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I have a developed set of skills where I can be flexible and vary learning to suit the needs and emotional readiness of the student. I understand how the delivery of and language used in teaching affects the student. I have an extensive practice of tailoring and creating learning activities to suit the student’s interests and their learning journey.

When assessing what I love most about teaching, I always return to the individual relationships I have held with students.

I began my teaching career as a teaching assistant in a Profound and Multiple Learning Difficulties (PMLD) school. After qualifying as a teacher, I have amassed 8 years of experience as a class teacher in Autistic Spectrum Condition (ASC), Moderate Learning Difficulty (MLD), Social Emotional and Mental Health (SEMH), and Speech Language and Communication Needs (SLCN) schools. Within these schools I have worked with individuals who have a range of Special Educational Needs: including those associated with Autism, ADHD, Anxiety, Dyslexia, Dyscalculia, Dyspraxia, General Learning Delay, Global Developmental Delay and Learning Difficulties, Pathological Demand Avoidance, Social and Emotional Mental Health Difficulties, Speech and Language Needs, and Working Memory and Processing Needs. The foundation of all my teaching has been fostering individual relationships with students, where trust, understanding and enjoyment have been the key to supporting them through their learning journey and challenges. When working with students, I have always endeavoured to promote a mutual respect, and I have always aimed for them to feel as reassured as possible.

My skills and experience teaching young people with Anxiety:

Many of the young people I have worked with have had adverse experiences socially and with learning, and have developed varying levels of anxiety. A high percentage have tried several different schools or provisions, which for a collection of reasons have failed and have caused the young person to find the, already challenging, experiences of being taught, and unfamiliar people/situations overwhelming. Many of the students I have taught have experienced low self-esteem and self-efficacy. I have enabled students to feel safe in the learning environment by focusing on understanding the student’s story so far and what they may feel they are capable of or ready for. I have been able to adapt learning to take smaller steps at a slower rate; affording time and fostering a growing sense of being able to achieve. I have been able to transform learning to suit students’ interests and therefore allow them to feel more comfortable and effective. I know it is essential that a rapport is established; shifting attention and humour can often go a long way to relaxing individuals. I have experience in using techniques of breathing exercises, movement breaks, visual aids, visualisations, and adapting the sensory environment to support and help individuals manage their anxiety.

My skills and experience teaching young people with ASC:

From my teaching assistant days through all the schools I have taught at, I have a great deal of experience working with individuals who have autism; ranging from those who required a lower level of support to those who needed the most support. I have always appreciated and respected the authenticity, directness and need for precision, which many students with ASC hold. I have been able to adapt my vocabulary and teaching style to be clear and suit individuals and groups of students as to be most successful. Structure is vitally important for supporting young people with ASC. Structure can help individuals to understand what is expected of them, remain calm, learn more effectively, focus on the relevant information, and work independently. Structured learning can be communicated to and referred to by the young person using visual timetables, now and next boards, social stories and a TEEACH approach. It is also vitally important to appreciate that understanding the world can be extremely stressful and exhausting for those with autism. I have developed a sincerely considerate approach, as I have found it essential to monitor a student’s preparedness to receive the additional challenges of learning and changes in routine.

My skills and experience teaching young people with ADD and ADHD:

I have a significant amount of experience working with individuals with ADD/ADHD, where diagnosis has, to me appeared to, become more prevalent through my years of teaching. I have found students with ADD/ADHD to be some of the most individual and often most passionately independent. As a teacher, it has been essential to hold a growth mindset towards ADD/ADHD; working with the benefits of high levels of awareness, observation and energy. As students with ADD/ADHD can get bored easily, I have developed teaching approaches to make educational content stimulating and varied. I am also aware how effective tone of voice and pace of teaching presentations can be in supporting attention.  I have found students with ADD/ADHD to benefit from structure and flexibility in their learning. Using regular routines and rituals have supported individuals to feel safe and secure; as they know what to expect. I appreciate flexibility in recording learning and operating, as this can achieve better outcomes; rather than tying learners down to pen and paper. I have supported those with ADD/ADHD and memory challenges by encouraging them to connect information or concepts with fun and interesting anecdotes, using mnemonics, repeating guidance, using visual maps, colour coding and flash cards.

My skills and experience teaching young people with Dyslexia:

From my experience teaching those with Dyslexia, I have developed approaches which utilise small steps, and short, simple instructions, to support short-term memory and difficulty retaining information. I use fonts which make words more legible and employ visual references of steps to success for students to return to whilst completing activities. Multisensory activities using concrete objects, flashcards, sounds and videos can help students with dyslexia to engage. I strongly encourage use of technology and computers, as it lets the pupil use spellchecker and helps with grammar and punctuation; while you can still see the quality of the content. Further to this, the young person is being prepared for independence in adulthood: particularly in the use of text-to-speech software, which is and will be an invaluable tool for them. I have found that many young people with dyslexia can lack confidence. As a teacher, I have build confidence though praise, reinforcement, fostering a sense of achievement and independence.

My skills and experience teaching young people with PDA:

I have found that patient relationship building and individual understanding is crucial in working with those with PDA. Understanding a student’s perceptions and seeing situations from their point of view, has allowed me to deliver the opportunities for harmonious learning activities and teacher-student relationships. I have found that many young people with PDA will flourish when they are able to pursue their likes and interest which are relevant to them, and I have developed a practice of building on and manipulating these interests to deliver beneficial and progressive learning activities. I have an awareness of how declarative language and phraseology can be utilised to improve communication and willingness to engage in activities and learning. I have discovered that novelty and variety can be used to capture curiosity and distract from potential anxiousness. I have utilised visuals aids, i.e., anxiety scales, and taught relaxation techniques to support young people with PDA to recognise and manage their anxiety. Above all, I understanding that time and trust is essential to supporting students with PDA.

My skills and experience teaching young people with SEMH difficulties:

I have worked with a range of students who have SEMH difficulties, which have included: attachment needs, finding social interactions challenging, withdrawing or isolating, high levels of worry or low mood, challenging behaviour, and difficulties attending to tasks or maintaining focus. I have developed an approach which utilises a clear, understandable and consistent relationship to support individuals with SEMH difficulties. I have worked with students to understand what their behaviour might be communicating and identify triggers and physical symptoms that demonstrate escalating levels of arousal and provide opportunities for pupils to adopt coping strategies. I have worked with students to develop ownership, control, choices and decision-making powers to promote responsibility and self-esteem. I promote opportunities to discuss emotions and feelings, and systems that allow the young people to seek out support for difficult emotions. I believe strongly in allowing every day being a fresh start and clean slate.

My skills and experience teaching young people with working memory and processing needs:

Working with students who have working memory and processing needs, I have found it essential to identify their individual working memory demands, and be able to assess the demands that different tasks place on their working memory and recognise when a young person is experiencing memory overloads. I have been able to adapt teaching to reduce demands, and modify lesson structure and content accordingly, for example, keeping a clear and simple overview of learning, using visual links of mind maps, photographs and videos to link to previous learning and understanding, breaking information down into sizeable chunks, using step by step guides, repeating information and regularly checking understanding, and using multi-sensory strategies to consolidate learning and make it more memorable. Further to this, I have been able to create and develop memory aids with the student’s input to support them in evaluating which aids work best for them and encourage them to get into the habit of using these independently.

My skills and experience teaching young people with Speech, Language and Communication Needs:

I have worked students who have a range of speech, language and communication needs, and supported them in a range of ways from understanding others to forming sounds, words and sentences to expressing ideas and emotions and using language socially. I have worked with and supported students to develop their use and understanding of AAC and Language Development Programs, i.e., Makaton. This has involved working collaboratively with Speech and Language specialists to plan an approach that is tailored for the individual child around their needs and interests, in order to engage and offer opportunity for realistic progression. I developed a practice of using assistive technology and ICT, visual timetables and prompts, diagrams, mind maps and scaffolding prompts. I have supported individuals’ to build their confidence with encouraging them to communicate on subjects which they are likely to be successful at, such as their own interests and passions.

My skills and experience teaching young people with Dyspraxia:

I have worked with a range of young people that have challenges with their fine and gross motor skills, motor planning and coordination. I have worked closely with Occupational Therapists and Physical Therapists to plan activities and interventions that can support the individual’s needs. I have developed my practice to include fun and engaging exercises and games that can aid the improvement of both fine and gross motor skills, balance and co-ordination; improving physical development, ability and confidence to complete both learning and everyday tasks.

My skills and experience teaching young people with Dyscalculia:

Throughout my teaching experience I have regularly taught individuals with Dyscalculia and I have found that their mathematical confidence has often become significantly reduced or absent. I have found it important, as when supporting any learning need, to break down learning into manageable chunks and create as many opportunities as possible for multi-sensory and practical learning. I have built into my practice, routine revisiting and practising of learning. The aim has been to build moment in achieving small steps and mastering what they know to building confidence to tackle the next step.

My skills and experience teaching young people with Global Developmental Delay (GDD):

When working with students who have GDD, I have ensured that the learning environment is always a safe and supportive space. Often, students will require more time to develop and routine opportunities to revisit learning and practise skills. In my teaching practice, I break down learning into achievable steps and vary resources to revisit areas in order to support engagement and enjoyment each time. I will strive to include materials and resources based on students’ interests and passions in order to make the process exciting. I work hard to encourage learners to attempt and persist at learning tasks that are challenging for them and strive to be completely consistent and predictable through introducing and maintaining routines and expectations. Within my practice, I include multi-sensory and practical learning activities and utilise modelling to show the learner new and different things.

My skills and experience teaching young people who have experienced trauma:

Through working with individuals who have experienced trauma, I have developed an understanding that it is essential to create a safe and supportive environment, where those within it are informed, consistent and foster trust. Sometimes, students need opportunities to talk or write about their experiences and sometimes they are not ready to open up or do not know how to yet. I understand that students will display strong emotional responses, and providing the space and time they need to recover is essential; as is reassuring them that this is a normal response to trauma. I have a developed practice in teaching and modelling social and emotional skills, including positive behaviour strategies with students.

My subject teaching experience:

My education qualification is in Primary Education, however due to the flexible nature of special needs education in special schools, I have significant experience in teaching KS3 and KS4 students also. I have supported students in achieving English and Maths Year 6 SATs. I have supported KS3 and KS4 students in gaining Functional Skills in English, Maths and ICT. I have also supported students in achieving Foundation Level English and Maths at GCSE level. Due to training in Primary and special schools, I have experience of teaching in nearly all subjects. I have learnt over my teaching career that it is often more stable to develop foundational learning in which to build off than to operate a top-down approach when teaching those with SEN.