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 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.
“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
“This course has helped me understand there are many different eye conditions. I am more aware of the individual daily challenges. I think I'm now in a better position to assist students and I have learned new support strategies. I would recommend this course to others.
Learning Support Assistant
“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
“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.
“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.
Autism Spectrum Disorder
“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
“Following on from this training I have had discussions with the classroom teacher on how I can carry out interventions that are directly linked to and support the individual targets set out in each student's IEP. I believe this will have a significant impact on outcomes as my work in the classroom will be more focused and targeted.
“This training has helped me to refresh some of my thinking and practice. After teaching for so many years it has been good to come back to basics and back to theories and strategies to enable me to better meet my learners’ needs. I have become more confident in my knowledge around effective teaching and learning, being more comfortable with my decisions in this area.
“It has made us more focused on the barriers to learning and overcoming them for individual students, i.e. being even more aware of outside influences that could impact on the student that we may not have considered before.
“The three key things that I have learned are the difference between dyspraxia and developmental coordination disorder; the strategies of supporting pupils' motor skills, including modelling, shaping, chaining and prompting and the assessment record and motor skills difficulties checklists, which will enhance my interventions effectively.
Motor Coordination Difficulties
“Improved my knowledge of ASD, and having the conversation with the tutor gave me more insight into working and long term memory of children with ASD. I've adapted how I give instructions with some of the children.