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30/10/2026

Dr. Tony Attwood reminds us that social skills aren’t picked up by chance. They need to be taught with the same structure and care as any other subject.

Quote: “Teaching social skills must be as structured as teaching maths or reading—it doesn’t just happen naturally for autistic children.”

29/10/2026

Teaching Children to Be Better Learners with Self-Regulated Learning

Every parent wants their child to become a confident learner.

But confidence doesn't come from always getting the right answer.

It comes from knowing what to do when you don't.

I was reading an article this week on self-regulated learning and it reinforced something I think we often overlook.

Learning is not just about acquiring knowledge.

It's about developing the habits that allow us to keep learning.

Goal setting.

Reflection.

Persistence.

Adaptability.

These are skills children carry with them long after they've forgotten the details of a lesson.

Read the article: https://bit.ly/4x80cRr

27/10/2026

Kids with ADHD often need to move to stay focused.
Breaks and active learning are not rewards, they are part of what helps them do their best.

“Allow regular breaks and active learning. Kids with ADHD aren’t ‘naughty,’ they just need to move and reset.”

27/10/2026

For decades, education has viewed ADHD, autism, and learning differences through a "deficit lens"—focusing entirely on what needs fixing.

But a massive, research-backed shift is happening right now. We are finally moving away from asking: "How do we force this child to fit the system?"

Instead, pioneering educators and families are asking a much more powerful question. One that doesn't just accommodate neurodivergent learners, but actually unlocks their hidden brilliance—like turning a struggle with handwriting into a launchpad for incredible storytelling.

When we stop measuring kids against rigid, standardized benchmarks, we stop missing their strengths.

So, what does the future of neuroinclusive education actually look like? And how can you build an environment where these learners truly thrive?

Read the full article to discover the shift toward strengths-based learning and how we are changing the conversation:

Strengths-Based Neurodiversity Education

23/10/2026

Dr. Julia Asper shows us what true inclusion means.
It’s about shaping the classroom to fit the student, not forcing the student to fit the classroom.

Quote: “Inclusion works best when we adapt the classroom to the student, not force the student to adapt to the classroom.”

22/10/2026

Children's Perspectives on Self-Regulated Learning

We spend a lot of time talking about what children need from education.

Perhaps we should spend more time asking them.

A fascinating study explored self-regulated learning from the perspective of children themselves.

What I find refreshing about this approach is that it treats students as active participants in their own learning rather than passive recipients of information.

Children often have remarkable insights into what helps them learn, what frustrates them and what keeps them engaged.

The more we listen, the more likely we are to build learning experiences that genuinely work for them.

Read the study: https://bit.ly/4uXaL8M

20/10/2026

Learning about the causes of ADHD is important, but it is just the beginning.

We also need tools and strategies that help kids grow and learn in everyday life.

“We want to understand the genetic, neurological, and environmental factors... and then build interventions that really help kids develop.”

20/10/2026

Older PDFs attract steady visits from people who rely on assistive tech, yet most organisations overlook this audience. When files lack tags or structure, readers lose access vital information and services. Improving these documents strengthens trust and supports informed decisions.

Learn how to update legacy content with accuracy here: https://bit.ly/48r4JDe

Old PDFs and reports may still be online but without accessibility, they exclude blind, neurodivergent, and ESL users. Learn how remediation helps.

16/10/2026

Dr. Brenda Smith Myles highlights the importance of structure and visuals. These simple tools lower anxiety and give autistic students the focus they need to learn.

Quote: “Visual supports and structured routines reduce anxiety and help autistic students focus on learning.”

15/10/2026

Supporting Self-Regulated Learning in Primary Education (Montessori Research)

One question I find myself asking more often is:
How much of learning should be directed by adults and how much should be driven by the learner?

Research into Montessori education offers some interesting insights.
Rather than relying heavily on external direction, Montessori environments are designed to help children develop independence, responsibility and self-regulation over time.

The goal isn't simply academic achievement.

It's helping children become capable learners.

As technology opens new possibilities for personalised education, I think this idea becomes increasingly relevant.

How do we give children more ownership of their learning journey while still providing the support they need?

Read the research: https://bit.ly/4ofCy1C