts: “What
book? What’s it about?”
|
|
3
|
Medium bottom-right
|
Annie lists her disabilities
& asks students what they study.
|
|
2 – Dyslexia Awareness
|
1
|
Half-page top
|
Jaiden: “Many famous
people have dyslexia.”
|
2
|
Medium
|
Annie: “Yes, artists,
scientists, writers…”
|
|
3
|
Medium
|
Mayo: “Words jump off
the page, I lose my place…”
|
|
4
|
Small
|
Alex: “So people with
dyslexia can’t do anything?”
|
|
5
|
Half-page bottom
|
Annie explains
strengths & support strategies.
|
|
3 – Down Syndrome &
Other Conditions
|
1
|
Half-page top
|
Annie introduces Down
Syndrome.
|
2
|
Medium
|
Shows challenges,
strengths, support needs.
|
|
3
|
Small
|
Student
reactions/questions.
|
|
4
|
Medium
|
Annie emphasizes
inclusion.
|
|
4 – Dyslexia Deep Dive
|
1
|
Half-page
|
Signs, coping
strategies, misconceptions.
|
2
|
Medium
|
Students relate
experiences.
|
|
3
|
Medium
|
Practical tips: overlays,
fonts, audio support.
|
|
4
|
Small
|
Annie smiling close-up.
|
|
5 – Dyspraxia
|
1
|
Half-page
|
Annie introduces
Dyspraxia.
|
2
|
Medium
|
Motor coordination
challenges.
|
|
3
|
Medium
|
Students try
coordination exercises.
|
|
4
|
Small
|
Emphasis on support
strategies.
|
|
6 – Dysgraphia
|
1
|
Half-page
|
Annie introduces
Dysgraphia.
|
2
|
Medium
|
Shows handwriting,
organization struggles.
|
|
3
|
Medium
|
Students ask coping
strategies.
|
|
4
|
Small
|
Demonstrates keyboard
& graphic organizers.
|
|
7 – Dyscalculia
|
1
|
Half-page
|
Annie introduces
Dyscalculia.
|
2
|
Medium
|
Challenges with
numbers, practical examples.
|
|
3
|
Medium
|
Student experiences
shared.
|
|
4
|
Small
|
Emphasis on tools and
strategies.
|
|
8 – Mental Health
(Anxiety & Depression)
|
1
|
Half-page
|
Annie explains Anxiety
& Depression.
|
2
|
Medium
|
Students discuss
stressful situations.
|
|
3
|
Medium
|
Coping strategies
demonstrated.
|
|
4
|
Small
|
Student reflection.
|
|
9 – Bullying &
Mental Health
|
1
|
Half-page
|
Annie introduces
bullying topic.
|
2
|
Medium
|
Students discuss
misconceptions.
|
|
3
|
Medium
|
Effects: anxiety,
depression, isolation.
|
|
4
|
Medium
|
Coping strategies:
talking, reporting, support.
|
|
5
|
Small
|
Student experiences.
|
|
6
|
Small
|
Alex reflects.
|
|
10 – Autism Awareness
|
1
|
Half-page
|
Annie introduces
Autism.
|
2
|
Medium
|
Diagram: Communication,
Social Interaction, Sensory, Special Interests.
|
|
3
|
Medium
|
Students share
experiences.
|
|
4
|
Small
|
Key points:
Understanding, Patience, Support, Acceptance.
|
|
11 – ADHD Awareness
|
1
|
Half-page
|
Annie introduces ADHD.
|
2
|
Medium
|
Diagram: Inattention,
Hyperactivity, Impulsivity.
|
|
3
|
Medium
|
Student experiences
shared.
|
|
4
|
Small
|
Coping strategies &
support emphasized.
|
|
12 – Emotional
Regulation & Anger
|
1
|
Half-page
|
Annie introduces topic.
|
2
|
Medium
|
Diagram: Triggers,
Responses, Consequences.
|
|
3
|
Medium
|
Coping strategies:
Pause, Breathe, Think, Act.
|
|
4
|
Medium
|
Student experiences.
|
|
5
|
Small
|
Reflection &
practical takeaways.
|
|
13 – Inclusion &
Support Strategies
|
1
|
Half-page
|
Annie introduces
inclusion.
|
2
|
Medium
|
Diagram: Respect,
Support, Understanding, Adaptation.
|
|
3
|
Medium
|
Students reflect &
share examples.
|
|
4
|
Small
|
Key actions: Listen,
Adapt, Support, Encourage, Empathize.
|
|
14 – Famous People
& Support Roles
|
1
|
Half-page
|
Annie introduces famous
people & support roles.
|
2
|
Medium
|
Images of role models
& achievements.
|
|
3
|
Medium
|
Chart: Mentoring,
Coaching, Advocacy, Counselling, Peer Support.
|
|
4
|
Medium
|
Personality disorders
simplified introduction.
|
|
5
|
Small
|
Students reflect,
empathy emphasized.
|
|
15 – Review &
Reflection
|
1
|
Half-page
|
Annie introduces review
session.
|
2
|
Medium
|
Summary chart of all
topics.
|
|
3
|
Medium
|
Applying knowledge:
Listen, Empathize, Support, Advocate, Reflect.
|
|
4
|
Medium
|
Students discuss
takeaways.
|
|
5
|
Small
|
Annie closes with
reflection & hope.
|
Act
|
Panel
|
Size/Position
|
Visual / Key Dialogue
|
1 – Introduction
|
1
|
Half-page top
|
Annie introduces
herself & book: “Hello everyone, my name’s Annie Lewis…”
|
2
|
Small bottom-left
|
Alex interrupts: “What
book? What’s it about?”
|
|
3
|
Medium bottom-right
|
Annie lists her disabilities
& asks students what they study.
|
|
2 – Dyslexia Awareness
|
1
|
Half-page top
|
Jaiden: “Many famous
people have dyslexia.”
|
2
|
Medium
|
Annie: “Yes, artists,
scientists, writers…”
|
|
3
|
Medium
|
Mayo: “Words jump off
the page, I lose my place…”
|
|
4
|
Small
|
Alex: “So people with
dyslexia can’t do anything?”
|
|
5
|
Half-page bottom
|
Annie explains
strengths & support strategies.
|
|
3 – Down Syndrome &
Other Conditions
|
1
|
Half-page top
|
Annie introduces Down
Syndrome.
|
2
|
Medium
|
Shows challenges,
strengths, support needs.
|
|
3
|
Small
|
Student
reactions/questions.
|
|
4
|
Medium
|
Annie emphasizes
inclusion.
|
|
4 – Dyslexia Deep Dive
|
1
|
Half-page
|
Signs, coping
strategies, misconceptions.
|
2
|
Medium
|
Students relate
experiences.
|
|
3
|
Medium
|
Practical tips:
overlays, fonts, audio support.
|
|
4
|
Small
|
Annie smiling close-up.
|
|
5 – Dyspraxia
|
1
|
Half-page
|
Annie introduces
Dyspraxia.
|
2
|
Medium
|
Motor coordination
challenges.
|
|
3
|
Medium
|
Students try coordination
exercises.
|
|
4
|
Small
|
Emphasis on support
strategies.
|
|
6 – Dysgraphia
|
1
|
Half-page
|
Annie introduces
Dysgraphia.
|
2
|
Medium
|
Shows handwriting,
organization struggles.
|
|
3
|
Medium
|
Students ask coping
strategies.
|
|
4
|
Small
|
Demonstrates keyboard
& graphic organizers.
|
|
7 – Dyscalculia
|
1
|
Half-page
|
Annie introduces
Dyscalculia.
|
2
|
Medium
|
Challenges with
numbers, practical examples.
|
|
3
|
Medium
|
Student experiences
shared.
|
|
4
|
Small
|
Emphasis on tools and
strategies.
|
|
8 – Mental Health
(Anxiety & Depression)
|
1
|
Half-page
|
Annie explains Anxiety
& Depression.
|
2
|
Medium
|
Students discuss
stressful situations.
|
|
3
|
Medium
|
Coping strategies
demonstrated.
|
|
4
|
Small
|
Student reflection.
|
|
9 – Bullying &
Mental Health
|
1
|
Half-page
|
Annie introduces
bullying topic.
|
2
|
Medium
|
Students discuss
misconceptions.
|
|
3
|
Medium
|
Effects: anxiety,
depression, isolation.
|
|
4
|
Medium
|
Coping strategies:
talking, reporting, support.
|
|
5
|
Small
|
Student experiences.
|
|
6
|
Small
|
Alex reflects.
|
|
10 – Autism Awareness
|
1
|
Half-page
|
Annie introduces
Autism.
|
2
|
Medium
|
Diagram: Communication,
Social Interaction, Sensory, Special Interests.
|
|
3
|
Medium
|
Students share
experiences.
|
|
4
|
Small
|
Key points:
Understanding, Patience, Support, Acceptance.
|
|
11 – ADHD Awareness
|
1
|
Half-page
|
Annie introduces ADHD.
|
2
|
Medium
|
Diagram: Inattention,
Hyperactivity, Impulsivity.
|
|
3
|
Medium
|
Student experiences
shared.
|
|
4
|
Small
|
Coping strategies &
support emphasized.
|
|
12 – Emotional
Regulation & Anger
|
1
|
Half-page
|
Annie introduces topic.
|
2
|
Medium
|
Diagram: Triggers,
Responses, Consequences.
|
|
3
|
Medium
|
Coping strategies:
Pause, Breathe, Think, Act.
|
|
4
|
Medium
|
Student experiences.
|
|
5
|
Small
|
Reflection &
practical takeaways.
|
|
13 – Inclusion &
Support Strategies
|
1
|
Half-page
|
Annie introduces
inclusion.
|
2
|
Medium
|
Diagram: Respect,
Support, Understanding, Adaptation.
|
|
3
|
Medium
|
Students reflect &
share examples.
|
|
4
|
Small
|
Key actions: Listen,
Adapt, Support, Encourage, Empathize.
|
|
14 – Famous People
& Support Roles
|
1
|
Half-page
|
Annie introduces famous
people & support roles.
|
2
|
Medium
|
Images of role models
& achievements.
|
|
3
|
Medium
|
Chart: Mentoring,
Coaching, Advocacy, Counselling, Peer Support.
|
|
4
|
Medium
|
Personality disorders
simplified introduction.
|
|
5
|
Small
|
Students reflect,
empathy emphasized.
|
|
15 – Review &
Reflection
|
1
|
Half-page
|
Annie introduces review
session.
|
2
|
Medium
|
Summary chart of all
topics.
|
|
3
|
Medium
|
Applying knowledge:
Listen, Empathize, Support, Advocate, Reflect.
|
|
4
|
Medium
|
Students discuss
takeaways.
|
|
5
|
Small
|
Annie closes with
reflection & hope.
|
No comments:
Post a Comment