Claire

My first employment in Special Educational Needs (SEN) was in 2003 when I signed up to a Summer Camp in America for adults with special needs. After completing my 3 month contract, I returned to the UK seeking a job in a similar field which is when I became a teaching assistant in a local special school.

Whilst in this role, I was encouraged to follow a path into teaching, which I did over a seven year period, re-taking my GCSE maths, completing an undergraduate degree before doing a PGCE in Secondary drama - all whilst continuing to work part time as a teaching assistant / support worker.

Despite my PGCE being based in mainstream schools, my heart has always been in SEN, so before completing the course, I secured a job at a special school in Hammersmith, becoming a teacher of a primary class with Profound and Multiple Learning Difficulties (PMLD) the following September (2010).

In 2011, I was asked to return to my initial school employment as the class teacher of a specialist provision which is where I have been ever since, working with and supporting more complex needs. In that time I have been part of two new build relocations, had increased responsibilities and have become the Autism lead across our multi-academy trust.

In addition, I have worked on summer schemes for young people with learning difficulties in school holidays, worked at SEN youth groups, and continue to provide occasional 1:1 care for a family I have been supporting since 2006.

The foundations of my career have given me the tools for working creatively and flexibly, and have provided experience in both academic and sensory curriculums.

One of my favourite quotes is 'Everybody is a genius. But if you judge a fish by its ability to climb a tree, it will live its whole life believing that it is stupid." and I feel this is how I approach SEN teaching.

There are curriculums that give guidance and there are qualifications that give grades, but sometimes those pathways can be restrictive for alternative thinkers and learners. A large part of what I have been doing throughout my career has involved taking the strengths that already exist for an individual, and developing these to carve a bespoke path to success.

I feel communication, engagement and independence are key skills for life beyond the classroom, as well as building self-esteem and having a sense of purpose.

Strategies I regularly use include visuals, practical resources, storytelling, books, film, video clips (pre-existing and self-made), puppets, songs, Makaton, ALDs, Maths Mastery, Attention Autism and anticipation and engagement activities which are worked into familiar structures.

I am also experienced with de-escalation strategies where situations can become overwhelming.

In addition, I am familiar with the TEACCH Autism programme which promotes celebrating strengths and creating predictable environments for developing independence.