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 would recommend this training to anyone who is currently working with individuals with autistic spectrum disorders. It has provided me with a lot of factual information, such as the characteristics of ASD, and the behaviours of these characteristics and their causes. I particularly enjoyed the intervention module as it provided me with a wide range of strategies and intervention packages – some of these I had never heard of and am very excited to use within my own practice!

Early Years Practitioner
Autism Spectrum Disorder

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

This course has really opened my eyes to children, the way they move and organise themselves in the school environment. On learning walks around school I can now see with really fresh eyes. I am also able to contribute to discussions with the SENCO about the nature of the difficulties some children are experiencing. I would like any SEND governors that I meet to undertake this course and any of the other OLT course. They are invaluable to all colleagues working in the school environment. I have also made contact with the local Physio and OT team on behalf of school. Great networking opportunities...

Consultant
Motor Coordination Difficulties

The training has made me review interventions in conjunction with learning theory. This is a much more focused approach and I will be able to use it again in the future. I like to work with SMART target setting, as it helps me stay driven, so every opportunity to practise this is valuable.

Education Consultant
Learning Strategies

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

Learning about the triad of impairment and the sensory issues has made me even more aware of what steps can be taken to make the classroom environment inclusive, and what part we as teaching assistants play in ensuring that kids who have SEN are engaged and motivated in the learning environment and social environment.

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

It really was fascinating thinking about how our senses help us learn, how we would feel if we didn't have those senses and how we would have to adapt. I feel it would greatly benefit the staff involved in the next academic year to do this course too.

Teaching Assistant
Multi-Sensory Impairment

After doing this course I now evaluate all the lessons I am involved in, especially the literacy lesson I teach. I have now changed the way I work with the less able children of the group, instead of them all doing the same I have given them slightly different ways to learn the sounds and words we work on. I have already seen an improvement in all of them. Working at their pace has definitely helped their learning.

Other
Learning Strategies

I have also learnt how to break down tasks so it’s easier for the children to understand and easier to teach each stage at a time. I have been shown lots of activity ideas. I have learnt lots more that we will be using all the time and sharing with other staff.

Teaching Assistant
Motor Coordination Difficulties

As SENCO in the school, I feel I now have more knowledge to support colleagues when asked questions about pupils in their class.

SENCO
Autism Spectrum Disorder

I am looking at using some of the resources to develop some new communication aids to work with older children on the ASD spectrum and there are plans for us to look at putting on some type of support group in the school holidays for our older children.

Early Years Practitioner
Autism Spectrum Disorder

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