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I am an experienced and dynamic education specialist with fifteen years of teaching experience in special educational needs combined with a hybrid role as a Program lead for the learning for Fulfilment course and learning for work in a Further Education

My experience teaching young people with Autism Spectrum Condition (ASC) has been profoundly rewarding and has demanded a high level of resilience and patience. Using a person centred approach that respects an individual’s unique way of processing and interacting with the world helps to create an environment based on a young person led education.  Building a predictable environment is key in building trust and ensures young people feel secure and engaged.

Planning and delivering engaging sessions for people with ASD involves a careful balance of creativity, empathy, and structured support. I focus on developing trust by establishing a consistent routine and personalised approaches that cater to each learner’s unique needs.

My sessions are designed to be both stimulating and relevant, incorporating interactive activities aligned with their interests and learning styles. By promoting an enthusiastic and positive environment, I encouraged active participation and motivated learners to engage fully by using this approach not only helped in developing essential social skills by working closely with young people in practical sessions such as sport and cooking which encourages them to communicate and interact with each other to achieve the same goal bring people together and celebrating success. It has been extremely rewarding to see students build confidence over time.

My approach in teaching learners with anxiety is with compassion and adaptive that prioritises creating a supportive and understanding environment. My experience in this area has involved several key strategies to effectively address their unique challenges. I begin by establishing a calm and predictable teaching environment, which helps reduce the unpredictability that can exacerbate anxiety and providing communication aids for them to inform me of their feelings at any given time.

I have gained experience in teaching young people with global development delay using multi-sensory approaches, reinforcing positive behaviour, building skills through repetition, prompting and breaking activities into small manageable steps.

Having extensive experience and knowledge in teaching young people with speech and language needs has meant I have taught learners who are non-verbal, have visual impairment and are selective mute. I have used pictorial exchange systems, Makaton body signing, TOBI, signs and symbols, eye gaze and using the whole communication approach to consolidate learning.  As well as this, I have used visual timetables, now and next boards and talking mats.

My strength lies seamlessly in being dynamic and responding to behavioural changes and adapting teaching methods to meet individual needs.  Being creative to engage young people in learning through enjoyable activities to build confidence and self-esteem.

My experience teaching young people social interaction and friendship skills involved a range of engaging activities such as sport and cooking whilst incorporating Maths and English.  I began by creating a safe and supportive environment where learners felt comfortable practicing new skills. Additionally, I incorporated fun games and group projects to foster teamwork and problem-solving abilities. Observing how they incorporated these transferable skills demonstrated their development and was incredibly rewarding.

My experience teaching  Maths, English and Mentoring delivering sessions to a young person working below the average level (working at KS1).  Providing engaging sessions using hobbies and interests of theirs as a starting point and using ice breakers activities.  These sessions were pupil led and I adapted lesson accordingly. 

Additionally, I have used the RARPA (non-accredited) Framework leading and delivery of a sensory curriculum at pre-entry level through sensory input and process-based learning. My recent tutoring experience includes teaching Maths, English and Mentoring  (KS1/2),  1.1 tutoring with SEMH and trauma-affected learner in a care home setting employing strategies to manage  dysregulated behaviour and promote communication through being creative and trust building activities.