Experience my methods

Process with Assited Technolgy

Simplify communication with streamlined email and task management. We'll create a tailored note-taking system to enhance your workflow and reduce stress. Together, we'll optimize technology for effective collaboration, manage tasks, and document progress with video sessions and reports.

Workers

Students and Academic

Efficient organization is crucial in academia. We help streamline your research into a coherent, actionable plan, connecting ideas while discarding irrelevant notes. Our method simplifies research and note-taking into digestible steps, boosting your confidence. We discuss organisation strategies, note-taking techniques, and research methods, with options for filmed sessions and progress reports.

Life learners

We support diverse learners: teens (15-18) with tailored tutoring for academics, and older adults with patient guidance in technology. Our personalized approach meets unique needs, whether mastering software or revisiting academics process. We track progress through filmed sessions and detailed reports, empowering learning at any age.

What Is

The Process?

1. BIGGER PICTURE

Listen to the learner: the process of their journey and the areas that cause them issues. At this point I give the "overview and then break this approach into manageable chunks. Some learners aim at a couple areas and then return, others want the whole years."

2. SUGGESTIONS

Different methods for tackling the session should including a mix of shorter segments, instructions, feedback, and reflection as we progress.

3. EASY WINS

Introduce to explore technology when needed. Progress, Questions I will advance with daily topics to create a plan that integrates with your daily routine.

4. OPTIONS

Aside from your extended bathroom you may see time to explore the Microsoft, Apple, Grammarly apps and plugins that are used to explore these and make an informed choice. This may be over a period of time.

5. REPEAT AND REVIEW

Everyone has their own speed. The sessions aim to your own pace and can be every week, every two weeks, whatever works and feels comfortable.

6. EXPLORE AND TRY

The sessions provide an opportunity to assess options, even if some may not be successful. Many participants have mentioned this the sessions offer: balance being too many things. However why let others tell us what the choice.

7. FINE TUNE Q/A

The sessions will seek time to organize notes and manage tasks using systems from Google, Apple, Microsoft and other apps that: to help balance work, home life, and interests.

8. REVIEW AREAS

The review serves to assess your accomplishments, identifying what's new, emails, mistakes or challenges and progress areas. I'm able to reassess or review tasks that may have new demands or another - manageable tasks that may can do easily, understand to how areas, you can repeat.

2006-2007 Orpington College:

City & Guilds Level 4 in Literacy Specialism.

2000 - 2001 West Anglia College:

Diploma in Outdoor Studies.

1998 - 1999, Goldsmiths University:

PGCE in Art and Design.

1995 - 1997, Central Saint Martins:

Postgraduate in Illustration.

1992 - 1995, Westminster University:

BA Hons in Illustration 1st.

Education

Other Qualifications

Associate

2021-2023 Level 5 Study Support:

Analysed assessments and cognitive profiles; researched SpLD definitions. Evaluated two adult learning theories for SpLD students in FE/HE.

2018-present AT Trainer

Qualification DnA applying CPD on the AT applications / Development days.

2003-06 - 2005-06 Camp Hill Communities Adult Communities Course, Aberdeen,

2004-06 Edinburgh:

Waldorf School Teacher Training.

Associate Trainer for Access to Work clients. Developed personalized learning strategies in various work sectors education, law enforcement, NHS and private.

Neurobox, Cambridge Sep 2022 - Present,

Associate Trainer clients with Disability Student Allowance awards. Exploring strategies using various assistive technologies.

Diversity and Ability, Brighton 2018-2025

Qualifications

The use of Conversation and reflection in learning technology

Associate AT Trainer- for DSA and AtW

Diversity And Ability, Brighton, Sussex 2018-2025

Neurobox, Cambridge 2022-present

Technology Support for Diverse Learners (7+ years): Supported postgraduates and adults in access-to-work programs by involving them in choosing and adapting tools. Through conversation and exploring options together, I help people find mind-mapping, reading aids, and platforms that fit their strengths and workflow.

Working in Garvald with SEN and Challenging Behaviours

Community Key Worker

At Garvald, West Linton, I supported adults with profound learning difficulties and challenging behaviors, living and working alongside them. Guided by Rudolf Steiner principles, I contributed to resident care, community events, and workshops. . Working with non-verbal adults challenged my assumptions and deepened my perspective on communication and routines.

Use of Open play in learning

Coordinator of ESOL volunteers-IYAS

Coordinated ESOL volunteer projects (1991-1999), creating immersive summer play environments for children aged 5-10, fostering creativity, risk-taking, and confidence through diverse, informal activities.

Collaborated effectively with international volunteers, promoting shared decision-making.

Further Education Colleges

Lecturer in FS English GCSE
Hertford Regional College
Cambridge Regional College
New College, Swindon

At Swindon FE, Cambridge Regional, and Hertford Regional colleges,

I helped students labeled as failures rebuild confidence by using familiar literacy materials—job apps, song lyrics, sports reports—challenging their self-perception.

My multisensory, story-driven approach engaged disconnected students, enabling them to find their voices beyond grades and reframe their identity as learners.

Working Outside Mainstream Education

1:1/ Class Tutor SEN Maternity Cover

1:1 tutor NTA Dean Row, Wilmslow

Adult tutor,Castle Hill, Cambridgeshire

Experienced outside mainstream education: piloted movement-based IPC approach for SEN at Ivel Valley School; Re-engaged struggling students. Provided 1:1 tutoring in NTA Dean Row, Wilmslow, and Castle Hill, Cambridgeshire, including adult literacy and vocational programs. Supported Key Stage 1 SEN learners and assisted students with A-level coursework.

My Journey as an Outdoor Instructor

Outdoor Instructor

Led outdoor activities at Scottish Centres, from primary school teamwork to shipbuilders, to build self-esteem and collaboration

. Developed strong problem-solving and communication skills, tailoring approaches to diverse participants. Fostered risk-taking and interactive learning in dynamic, engaging environments.

Learning in Varied Contexts: A Professional Overview

David Manuell Educational Support

At David Manuell Educational Support, I take a learner-centred approach, helping individuals navigate technology with confidence. My services are tailored for students, professionals, and lifelong learners, ensuring a supportive and practical learning experience.

From Personal Challenge to Professional Practice

During my PGCE in Art and Design in the 1990s, I was diagnosed with dyslexia and left to figure things out on my own. Being open about my neurodiversity exposed me to both positive support and negative judgements. I found learning from experience the only way I could process lesson planning and schemes of work. At that time there was none of the information on the stress, paranoia or other issues around being dyslexic.

By 2010, when Access to Work provided assistive technology training, I endured a rigid, context-free experience where the trainer politely lectured whilst discouraging questions—showing me exactly what support should never be. I realised in the first five minutes that this equipment and lack of strategies made these sessions stay in the room.

When I started delivering assistive technology training myself, I had to revisit issues from my past. I didn't become fully confident until about five years later when I recognised how my ADHD and autism affected my daily decisions and planning. During my Mountain Leader training, I remember mentioning how people make mistakes with maps and get lost. Sometimes training feels the same way—we don't have a visible map to follow. That's why I always build in time between sessions and focus on working with people's strengths.

My job experience has been in a range of diverse sectors—from supporting non-verbal residents at Garvald to creating specialised NEETS programmes at New College Swindon. Like my neurodivergent thinking, it's not linear but connected by communication and authentic engagement. I've learnt to use my strengths—listening, humour, connecting with people—rather than forcing myself into standard workflows.

This approach and experience has enabled me to work effectively later on with technology.

One example was with an NHS team leader who was exploring technology for their neurodiversity but also in how they could improve their website and resources for the team and SEN clients. In one session, we worked with mind maps and PECs which flowed into resources for a unit supporting outpatients with learning disabilities. We used these tools to communicate routines and timetables that my client could share with their colleagues—creating systems that worked for both NHS providers and the people they serve.

Transforming Support Through Lived Experience

As someone navigating dyslexia, ADHD, and autism, I understand having a fast-moving mind alongside slower executive function. This unique perspective informs my approach to assistive technology training—I am aware nothing is straightforward and that you need to approach the whole person.

For example, when working with a foreman technician at a boat yard we reviewed the technology he had been awarded to read out aloud. As the session progressed we covered other issues such as responding to emails. Although the process covered the reading element it hadn't covered his issues with writing, we explored voice-to-text options that not only helped him at work but empowered him to respond to letters from his son's school.

A holistic approach is needed in creating impact beyond the workplace as these challenges face an individual beyond the work hours. I build reflective time between sessions, encouraging clients to question whether tools actually help or just add complexity. Technology should solve problems, not create new ones.

Bridge-Building Across Systems

In roles like the "Return to Work" programme at Castle Hill and my work with NHS professionals, I've connected institutions that rarely collaborate—from employment offices to healthcare services and education to management. It's noting that one framework does not fit all situations. This can range from low-tech approaches like creating a magazine at Garvald that gave residents a voice.

The Zine is such a simple but effective way of putting ideas together that I use the eight page magazine as a way of getting clients to edit and interact with creating content for a website as working with a flat screen was not working. In communicating to a team by using transcription tools and mind maps it allowed the head of an organisation share best practices of risk assessments.

Empowering Personalised Training

Rather than relying solely on government programmes like Disability Student Allowance or Access to Work, I help people explore innovative options tailored to their individual goals. My approach to digital inclusion isn't just about access but about creating a personal toolbox of strategies for different situations. I adapt technology to people, not the other way around.

I believe in conversations over checklists. Rather than following rigid systems that may not serve individual needs, I focus on building meaningful relationships between people and technology that actually enhances their work and life.

A debate rages between celebrating neurodiversity and critics claiming it's overdone. Emotions dominate, overshadowing crucial reforms often dismissed as wasteful, while data and individual needs are overlooked.

I believe in methods that move beyond medical bias—not just to celebrate, but to take a practical approach to dealing with issues through small steps. I give people space to explore better daily habits, particularly those who might otherwise remain "under the radar."

I also work with companies to make their websites more accessible—ensuring clarity not just for specific groups but for everyone. Rather than following trends or ideologies, I focus on creating systems that actually work for diverse ways of thinking and learning.