With over 10 years of experience as a qualified teacher, I have worked in both mainstream and specialist provisions, where my passion for supporting neurodivergent students has driven me to specialise in working with students with special educational needs and become a Middle Leader within this setting. My journey as a specialist SEN teacher has been shaped by my unwavering commitment to providing each student with the tools and support they need to thrive. As a specialist tutor, my goal is to help students not only access the curriculum but also develop the confidence and skills they need to become independent learners. I strive to make a positive and lasting impact on each student’s educational experience, empowering them to reach their full potential.
- Supporting students with Communication and Interaction difficulties:
I have extensive experience supporting learners with communication and interaction difficulties, including those with Autism Spectrum Condition (ASC), Attention Deficit Hyperactivity Disorder (ADHD), and associated challenges with speech and language. Over the years, I have developed a robust skill set in using tailored strategies to meet the unique needs of each student. These strategies include visual supports, timetables, and social stories, all designed to help students better navigate their learning environments and the world around them.
Collaboration with Speech and Language Therapists has played a pivotal role in enhancing my ability to support learners with speech and language difficulties. By working alongside specialists, I have developed a wide range of tools and resources, including basic Makaton, visual cues, and intensive interaction methods to support non-verbal students. These resources enable me to create individualized approaches that empower students to communicate and engage effectively.
One of my core strengths lies in my ability to leverage these strategies to not only help students develop essential social skills but also to build their confidence in interacting with others. I recognise the importance of understanding and connecting with each student’s unique interests. By incorporating these special interests into the learning process, I create a sense of ownership, relevance, and enjoyment in their educational journey. This, in turn, fosters an environment where learning feels meaningful and engaging.
- Supporting students with Cognition and Learning difficulties:
I also have a wealth of experience in creating and using a variety of visuals and resources to support students with diverse learning difficulties, including dyslexia, dyscalculia, memory and processing difficulties, retention challenges, and global developmental delay. My approach is rooted in a deep understanding of the individual needs of each student and the importance of scaffolding learning to ensure that all students can access and retain information.
Over the years, I have developed and implemented strategies that reduce cognitive load, build on prior knowledge, and help students retain and revise key concepts. I constantly engage in research and self-reflection to enhance my practice and ensure that I am providing the most effective support. I am committed to adaptive teaching, ensuring that my lesson planning is flexible and responsive to the abilities of all my students.
In addition to my teaching practice, I have led and organised interventions tailored to meet the specific needs of students, ensuring that they receive the targeted support required to succeed. My experience in these areas has reinforced the importance of personalised and student-centered approaches to learning, and I am passionate about making a positive impact on every student’s educational journey.
- Supporting students with Social, Emotional and Mental Health difficulties:
Throughout my career, I have developed a deep understanding of the interconnectedness between social, emotional, and mental health and how these challenges can manifest in various forms. I believe that building trusted, nurturing relationships grounded in mutual respect and clear, consistent boundaries is fundamental in supporting individuals facing these difficulties. I have had the privilege of working closely with students who have a range of emotional and psychological needs, including attachment difficulties, anxiety, Oppositional Defiant Disorder (ODD), Pathological Demand Avoidance (PDA), Obsessive Compulsive Disorder (OCD), and Pediatric Autoimmune Neuropsychiatric Disorders Associated with Streptococcus (PANDAS).
To enhance my ability to support these students, I have actively pursued further education and training in mental health and wellbeing. I have completed courses such as Suicide Prevention Training and Mental Health First Aid, which have equipped me with the skills to recognise early signs of distress and provide appropriate interventions. Additionally, I have undertaken online training in the Thrive approach, learning about the neuroscience that underpins its principles and how it supports young people’s emotional development through meaningful relationships.
I have been able to apply these learnings directly in my work, tailoring my approach to meet the specific needs of each student. I also recognize the importance of regular check-ins and have found tools like the Zones of Regulation to be incredibly useful in gauging students’ readiness to learn. By using these strategies, I am better able to create an environment that fosters emotional safety and promotes positive engagement.
In addition to this, I have completed training in online safety and PROACT-SCIPr-UK, which has provided me with a solid foundation in proactive and consistent approaches to behavior management. These skills are crucial in ensuring that I am prepared to respond effectively to a range of situations while maintaining the dignity and well-being of the individuals I work with.
- Supporting students with sensory and physical difficulties:
I have always been passionate about making education accessible for all students, regardless of the challenges they face. Over the years, I’ve had the privilege of working with students who have a range of sensory and physical challenges, including hypermobility, dyspraxia, severe learning difficulties, medical needs, and sensory processing difficulties. This experience has deepened my commitment to providing tailored support that empowers students to overcome barriers to their learning.
I’ve worked closely alongside Occupational Therapists, nurses, and other specialists to create an environment where every student can thrive. I have gained a solid understanding of how to tailor learning experiences to meet individual needs, from using specialised PECs (Picture Exchange Communication) equipment to integrating sensory play activities. I have also supported students using tools and strategies specifically designed for those with dyspraxia or other fine and gross motor difficulties, such as adapted classroom materials and assistive technology.
My approach to education goes beyond the classroom. I am experienced in manual handling and toileting procedures, ensuring students’ basic needs are met with dignity and respect. By focusing on these foundational needs, I ensure that each student is in the best possible state to engage in learning.
In conclusion, I am committed to continuously developing my skills to create the best learning environment for each student. By reflecting on my practices and adapting to individual needs, I aim to foster an inclusive and effective classroom. Completing a 120-hour TEFL course has also equipped me to support students with English as an additional language, enhancing my ability to teach diverse learners.
I believe in providing a positive and supportive environment where all students can thrive, and I am dedicated to helping them reach their full potential.
