MANAS Learning

 Here's a radical thought: What if dyslexia isn't broken? What if the world is? When 20% of the population has dyslexia, when you add specific learning disabilities, ADHD, autism, and other neurodivergent conditions and the number reaches nearly 30% of humanity—almost one in three people—we need to ask ourselves a fundamental question: At what point does "different" stop being a disability and start being simply... human diversity? The Numbers That Should Change Everything Let's sit with these statistics for a moment: 15-20% have dyslexia 5-10% have ADHD 1-2% have autism 5-15% have other specific learning differences Add anxiety, sensory processing differences, and other neurodivergent traits, and we're approaching 30% of the global population That's not a fringe group. That's not a small minority needing accommodation. That's nearly one-third of humanity. When nearly a third of all humans process information differently, perhaps it...

 As a teacher , you're often the first person to notice when a child is struggling with reading and writing. While bright and engaged in other areas, some students face persistent challenges with literacy that go beyond typical learning curves. These students may have dyslexia—a common learning difference that affects up to 20% of the population. Early identification is crucial. The sooner dyslexia is recognized, the sooner effective interventions can begin, giving students the support they need to thrive academically and emotionally. This guide will help you recognize the signs of dyslexia in your classroom and take appropriate next steps. Understanding Dyslexia: What Teachers Need to Know What Is Dyslexia? Dyslexia is a specific learning disability that primarily affects reading, spelling, and writing. It's neurological in origin and occurs across all levels of intelligence. Students with dyslexia have difficulty processing phonological information—the relationship betwe...

 Children with autism spectrum disorder (ASD) may engage in various self-stimulatory behaviours, including touching private parts or repetitive physical movements. Understanding why these behaviours occur and how to support children appropriately is essential for parents, caregivers, and educators.  Why These Behaviours Occur   Sensory Seeking and Self-Regulation: Children with autism often experience sensory processing differences. Touching or repetitive movements may provide calming sensory input that helps them regulate their nervous system, especially during times of stress, overstimulation, or transition.  Lack of Awareness About Social Norms. Many children with autism benefit from explicit teaching about social expectations, including privacy and appropriate public versus private behaviours. What may seem obvious to neurotypical children often needs to be directly taught.  Physical Discomfort or Medical Issues Sometimes these behaviours indicate g...

When a child with autism touches their private parts, the room often goes silent. Adults freeze. Panic sets in. But what if we told you that your response should be as calm and matter-of-fact as when your child says, "My tummy hurts"? The way we react in these moments shapes not only our child's understanding of their body but also their sense of safety, dignity, and self-worth. The Stigma We Need to Address The Uncomfortable Truth Society has wrapped sexuality, bodies, and private parts in layers of shame, embarrassment, and taboo. When a child with autism—who may not understand these unspoken social rules—touches themselves, adults often respond with: Visible shock or horror Loud reprimands or scolding Physical intervention (grabbing hands away) Whispered conversations and uncomfortable glances Isolation or punishment Why This Response Is Harmful These reactions teach children that: Their body is shameful Their needs are wrong They cannot trust adults t...