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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“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.
“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.
Attachment and Trauma
“The training has made me review interventions in conjunction with learning theory. This is a much more focused approach and I will be able to use it again in the future. I like to work with SMART target setting, as it helps me stay driven, so every opportunity to practise this is valuable.
“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.
“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
“I have learnt to always approach each lesson as if it is the first with your student. Always have a fresh start. I have learnt to control low level disruption immediately to avoid confrontation and escalating behaviour.
Understanding and Supporting Behaviour
“This course has really opened my eyes to children, the way they move and organise themselves in the school environment. On learning walks around school I can now see with really fresh eyes. I am also able to contribute to discussions with the SENCO about the nature of the difficulties some children are experiencing. I would like any SEND governors that I meet to undertake this course and any of the other OLT course. They are invaluable to all colleagues working in the school environment. I have also made contact with the local Physio and OT team on behalf of school. Great networking opportunities...
“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!
“The course has made me more aware of the needs of a pupil with a hearing impairment and the barriers that they face in every day life. Full inclusion is the key to a pupil's progress and happiness in a mainstream setting.
“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
“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
“This training has made me consider how the children with MSI percieve the word around them. I am trying to eliminate unnecessary noise and visual distractions, repeating things when important and starting sentences with the child's name. I am thinking more about the needs of the child first.