Hear from our community

“On starting this course, I had little knowledge of visual impairments and although we do have students with a VI, I have not been directly involved with their support. I now feel I have a much better understanding of the complexities and range of conditions that affect a person's sight as well as how young people have overcome barriers to go on and achieve. I will be researching two particular eye conditions which relate to students at our college. I will also be reading their EHCPs and support needs. Both of these actions will improve the support I could give should I be required to work with those students. I will look at how we adapt lessons to make them more inclusive for students with a visual impairment and be mindful of the social interaction difficulties that are particular to a VI student. Lastly, the importance of promoting independence and seeing how this can best be achieved or improved has been highlighted by completing this course.

“It has made me more considerate of the teaching environment being offered to children who may have a hearing loss as well as their other additional learning needs that I am supporting.eg factors affecting the acoustics of the environment, especially at the present time with Covid restrictions in place and learning sessions mainly being offered virtually.

“Training has helped me focus on the main reasons for dyslexia and our choice and effectiveness of interventions. The use of mnemonics (for 2 Y6 pupils) in a regular 3x week intervention (1:1 ) have shown some improvements on their spelling results when recently assessed. They are not at age expected but have retained some spellings, one child is better at spotting an incorrect spelling and has learned the blends needed, but still struggles to retain the word in its entirety. Both these children have co-morbidity- ADHD diagnosed, one on medication, but without doubt their focus is frequently affected. I am constantly having to stress the frequency that the interventions need to be delivered i.e. at least 3x week in order for them to be successful; and include some independent time on the other 2 days for the children to practise e.g. over learn by playing a sound game; use Nessy or similar software, teachers like the speed of precision teaching (having assessed tricky word knowledge/first 100 HFW/statutory year group spelling lists or words commonly spelled wrong in their daily writing) and several children can be managed effectively over a week when teachers organise their adult support well. We are including this in Y1 to focus on the lowest spellers, we will be able to check in on their progress after phonic screening and evaluate who may need further assessment to check whether dyslexia is a likely concern.

“I'm now much more aware of the difficulties and barriers to learning that deaf pupils face on a daily basis. Being more able to identify when pupil A is struggling or not engaged in learning means I can give support or an intervention when it's needed. Pupil A is beginning to show more confidence with learning and speaking which has produced success that she very clearly enjoys!