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 strongly believe in the value of attachment theory and think it has significant application for us as educators. It has the capacity to help teachers better understand their students, be more attuned to their needs, respond to them more appropriately, be more empathic, interpret their behaviour with more accuracy and plan and develop better supports for them. If teachers can better understand their students and meet their needs, they will be supporting the student in their social, emotional, behavioural and cognitive growth and facilitating greater access to the curriculum. Forming positive, supportive relationships can assist students to develop the capacity for establishing secure attachments and have significant lasting impacts in their lives.
Teacher
Attachment and Trauma
“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
“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.
Teacher
Dyslexia
“I am more flexible and understanding in my approach while working towards goals because I better understand the challenges and needs of the child in terms of possible learning barriers.
Learning Support Assistant (LSA)
Autism Spectrum Disorder
“My classroom practice, and that of my TA has become more effective. I have found the professional support and advice from the team, the forums and the group discussions with colleagues, useful and informative and will definitely be revisiting the course materials to support my practice.
“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.
Teaching Assistant
Learning Strategies
“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
“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
Multi-Sensory Impairment
“This course made me more aware of the individual challenges students face day to day. It has also shown me, that there are many useful tools that can be used to help VI students. I'm now in a better position to assist and learn new strategies. I would recommend this course to others.
Learning Support Assistant
Vision Impairment
“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!
Teaching Assistant
Learning Strategies
“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 will now think twice before telling children to 'hurry up - you're always last!'. At milk drinking time and changing for PE I have stopped to analyse what the cause is before saying anything this term.