The “Manus” Change

Our Students and the “Manus Culture”

Our students come from a rich cultural background and are supported within the community with cultures of acceptance, encouragement, and love. We believe that each student has special gifts and talents that, while inter-related, cannot be overlooked or separated. Students who have been given the tools to explore their gifts and talents without judgment, can go on to create significant changes and contributions to their communities.

Manus Academy strives to give each student the chance to reach his/her potential within a safe and caring environment where they can enjoy their accomplishments and have fun. We embrace the unique concept of: building a school from the collective imagination of dedicated educators and students; equipping teachers with the expert knowledge and skills needed to collaboratively improve the academic and social success of students; and equipping students with the skills, experiences and inspiration needed to become comprehensive, self-sufficient contributors and global leaders.

Research has demonstrated that students placed in poverty have lower academic achievement than their wealthier counterparts. Although there are no studies pertaining to the relationship between poverty and academic success, it is a well recognized fact that children who are raised in poverty are more likely to remain in lower income levels throughout their lifespans.

The “Manus”

The “manus” is a reference to the classroom. Although the classroom settings differ from child to child, generally the environment includes the same elements. For example, students who have limited English proficiency, are enrolled in special education, or qualify as being in a low-income school are more likely to have limited social interaction with the general public.

The general public has the understanding and stereotypes that are attached to being a child with a learning disability or special need.

The “manus” changes the focus of the classroom. remain open to all-the students can participate in general discussions and have open opportunities for enrichment and self-emplification. Use suggestions and tools that specialize on the needs of special-needs students to broaden their social interactions and to enhance their self-esteem. The more a “manus” child knows about people different from himself or herself, the more likely he/she will feel comfortable socially.

The “manus” change the focus of the classroom. activities that are based around the needs of special-needs students will likely include assistive technology products and systems that address communication challenges and otherkinesthetic issues. Use tools to disengage from technology tasks. this may take the form of designing or in-class instruction or software stimulation.

The “manus” approach to social interaction and the “be-active” approach to instruction will effectively engage students and help them achieves exceptional results.

The “manus” affect the environment. This change and opportunity will impact the environments of special-needs classrooms. The “manus” challenge will provide unique opportunities for encouragement and support that will support students in achieving at their highest levels.


The “manus” change will impact student achievement by decreased competition and the increased support that students will receive, thus left unchallenged. The low expectations of success and the challenge posed by the environmental factors will minimize the amount of disruption to the social environment. The end result will be positive change and meaningful learning that addresses the unique and challenging nature of the concepts and skills presented with varying levels of complexity. Independent private schools have significant impact on society by promoting excellence just as much as they promote diversity.