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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“This training has given me a more in-depth knowledge and understanding of VI, the causes and effectives of sight loss. Thus, it has helped me in my confidence and strategies in working with a young VI child.
“This training course has made me more aware of MSI and given me a better understanding of things to consider when supporting children.
“My 'view' of Dyslexia has completely changed. I am keen to make changes in my school, along with the SENCo. and possibly obtain Dyslexia friendly school status at some point in the future.
“Personally the training has given me a greater understanding and recognition of children who have motor coordination difficulties and what they face. When you know what they (and the parents) are facing it gives you a better basis on how to help them and ensure a more positive outcome. The training has also helped in the various strategies that can be implemented within the school setting. The notes are something I can refer to which is also a great help. I have found this training very interesting and informative.
Dyspraxia and Motor Coordination Difficulties
“This course has reinforced my strong belief that good mental health & well-being is key to everybody in society. When we have the tools to be able to help & support both others and ourselves, we can be equipped to look at strategies to offer support and guidance in times of need.
Supporting Wellbeing and Mental Health in Schools
“I think this course was useful for me as I am working with an autistic pupil this year. It will help me to understand her needs better and to use appropriate techniques to support her on her way to success
Autism Spectrum Disorder
“I enjoyed the videos, as they had lots of different practical ideas on how you can support students. I have identified some interventions or activities which I can use with my students, and so far they have worked well and the children have had a positive response to them.
Speech, Language and Communication Needs
“The training course has been a stimulus for conversations with the teacher I work with and I have thought carefully about each of our children. Setting the goals and interventions was interesting: two I would automatically do and the third is a direct consequence of the training.
Attachment and Trauma
“Firstly, would like to say thank you for this course. learning different strategies & good teaching practice to help in classroom for those children who have learning difficulties. Great knowledge!
“It has given me more of an understanding of the obstacles that a HI person can have and the responsibilities of caregivers to make sure they understand each person’s individual needs and not just put them in a box. To treat every HI person as an individual. It’s also great to know the technology that we will hopefully be getting in the school to make his life easier.
“The training has help me to improve my knowledge of the behaviour strategies so I will be able to better support the children I work with (to get the class quiet, clap hands or a small count down). The course has taught me that a sanction needs to be explained to the child, they need to know what will happen, (e.g. I need you to complete your work in lesson or you will have to complete it at break time). I have also been more aware in the classroom since doing this training when I have praised a child. Sometime before, I may have just said 'well done or good work' and not actually said what was good e.g. 'what lovely handwriting, or that was a good question you asked'.
Understanding and Supporting Behaviour
“As my role is very similar to mentoring the impact has mainly been on how I would approach working with a VI student. E.g. greatly increased confidence in talking to VI students about their needs; increased awareness of the impact that VI can have on learning and development as a whole. This has also meant a more joined up approach to VI students that is inclusive and takes into account the implications of a social model of disability and the wider adjustments that should be made to allow VI students equal access.
Vision Impairment (Further Education)