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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“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
“From implemented strategies, progress has already been seen to happen - demonstrating the usefulness of this training and the theory behind learning and classroom assessments and interventions.
“As SENCO in the school, I feel I now have more knowledge to support colleagues when asked questions about pupils in their class.
“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.
“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
“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.
“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.
Attachment and Trauma
“This training has made me aware of all the different learning theories and how each theory applies to certain students. It has made a big impact on targets that I set pupils, ensuring that they are SMART. It has also increased my confidence when feeding back to teachers and other agencies.
“This training has had a huge impact on how I communicate and teach learners with SLCN. I can identify individual learners needs and adapt lessons so that they can understand the tasks given to complete, feel confident in their own abilities and not be afraid to ask for help when needed.
Speech, Language and Communication Needs
“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.
Autism Spectrum Disorder
“Having now done this course I am aware that sometimes I 'set the bar' too high when setting a specific task/target and that I need to differentiate the work according to the children's ability. I very much agree with the statement that “knowledge of the learner can maximise the impact of teaching” and apart from the occasional 'blip' I would to think that I do 'know' the children I teach and that this knowledge does help me deliver a more effective lesson including the element of fun and surprise!
“I feel that I have a better understanding of just how much the classroom environment and resources can affect a student’s willingness and ability to learn. Furthermore, although I have always been aware that certain students do not accept praise, especially in front of their peers, I had never thought to say things like "I have enjoyed working with you/this group this lesson." and have always relied on sending praise postcards home.
Understanding and Supporting Behaviour