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.

2000 - 2001, West Anglia College: Diploma in Outdoor Studies

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

For seven years, I've used technology to support diverse learners, including postgraduates and adults in access to work programs.

Rather than simply demonstrating tools, I involve learners in the process, showing how their strenghts in mind-mapping, reading aids, and integrated platforms can be tailored to their needs.

By engaging learners in the various elements of technology, I have shown them different options to support their educational and professional goals. This approach fosters independence and empowers them to take control of their learning

Working in Garvald with SEN and Challenging Behaviours

Community Key Worker

My time at Garvald, West Linton, was a transformative period in my career. As a keyworker living and working alongside for adults with profound learning difficulties and challenging behaviours.

Based upon the principles of Rudolf Steiner to support resident care, community celebrations, and workshops. The holistic approach of living alongside the residents in a community setting allowed me to develop a deeper understanding of their needs.

By incorporating a range of activities and maintaining a consistent routine, we created an environment that fostered better communication and a stronger sense of community. Working with non-verbal adults with profound learning difficulties deepened my understanding of communication and challenge my assumptions toward the daily routines and also expectations.

Use of Open play in learning

Coordinator of ESOL volunteers-IYAS

"From 1991 to 1999, I coordinated ESOL volunteers in immersive projects across various village play schemes, fostering creativity and learning skills among children aged five to ten. We designed diverse play areas, allowing children to freely engage in activities during the summer months

. It enabled me to understand the significance of risk-taking and informal environments in the development of skills and confidence related to crafts, games, and materials.

The International volunteer brought their own values and views which made the session and the day the day decision a colaborative experience for everyone involved

Further Education Colleges

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

Across Swindon FE, Cambridge Regional College, and Hertford Regional College, I worked with students carrying the weight of the "failure" label through multiple resits. Using literacy materials from their daily lives—job applications, song lyrics, sports reports—I challenged how they saw themselves as learners.

The multisensory approach connected with students who had disconnected from traditional methods. Through storytelling and relevant examples, previously silent students found their voices. This was about framing themselves outside the grades and sets and changing how they saw themselves and rebuilding self confidence.

Working Outside Mainstream Education

1:1/ Class Tutor SEN Maternity Cover

1:1 tutor NTA Dean Row, Wilmslow

Adult tutor,Castle Hill, Cambridgeshire.

(SEN) teacher, Key Stage 1 (9-11 years)

Beyond mainstream education, I piloted a movement-based approach within the IPC curriculum for SEN students at Ivel Valley School. This hands-on method re-engaged children who struggled in traditional settings.

AS 1:1 tutor I worked closely with two students into engaging with cooking and completing work within the A-level curriculuim.

As an adult tutor at Castle Hill, Cambridgeshire, I facilitated the "Return to Work" program, helping learners gain qualifications and develop essential literacy skills, focusing on those who had been disenfranchised.

My Journey as an Outdoor Instructor

Outdoor Instructor

My journey as an outdoor instructor at Scottish Centres, where I worked with primary school students to team building with shipbuilders.

It involved organizing and leading various outdoor activities aimed at building self-esteem and fostering group collaboration. I learned the importance of problem-solving and effective communication in an outdoor context.

These experiences taught me how to adapt my communication methods. Outdoor studies provided a unique platform for fostering risk-taking and interactive learning, allowing individuals of all ages to challenge themselves in a dynamic and engaging environment, much like the open play

Learning in Varied Contexts: A Professional Overview

At David Manuell Educational Support, I take a learner-centered 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 judgments. By 2010, when Access to Work provided assistive technology training, I endured a rigid, context-free experience where the trainer politely lectured while discouraging questions—showing me exactly what support should never be.

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 recognized 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 arange diverse sectors—from supporting non-verbal residents at Garvald to creating specialized NEETS programs at New College Swindon. Like my neurodivergent thinking, it's not linear but connected by communication and authentic engagement. I've learned to use my strengths—listening, humor, connecting with people—rather than forcing myself into standard workflows.This approach and expereince has enabled me to work effectively later on with Technology . One example was with a NHS team leadr who was exploring technology for their neurodiversity but also in how they could improve their website and resources fro the team and ,SEN clients,. In one session, we worked with mind maps and PECs which follow 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 review the technologyhe had been awarded to read out aloud.As the session progressed we covered other issues such 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 scho. A holistic approach is need in creating impact beyond the workplace as these cahllenges face and individual beyon d 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" program 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 noting that one framework does not it 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 thay I use the eight page magazine as a way of getting client to edit and intereact 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 Personalized Training

Rather than relying solely on government programs 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.

I believe in methods that move beyond medical bias to celebrate people 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. By challenging the status quo and embracing openness, we can create systems that truly support diverse ways of thinking and learning.