Magdalina

I specialise in supporting autistic children and young people with complex support needs, including learning disability, ADHD, PDA, communication, and sensory processing differences. With over thirteen years of experience across mainstream and specialist settings, I have supported learners of all ages – from primary to post-16 – through direct teaching, 1:1 support, and leadership roles such as SENDCo, Advisory Specialist Teacher, and Lead of the Autistic Resourced Provision. These roles have provided me with a comprehensive overview of systemic, environmental, and individual factors that affect autistic pupils’ learning and well-being. I work closely with families, schools, therapists, and multidisciplinary teams to provide personalised, evidence-based support that helps learners have a good quality of life.

The sections below highlight my key areas of expertise and reflect interconnected aspects of my practice.

Communication & Interaction

I aim to ensure that every learner can express themselves meaningfully, whether verbally or through alternative methods.

• Develop personalised Alternative and Augmentative Communication (AAC) systems, in collaboration with Speech and Language Therapists.
• Employ a Total Communication Approach for verbal and non-verbal learners.
• Support functional communication for everyday life, learning, and self-advocacy.
• Highly observant, flexible, and empathetic in responding to individual communication needs.

Sensory Regulation

I recognise that sensory differences can greatly affect learning, engagement, and everyday life.

• Design multi-sensory lessons tailored to each learner’s profile, preferences, and thresholds.
•            Support learners in gradually exploring new sensory experiences with choice and control.
•  Work closely with Occupational Therapists to incorporate effective regulation strategies.
•  Utilise sensory engagement to foster motivation, learning, and emotional regulation.

Behaviour & Emotional Regulation

I believe that every behaviour has a reason, and I strive to understand and address its underlying causes through holistic formulations. 

• Create “capable environments” that enable learners to engage in meaningful activities and relationships, develop skills, and feel safe. 
• Develop personalised tools based on assessment, including adapted Zones of Regulation, to support emotional regulation.
• Work together with families and professionals to develop compassionate, ethical, and comprehensive Behaviour Support Plans.
• Prioritise building skills, autonomy, and well-being over managing or altering autistic behaviour in terms of “normalcy”.
  

Functional Maths & English

I focus on practical, real-life learning that fosters independence, confidence, and engagement.

• English: Functional literacy, social communication, decision-making, and self-advocacy using spoken language and AAC.
• Maths: Practical understanding of numbers, measurement, and problem-solving through hands-on activities such as cooking, shopping, and travel.
• Help learners with sensory sensitivities or food challenges by gradually and meaningfully introducing them.
• Adapt lessons to suit each learner’s strengths, interests, and practical goals for daily life.
• Where possible, I interweave personalised systems for work and study, including checklists, self-monitoring tools, and more. 

Autistic Identity & Self-Awareness

I help learners understand and embrace their autistic identity, fostering self-esteem, confidence, and self-advocacy.

• Explore strengths, preferences, and learning styles, and recognise how autistic traits shape experiences.
• Co-design and co-deliver autism awareness activities and integrate insights from autistic students into practice.
• Create opportunities for peer connection, sharing experiences, and building meaningful relationships.
• Approach identity work sensitively, at a pace that each learner finds comfortable, and always with respect for individuality.