Physical As Anything

Physical as is written for teachers, schools, healthcare professionals, students and families.

What makes this resource so valuable?

It is endorsed by the NSW Department of Education and Communities and NSW Health.
It provides detailed descriptions of more than 50 conditions affecting school-aged children and young people. Importantly, it also describes the educational implications of each condition. All contributors are acknowledged as experts in their fields.

You will find information on:
Medical, developmental, psychological conditions of childhood and adolescence
Implications of each condition for a student’s education
Resources for teachers to assist in providing effective support to these students.



The world needs all kinds of minds

“The world needs different kinds of minds to work together.”

“You gotta show kids interesting stuff.”

“Use that fixation in order to motivate that kid.”

Just a couple of the insights in this fascinating talk.

Temple Grandin, diagnosed with autism as a child, talks about how her mind works — sharing her ability to “think in pictures,” which helps her solve problems that neurotypical brains might miss. She makes the case that the world needs people on the autism spectrum: visual thinkers, pattern thinkers, verbal thinkers, and all kinds of smart geeky kids.

Inclusive Language

Inclusive language is an important component of inclusive education. Using and encouraging inclusive language in your classroom will result in open and respectful communication between the students and the teacher, and with each other.

This Inclusive Language article on the Monash University website is a fantastic resource outlining reasons for and examples of inclusive language, relating to race, gender and disability.

Another lovely piece of inspiration from one of my favourite blogs, Humans of New York. A wonderful example of Universal Design for Learning.


“If a child isn’t proficient in reading by 3rd grade, their HS dropout rate is 4x higher. So I’m trying to develop a system to help blind children develop literacy as soon as possible. If you think about it, books for young children are picture-driven, with very few words per page. So it’s tough for blind kids to really participate. So we recommend pre-reading activities to build the scene before the story begins. If you’re reading Goldilocks for example, take the child to the kitchen first, allow them to feel where the scene is going to be set. If the story is about a lamb, get a fluffy towel, so they can feel what a lamb looks like. It’s all about making the reading process as experiential as possible, so blind children can place themselves in the story without the aid of pictures.”