Jane

Currently tutoring children with speech and language delay, working memory challenges, EAL, Autism, APD, PDA, Dyslexia/dysgraphia and dyscalculia as well as tutoring for SATs and Functional Skills tests/Foundation GCSE. I have worked as a SENCo and trained special needs teams, as well as having worked with children with dyslexia, dyscalculia, dyspraxia, dysgraphia, ADHD, autism and those with cerebral palsy including quadriplegia, CF, HI, VI, ADHD, ODD, OCD, PMLD, Factor X, Down Syndrome and children with dwarfism.

Working with children who receive EOTAS, I have completed PECs and Makaton training, worked alongside Speech and Language Therapists, made and followed SLT plans and incorporated suggested strategies to support the individual child. I use strategies for children with articulation/expressive disorders, fluency disorders, autism and a range of language disorders including receptive disorders in children who have difficulty understanding or processing language. I use a variety of activities with all children to develop communication skills that involve memory, attention, perception, organisation, regulation, and problem solving - these are particularly useful for children with cognitive-communication disorders.

I am SEN trained and my degree specialism was SEN. I have spent years training staff in inclusion, policies, best practice, understanding the child with different needs. I’ve worked with a wide range of children with emotional needs over my many years of teaching. The ranges include abuse/neglect/ sexual assault issues/ death of parents/ children coping with their SEN as well as emotional needs stemming from mental illness. Throughout my career I have had to deal with children in the care system and am familiar with the attachment-related behaviours, which of course are different with each child. As a trained SENCo and Safeguarding officer, I have had direct contact and had to manage children and staff related to any outcomes of the needs. I’ve also worked in schools that solely specialise in educating children with EBD (emotional behavioural difficulties).

My other specialism is Early Years and I’ve worked in both mainstream and SEN settings with Early Years children or older children accessing the Early Years curriculum. I’ve been an Early Years manager and have worked with children with all kinds of special needs within these settings including non-verbal (using PECS, Clicker, Makaton online), hearing and sight impaired as well as children with global delay.

I am experienced with working with children who have executive dysfunctions and support them in the following ways: By holding them accountable -which bolsters executive functions and shows faith in their abilities; by making information visible, using notes cards, signs, sticky notes, lists, journals — anything at all! By making time a physical, measurable thing by using clocks, timers, counters, and apps; using rewards as appropriate for each child; by making problems as physical as possible and ‘drawing out’ problems do they become real and therefore easier to deal with; by encouraging frequent breaks during tasks; by practicing positive self-statements to put them one step closer to accomplishing their goals; by helping children create goals/plans and structure to reaching their goals ensuring students have a stronger awareness and control of time management.

As a mainstream teacher, I have taught all UK curriculum subjects since graduating. For infants and primary level, I can teach all subjects to a high standard. For secondary level, I can teach English, Maths, Art, History, Morals, citizenship and Geography. My main hobby is art and I do consider myself to be an artist. I have travelled the world so understand secondary history and geography in a way that adds to the general curriculum. I have sold my art and had writing published a few times.

These experiences were in mainstream schools or such schools with additional units as well as specialist centres specifically for children with Autism or PD needs.

I believe I have the right kind of skills to work with all kinds of children in a range of communities, with varying skill sets, and be able to support the continued emotional, academic and mental development of children so that they may be challenged and supported to achieve success.