Notice the mismatch
Look across discussion, problem solving, written work, timed tasks and the learning environment. A weak answer can have more than one cause.
Cognitive Access Limited
Make thinking visible.
Some children show a striking gap between the thinking they can demonstrate in conversation or problem solving and the work they produce through the usual classroom route. We are developing a practical way for schools to notice that gap, understand it and test what helps.
The starting point
Keep the intellectual challenge. Remove the barrier.
Try different routes
Let the child experience and compare ways into the same demanding task. Ask what is easier to understand and less tiring. Teach the knowledge and skills they still need.
Check and share
The teacher checks learning and independence. Together, the child and adults identify what works, adapt support and help the child explain their own thinking.
What we are developing
Clearer practice, tested in schools.
Our evidence-informed working paper brings together research, lived experience and questions from classrooms. We want to work with schools and independent researchers on a small feasibility study, then create usable reports, demonstrations and training from what we learn.
The complete approach has not yet been independently validated. We will report what helps, what does not, and where the idea needs to change.
Research and evidence ↗Founding partners
Help us put this to a fair test.
We are seeking schools, researchers, dyslexia organisations and sponsors to help shape and fund the school research programme. Partners can contribute expertise, a setting for a carefully designed pilot, independent evaluation or funding. We are also interested in how the same access questions apply to AI tools and organisations.
Meet the founders and partnership aims