Inspired Learners

12/04/2025

02/11/2024

A great little snap shot of decoding and encoding by

Image contains the following text on a mostly pink background with a cartoon person siting at a computer desk at the bottom of the screen.
Decoding Vs. Encoding
Decoding is reading.
Deciding is print to speech.
Decoding is seeing a word and saying the phonemes.

Encoding is spelling.
Encoding is speech to print.
Encoding is hearing a word and spelling the graphemes.

02/11/2024

The bellow image is of a green and yellow background and includes the following quote- “If a child with dyslexia is held back and the intervention is the same as the year before, he will not improve.
The intervention has to change, not the child.”
- Dr Kelli Sandman-Hurley

Giving us more of the same intervention that hasn’t worked before isn’t going to help us.
Only structured, evidence-based reading programs underpinned by the science of reading will help EVERY child learn to read.

Quote: the amazing Dr Kelli Sandman-Hurley at the

12/10/2024

Structured Literacy revised definition from the International Dyslexia Association.

The International Dyslexia Association (IDA) is proud to announce the release of its formal definition for Structured Literacy, further refining the evidence-based approach that has become a cornerstone in reading instruction. Structured Literacy emphasizes a comprehensive, systematic approach to teaching reading and writing, which explicitly develops oral language and the structure of written language. This method ensures that students receive the foundational and higher-order skills needed for proficient reading comprehension and written expression.

For more information please visithttps://dyslexialibrary.org/view-pdf/?pdf=https://dyslexialibrary.org/wp-content/uploads/file-manager/public/20249/6-27-24-draft-structured-literacy-defined.pdf

07/08/2024

'When I talk to you...I may look away a lot. Your eyes are so intense and I hear better when I don't make eye contact.'

'When I talk to you...It can sometimes take me a while to answer back. My brain often needs to think about my response.’

‘When I talk to you...
The tone of my voice might make you think I'm angry, rude or bored.
The emotion you hear in my voice doesn't always match what I'm feeling.’

‘When I talk to you...
The way my face moves and expresses itself might be "different”. It has its own way of sitting which may not be what you expect.’

Click through the images below for other insights on common autistic communication styles from More Than One Neurotype.

Graphic series to help create understanding of autistic communication styles. I invite those who are to add their own interpretations and points of view, all respectful discussion is welcome.

Please keep in mind that these graphics are in regards to being misinterpreted. That doesn't mean autistics can't be mean, rude, obtuse, insincere etc. We are humans, and like all humans, there are a range of personalities. Remember that a neurotypical person can smile, preform chit chat etc and not be a nice person.

The key here is that our default ways of communicating often don't fit within 'social norms' for what is acceptable, and often that can lead to an incorrect assessment of us and what we say. To accept us fully is to

Disclaimer: I am not a professional or expert, I am interpreting behaviour based on my own lived experience and thus it won't be correct for all. For ease of graphics, I have simplified something that can be far more complex.

If you want a higher quality pdf of this series to use for yourself or in a professional setting, downloads are available here: https://www.teacherspayteachers.com/Product/When-I-Talk-To-You-Autistic-Communication-Styles-5690082

If you appreciate my mahi (work), I have a Ko-fi account here:
https://ko-fi.com/morethanoneneurotype

06/08/2024

06/08/2024

28/06/2024

Time for this reminder!

This is my most widely shared post. And rightly so, it’s an important one. These are “prewriting patterns”, with the average (but not prescribed) age at which children are developmentally ready to achieve these patterns listed below them in years and months. Being able to process visual information and produce a movement in response (e.g. copying these prewriting patterns or letter formations), is known as “visual motor integration”.

Note that an X is not typically achieved until 4 years 11 months, and a triangle at 5 years 3 months. If a child can’t form these basic shapes...then they probably won’t be able to form letters. ⠀⠀
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It is quite concerning then that there are 3 year 7 month olds starting formal schooling (in Western Australia at least), where they’re soon expected to write. Not only are their visual motor integration skills not developed enough, their hands are also physically under-developed. In addition, recognising letters, understanding phonics and beginning to read are all needed in order for a child to write meaningfully, skills which children starting kindy (and preprimary) typically don’t have. We also know that when a child learns something that doesn’t hold meaning, it‘s unlikely to stick.
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So if you have a 3-4 year old who spontaneously asks or attempts to write letters, that’s great; otherwise, there is no need to initiate or worry about this. Unfortunately there is a misconception, particularly with the way that the current curriculum and expectations stand, that earlier is better. Earlier is not always better.

Preschool children should be focusing on the foundation skills needed for writing, and most of this can be achieved through PLAY. Big body movements like running and jumping and climbing to strengthen the core, shoulders and hands; playing and tinkering with small parts and toys to develop fine motor skills and the coordination and strength needed to grasp a pencil; drawing and experimenting with shapes; and finally guidance from adults on how to form individual letters efficiently, BEFORE writing words and sentences.

Please note that this message does not translate to “don’t teach prewriting patterns” or “don’t get help if you’re concerned” - it is more to ease the minds of parents who may be concerned that their child is “behind”.

Source of shape and age ranges: Beery Buktenica Test of Visual Motor Integration, 6th Edition

14/06/2024

This is a wonderful guide by DSF Literacy Services giving readers more understanding of learning difficulties.

14/06/2024

This is wonderful news for all Victorian students in government schools.

14/05/2024

Are you looking for a program that goes beyond conversations and helps promote resilience?