Improving learner outcomes

Testimonials

The following testimonials are a selection of comments provided when participants complete their post-course evaluation, and evaluate the success of their goals 90 days after passing their course.

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I was thankful for the opportunity to attend the course. The course has opened my eyes to the world of Autism and the pressures that students who manage Autism face in their day to day lives.

Teacher
Autism Spectrum Disorder

I think this course is a good reminder of all the factors that need to be considered when making sure that the learner has access to the curriculum. A key factor is ensuring that the environment that the learner is supposed to learn in is conducive to learning.

Qualified Teacher of Multi Sensory Impairment
Multi-Sensory Impairment

I will use what I have learnt to provide input when preparing plans for a child’s learning. I have much more confidence when thinking of interventions to put in place.

Teaching Assistant
Autism Spectrum Disorder

This training has highlighted some of the potential problems associated with dealing with ASD in the classroom. It has given me a deeper understanding, not only of the problems facing students with ASD, but also a useful range of strategies to help find practical solutions to help and give these students full access to the curriculum.

Teacher
Autism Spectrum Disorder

Providing structured choices throughout the school day is a strategy I have adopted with children who have a need to exert control. These are often children who have experienced a lack of control and autonomy in their early years. Providing them with regular opportunities to make choices and control their immediate environment can assist in avoiding power battles and oppositional behaviour. The choices do not need to be big or significant to have an impact on the child’s experience of the classroom.

Teacher
Attachment and Trauma

One of the things I have learned is that pupils learn in very different ways. Many of them need visual cues to help them understand and access the curriculum. Another thing I have learned is that some of the children don't have skills to filter out unimportant information and it's beneficial to relay what the teacher has said in simpler terms. Giving them one instruction at a time is also important.

Teaching Assistant
Speech, Language and Communication Needs

Self-esteem is a key element in helping all children to progress, but for those with dyslexia, low self-esteem will be a major barrier to progress. Helping them to accept that they have learning differences, but can achieve great things is key.

Teacher
Dyslexia

The classroom buddy I introduced to child A worked really well. Although there were a few challenges initially, this was quickly resolved. Child A sat closely with her buddy who supported her to join all the singing sessions and the learning activities on the carpet.

Early Years Practitioner
Autism Spectrum Disorder

What became clear was the need to avoid rushing into larger targets. In my practice now I select much more manageable targets for these children, thus enabling them to approach their learning with realistic and reachable goals.

Teacher
Dyslexia

Having an understanding of attachment theory and how disrupted attachment experiences can manifest in different attachment styles and behaviour is incredibly important when working with children, particularly when those children have experienced trauma. Applying this lens to the behaviour I see in the classroom, enables me to understand my student's behaviour as communication. When I recognise behaviour as a student communicating a need, I am able to reflect on how best to respond to and support the student. Remembering that children have often developed their insecure attachment styles in response to neglectful, inconsistent or abusive care also helps me to maintain empathy for my students and recognise that their behaviour is often not wilfully disruptive or defiant but is reflective of how they had their needs met (or not) in their early years.

Teacher
Attachment and Trauma

I can write more specific targets using SMART after the face to face training. My tutor used the example of an iceberg which was helpful in understanding underlying difficulties to aid target writing.

Teaching Assistant
Learning Strategies

The ABC intervention was interesting for me and I think this is the section I have taken the most from. I have met some challenging behaviour in classes and this has helped me to understand and identify the types of behaviour and the triggers for it. Within my class I now sit back and think about the types of behaviour and look beyond them to see if I can identify the antecedent and prevent it from happening. I have enjoyed this and have seen a great improvement in my current class.

Teacher
Learning Strategies

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