Bella B

About me, my expertise, qualifications and SEND experience

My experience  in SEND is primarily with students who are verbal and working at E1- L2 and beyond.  My knowledge and expertise is in teaching English, Functional Skills, Communication, PHSE and more recently Horticulture. I enjoy working with students at a variety of stages in life from primary through to those preparing for further education, training and independent living. 

How I Teach Students with SEND 

For students with ASD/Autism, a predictable order reinforced by visuals including a lesson plan and chunked activites can be helpful. Checking into feelings with Zones of Regulations and opportunities for breaks are also useful.

For students with Attention Deficit Disorders, chunking or breaking tasks down into single steps with visual reminders can be very useful.  Short instructions, acknowledging a source of distraction before positively refocussing positively, physical learning and opportunities to lead can also be very helpful. 

For students with Oppositional Behaviours. Some students have built up negative associations to formal education. Finding ways of working that they are confident in,  and building a respectful atmosphere are great starting points. It can be useful to offer  “I wonder if..” suppositions rather than instructions or direct questions in order to engage without pressure. Allowing students a sense of ownership over their learning: following their lead in its focus  as much as possible is also important. 

For students with Dyslexia, celebrating successes and enthusiasms to keep learning a positive experience is so important. There are many useful resources available.  These can be low tech: Grippy pens, reading rulers, and textured approaches to letter and word formation can be fun and helpful too. Changes of font and page colour, use of Accelerated Reader,  and other Read/Write software can also be useful as can verbal memos.  Use of a laptop and ‘dual coding’ approaches can also be very useful for students with Dyspraxia.  

I have taught many students experiencing poor mental health.  Recognising triggers, accepting good and bad days, and having a bank of resources which they have identified as helpful for self-regulation is important.  

Working positively with students, families, and other stakeholders is crucial to delivering effectively personalised, highly differentiated lessons. One area of difficulty (sleep for example) can play havoc with a students’ ability and willingness to learn. I am happy to embed other  areas of learning where there is a natural fit and to work holistically in educational terms with the student. 

How I teach English

Word maps, vocabulary development (with books to revise and develop) and games can be very useful and fun. Students such as those with MLD and ASD can benefit from colourful semantics for word identification and sentence structure. Exploration of inference and imaginative devices using visuals are also helpful. 

How I teach Maths

I use concrete (physical) examples, games, and the students’ special interests to teach Maths. Often students have been confused by unfamiliar vocabulary  or by instructions without sufficient chunking. Often too, students have learned a rule but have found applying it difficult.  Making links explicit, making games out of activities and celebrating success all have positive impacts.

How I help students communicate

Communication games can be enormously helpful for students who struggle with vocabulary, memory, self-esteem, and friendship for example. Age appropriate lessons can be taught in one to one lessons at home and out in the community. Resources used might include: video clips, online and physical games, visual card sorts, role play and discussion. 

How I help students engage with learning

If lessons relate to the interests and experiences of the student and are set at a level at which the student can succeed, they are more likely to be engaged. If the lesson is structured sensitively (allowing for the specific needs of the student), with visual reinforcements, formatting and stepped activities for example) then students are set up for success and are more likely to benefit from he session.

How I make lessons fun

• A variety of activities including those relating to enthusiasms of the student.
• Games  including audio visual and kinaesthetic games.
• Taking the lesson into the kitchen, outdoors, or the local cafe where possible. Maths with potatoes, English with food packaging make these lessons more meaningful for many students.
• Ending classes with students feeling proud of their work. Finishing while we are ahead.

How I help students with focus, attention and emotional regulation

Activities that I’ve generally found beneficial have included: 5 minute mindful meditations, Zones of Regulation, pictures of the week (a visual warm-up with photos for analysis and discussion), Comic strip cartoons, physical breaks and warm ups, and even practical physical tasks. Many of these activities are dependent on the interests and needs of the student. Some practical are niche and all need to be safe and age appropriate.