Effy

My experience supporting young people with SEN:

I am a qualified Special Educational Needs (SEN) teacher with QTS and over 11 years of experience supporting children and young people with a wide range of special educational needs. Throughout my career, I have worked across primary, secondary and further education settings in England, Scotland and Greece. My main area of specialisation is autism, particularly working with children and young people who have complex support needs, including moderate, severe and profound learning disabilities, communication difficulties, sensory processing differences and emotional and behavioural needs. I have also supported learners with ADHD, developmental delays, working memory difficulties and executive functioning challenges. I hold two Master's degrees, one in Special Educational Needs and another in Autism, and I am currently undertaking a PhD in Psychology at City, University of London. My doctoral research focuses on emotional self-awareness in autistic children with complex support needs. This area of research is particularly important to me because it connects closely with my teaching experience and my interest in understanding how autistic children experience, recognise and communicate their emotions.

My specialist experience supporting children and young people with profound and multiple learning disabilities (PMLD):

Throughout my teaching career, I have supported children and young people with severe and profound learning disabilities, including learners with complex communication, sensory and physical support needs. My experience has taught me that it is important to understand each child as an individual and recognise that progress can look very different from one learner to another. For a child working at the earliest developmental levels, turning towards a familiar sound, showing interest in an activity, smiling or making a vocalisation may be a meaningful response.

I have experience using Intensive Interaction, sensory-based activities, music and repetition to encourage engagement and create opportunities for early communication. I pay close attention to facial expressions, movements, changes in alertness and other subtle responses, particularly when working with children who do not communicate through speech. I take time to learn what each child enjoys, introduce activities gradually and allow them enough time to respond. I also believe it is essential to work closely with families, carers and other professionals to make sure that learning activities are appropriate for the child's physical, sensory and communication needs. My aim is to help each learner feel secure, enjoy their sessions and participate in meaningful learning at their own pace.

My specialist experience working with students with SEN to develop trusting and meaningful relationships:

Building a positive relationship with my students is one of the most important aspects of my teaching. Before expecting a child to engage in learning, I believe it is essential to help them feel comfortable, understood and confident. I take time to learn about my students' interests, favourite activities, preferences and the situations they may find difficult. I also pay close attention to how they communicate, particularly when working with children who have limited spoken language. I have found that consistency, patience and a genuine interest in the individual can make a significant difference to their willingness to participate. I always try to recognise and celebrate progress, even when it involves something that may appear small to others. For a child with complex support needs, making a choice independently, requesting help or completing an unfamiliar activity can represent a very important achievement. I want my students to feel proud of their progress and to know that their efforts are recognised and valued.

My specialist experience teaching young people with speech and language needs:

I have considerable experience supporting children and young people with receptive and expressive language difficulties, including students who use limited spoken language or communicate without speech. I have worked with learners who experience difficulties understanding instructions, expressing their needs, developing vocabulary and using language meaningfully in everyday situations. My teaching incorporates simplified language, visual symbols, objects of reference, modelling, repetition and opportunities for functional communication. I also use Makaton and other visual communication supports where appropriate. I understand the importance of allowing students sufficient processing time and avoiding overwhelming them with lengthy verbal instructions. For learners with hearing difficulties or additional auditory processing needs, I place particular emphasis on clear visual information, checking understanding and adapting the pace of communication. My main aim is to help students develop effective ways of expressing themselves and understanding the world around them.

My experience teaching young people with sensory processing difficulties:

Sensory processing difficulties are an important consideration in my teaching, particularly when supporting autistic learners with complex needs. I have worked with students who experience hypersensitivity or hyposensitivity to sounds, textures, movement, visual information and other sensory experiences. I understand that sensory differences can have a considerable impact on attention, emotional regulation, communication and the ability to participate in learning. For example, a student who is overwhelmed by background noise may find it extremely difficult to concentrate on verbal instructions, while another student may need movement or additional sensory input to remain engaged. I therefore adapt the learning environment and the activities I provide according to each student's sensory profile. This may involve reducing distractions, adjusting the presentation of resources, providing movement breaks or using a low-arousal approach. I have also worked closely with Occupational Therapists to implement individualised sensory strategies. I consider sensory needs an essential part of planning effective teaching rather than something that should be addressed separately from learning.

My specialist experience providing fun and engaging sessions to inspire a love of learning:

I strongly believe that learning should be enjoyable and meaningful, particularly for children who may find traditional teaching approaches difficult or overwhelming. One of the first things I try to discover about a new student is what they enjoy. Some students are particularly interested in music, cartoons, animals, technology, specific characters or other favourite topics. I use these interests wherever possible to introduce new learning activities and encourage engagement. My lessons may incorporate interactive games, puzzles, storytelling, music, visual activities and practical tasks, depending on the student's abilities and preferences. I also recognise that some learners benefit from short activities and frequent changes of pace, while others need greater consistency and repetition. I adapt my sessions accordingly and aim to make learning something that students look forward to rather than something they feel pressured to complete.

My experience working collaboratively with families and multidisciplinary professionals:

Throughout my career, I have worked closely with families and professionals, including Speech and Language Therapists, Occupational Therapists, Physiotherapists and other specialist practitioners. I believe that good communication between everyone involved in a young person's education is essential, particularly when supporting students with complex needs. I value the knowledge that parents and carers have about their children and recognise the importance of understanding what works well for the student outside educational sessions. I have experience developing and implementing individualised learning plans, reviewing Education, Health and Care Plan (EHCP) outcomes, monitoring progress and adapting teaching strategies in response to students' changing needs. My aim is to ensure that the support I provide is consistent, meaningful and focused on helping each student make progress in the areas that matter most to each individual child.

My specialist experience providing individualised SEN provision:

Over the years, I have developed a strong understanding of how to plan and deliver teaching for learners with very different abilities, developmental profiles and educational needs. I have received training in specialist approaches including SCERTS (Social Communication, Emotional Regulation and Transactional Support), TEACCH, Intensive Interaction, Applied Behaviour Analysis (ABA) and Positive Behaviour Support (PBS). I also have experience using Makaton, visual communication systems, structured teaching approaches and de-escalation strategies. I believe that understanding the individual learner is far more important than following one particular teaching method. For this reason, I adapt the strategies and resources I use according to each student's communication skills, sensory preferences, learning abilities and emotional needs. My lessons often incorporate visual timetables, Now and Next boards, choice boards, modelling, repetition and structured activities to help students understand what is expected of them and participate with greater confidence.

My specialist experience working with autistic young people (ASC):

Working with autistic children and young people has been the main focus of my professional career. I have supported students with a wide range of abilities, including those who have significant learning disabilities, limited or non-speaking communication, difficulties with emotional regulation and complex sensory needs. My experience has taught me that every autistic learner is different, and what works particularly well for one student may not be appropriate for another. I therefore spend time understanding each student's strengths, interests, preferences and areas of difficulty before planning their learning activities. I regularly use visual supports, structured routines, social stories and clear instructions to make learning more accessible. I also recognise that autistic students may need additional time to process information, prepare for transitions or recover from sensory and emotional demands. I aim to create an environment where students feel comfortable, know what to expect and are encouraged to develop their skills at their own pace.

My skills and experience supporting students to develop their independence:

Supporting students to become more independent has always been an important part of my teaching. I believe that independence looks different for every learner and that progress should be measured according to the individual's abilities and needs. For some students, independence may involve organising their work or completing academic tasks with less support. For others, it may involve making a choice, communicating a preference, requesting a break or participating in a familiar daily routine. I use visual sequences, modelling, structured practice and gradual reduction of adult prompting to help students develop these skills. I also encourage students to make meaningful choices and take an active role in their own learning. My aim is to help them develop greater confidence and autonomy in ways that are relevant to their everyday lives.

My experience working with young people to boost their confidence and self-esteem:

I believe that confidence plays a very important role in a student's willingness to learn and try new activities. Many children with SEN have experienced difficulties with academic tasks and may become reluctant to participate because they are worried about making mistakes or not being able to complete an activity. I aim to create a supportive learning environment where students feel comfortable asking for help, exploring new ideas and progressing at their own pace. I set realistic but appropriately challenging goals and make sure that students have regular opportunities to experience success. I also provide positive and constructive feedback, helping students recognise what they have achieved and what they can work towards next. I want my students to develop confidence not only in their academic abilities but also in their communication, decision-making and everyday independence.

My experience teaching English including phonics:

I have extensive experience teaching English, phonics, reading, writing and functional literacy to children and young people with a wide range of learning abilities. I have supported students who are working significantly below age-related expectations and who require highly differentiated teaching to develop their early literacy skills. My approach involves assessing what the student can already do and building on those skills through carefully structured activities. I use visual resources, modelling, repetition, multisensory activities and familiar vocabulary to support phonological awareness, letter recognition, decoding, reading comprehension and written communication. I also make use of students' interests when selecting reading materials or planning writing activities. For example, incorporating a favourite character, topic or activity can make reading and writing much more meaningful for a student who may otherwise struggle to engage. I place particular importance on functional literacy, helping students recognise and use words and written information that are relevant to their everyday lives.

My experience teaching Maths:

Throughout my teaching career, I have supported students with a wide range of mathematical abilities, from early number recognition and counting to more complex mathematical concepts and problem-solving. I understand that many learners with SEN require practical, visual and repetitive teaching to develop their understanding of numbers and mathematical relationships. I regularly use resources such as Numicon, counting cubes, number lines, pictures and everyday objects to make abstract concepts easier to understand. My teaching includes number recognition, counting, matching, sequencing, addition, subtraction, measurement, money and time, depending on the student's individual abilities. I also place considerable emphasis on functional maths because I believe that students should have opportunities to apply what they learn to everyday situations. Activities involving shopping, handling money, understanding quantities or following a daily timetable can help students recognise the practical value of their mathematical skills.

My experience teaching young people with ADHD:

Throughout my teaching career, I have worked with many children and young people with ADHD who experience difficulties sustaining attention, managing impulsivity, organising their work and remaining engaged in learning activities. I understand that these difficulties can affect not only academic progress but also a student's confidence and motivation. My teaching approach involves breaking activities into shorter tasks, providing clear instructions, reducing unnecessary distractions and offering regular opportunities for movement or short breaks. I also use visual reminders, structured routines and positive reinforcement to help students remain focused and recognise their achievements. I have found that incorporating students' interests into lessons and allowing them to make choices about their learning can make a significant difference to their engagement. My aim is to help students develop strategies that support their attention, organisation and independence without making them feel overwhelmed by the demands of learning.

My experience working with young people with working memory difficulties:

I have extensive experience supporting students who find it difficult to remember instructions, retain new information or complete tasks involving several steps. Working memory difficulties can affect many aspects of learning, particularly reading comprehension, mathematical problem-solving and the ability to follow verbal instructions. I support these students by breaking information into smaller, manageable parts and using visual resources such as diagrams, checklists, pictures and written reminders. I also use repetition, modelling and opportunities for regular practice to help students consolidate new learning. When introducing a new concept, I always check that the student has understood the previous step before moving forward. I believe that providing students with practical strategies to manage their learning is just as important as teaching the academic content itself.

My experience supporting young people with executive functioning difficulties:

I have worked with students who experience difficulties with planning, organisation, task initiation, time management, flexible thinking and independent problem-solving. These difficulties can make even familiar learning activities challenging, particularly when students are expected to organise several pieces of information or complete tasks without support. I help students develop these skills by introducing predictable routines, visual task sequences, simple planning tools and clear learning goals. I encourage them to break larger tasks into smaller steps and gradually develop the confidence to complete activities with less adult support. I also support students in recognising when they need help, checking their own work and reflecting on their progress. My approach is always adapted to the student's developmental level, as executive functioning skills need to be taught in a way that is meaningful and achievable for the individual.

My teaching philosophy is based on the belief that every child and young person can make meaningful progress with the right support, encouragement and opportunities to learn. I encourage my students to take small, achievable steps, develop confidence in their abilities and recognise their own progress. I see my role not only as a teacher, but also as someone who motivates, encourages and supports students throughout their learning journey.

I believe that effective teaching begins with understanding the individual learner. I take time to get to know my students' strengths, interests, communication preferences and individual needs before adapting my teaching accordingly. My approach incorporates structured routines, visual resources, modelling, repetition, multisensory activities and specialist interventions where appropriate. I also recognise the importance of sensory processing, emotional regulation and communication in creating a supportive and engaging learning environment.

For me, a good tutor is knowledgeable, patient, empathetic and genuinely interested in their students' progress and wellbeing. Building trusting relationships, respecting individual learning paces and encouraging independence are central to my practice.

Finally, I consider myself a lifelong learner. I am committed to continuous professional development through academic research, specialist training and conferences to ensure that my teaching remains informed by current research and best practice.

My motto is simple: Celebrate every achievement, even the smallest one!