My experience and skills
My experience of working with children of all ages and abilities is extensive and diverse. Below are just a few examples of my work with children and young people that I have helped over the years. I truly hope the accounts resonate with you as you read and give you the hope that your child too has the ability and capacity to thrive, be happy and realise their full potential.
My experience working with significant global delay, autism and speech and language challenges.
I use my creativity to tailor a curriculum that meets the specific needs of the children I teach. I worked with a year 2 boy who had significant global delay with no speech. My car looked like a mobile classroom as I sought to meet his needs by creating a visually stimulating learning environment in his living room, so that he could initiate his own learning based upon his interests. Once engaged with an activity I could use this to develop his communication skills, numeracy skills, fine and gross motor skills. We poured water into different sized containers at the kitchen sink, we built a Peppa Pig rocket naming the colours of the paint through repetition, and we counted balls as we rolled them down cardboard tubes. This creative approach meant he felt safe and secure while making definite progress with his counting, letter recognition and communication skills.
My experience working with children with downs syndrome, additional complex needs and challenging behaviour.
Because of my strong belief that for a child to succeed they need to feel safe and happy; I am calm, firm, and consistent in my approach to teaching.
Working with a year 1 girl who had downs syndrome and other complex needs I applied these skills. Initially she would lie on the landing floor of a hot and tiny home, slamming a door back and forth and screaming. I calmly, often silently, sat next to her until her fear and rage subsided. To build up her trust, which had been damaged in the mainstream setting, I let her take the lead initially to choose what she wanted to do. I set up the living room as a miniature classroom with as much sensory play as I could squeeze in. Eventually I was able to lead her into focused activities that improved her communication, number skills and phonic knowledge. To bring academic learning to life I took lentils for pouring and bubbles for blowing. We made play dough from scratch and “cooked” jelly! In her mum’s final review, she said; ‘with regards to Rebecca’s tuition, it has certainly made a remarkable impact on K’s capabilities. Her behaviour has improved a lot, her communication and understanding has improved marvellously. What a real gem Rebecca was, who’s really supported me and given me her personal advice and support, and always eager to help. We were so fortunate to meet her and hoping and praying to see her more even after school if possible. The changes, and the learning she had taught K, it had certainly made the impact on her entire personality.” It was a privilege to be part of her progressive journey and she is now settled in a SEN school.
My experience Working with Young People with Autism, PDA and ADHD
I believe it is crucial build to up the self-esteem and confidence of children and young people. Many have had negative experiences in mainstream settings and they need restoring and nurturing. Once this foundation is set, academic progress can often be swift with excellent results. I worked with a year 10 student who was diagnosed with autism, PDA, and ADHD and no less than seven professionals were unable to engage with him. I quickly noted that due to his PDA it was important to understand his need for “control.” Providing him with choices rather than demands helped him positively engage with his learning. It gave him ownership of his choices and changed a negative “demand” into a positive choice. Once his confidence and self esteem were established he was able to access the full secondary curriculum with amazing results.
My experience working with girls with autism.
I am an advocate of “purposeful listening” and believe that an important part of teaching is believing and respecting the voice of the child. They often know themselves and their own needs the best. A year 10 girl with autism masked her behaviour and responses so cleverly at school until one day she cracked. She got excluded from school and three tutors before me were unable to engage with her. The system simply failed her, she could not fit in the box of mainstream education and then got blamed. I listened to her outbursts of anger and frustration, drawing out her strengths, interests, and fabulous sense of humour. We built up a strong working relationship, her confidence increased and crucially I heard her voice and helped her to make her voice heard appropriately. With my help and support she went from a situation of permanent exclusion to set 1 English back in mainstream education. It was an absolute joy to be part of her progressive and successful journey.
