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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“The main outcome of taking part in the course has for me been to question how effective I am as a Teaching Assistant both in delivering my own lessons and in those lessons in which I support the class teacher. I have learnt how to approach my teaching in a variety of ways, and how by using different strategies with the children I work with I can improve their learning in a positive way.
“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.
“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
“One of the things I have learned is that pupils learn in very different ways. Many of them need visual cues to help them understand and access the curriculum. Another thing I have learned is that some of the children don't have skills to filter out unimportant information and it's beneficial to relay what the teacher has said in simpler terms. Giving them one instruction at a time is also important.
Speech, Language and Communication Needs
“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.
“As I have returned after 10 years away from working in the field of Hearing Impairment the course enabled me to refresh and update my skills and knowledge. It has provided material I can use with young people, their families and other professionals.
Qualified Teacher of Hearing Impairment
“It has been a considerable time since I completed this course and have been able to use what I have learned supporting Child B with a number of other children with varying degrees of need since. My practice is now more informed and I am much more confident in my own ability to support the children.
“I have monitored and been more observant of what has been happening in the classroom and outside, I’ve been more persistent and consistent. This has had a much bigger and positive outcome for the children I work with.
Understanding and Supporting Behaviour
“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
“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
“Self-esteem is a key element in helping all children to progress, but for those with dyslexia, low self-esteem will be a major barrier to progress. Helping them to accept that they have learning differences, but can achieve great things is key.
“I feel that I have a better understanding of just how much the classroom environment and resources can affect a student’s willingness and ability to learn. Furthermore, although I have always been aware that certain students do not accept praise, especially in front of their peers, I had never thought to say things like "I have enjoyed working with you/this group this lesson." and have always relied on sending praise postcards home.
Understanding and Supporting Behaviour