Erin

How I teach students with autism

Throughout my career, I have recognised the importance of having a multidisciplinary team to maximize outcomes for children with autism. Working closely with families, educators, SENCOs, and specialists (e.g., Behaviour Analysts, OTs, & SALTs), I have implemented a range of evidence-based interventions and structured teaching practices such as Discrete Trial Training (DTT), Natural Environment Teaching (NET), Visual Timetables, Attention Autism, Picture Exchange Communication System (PECS), Social Stories, Token Systems, Choice & First/Next Boards, Colourful Semantics, and Zones of Regulation. These strategies are instrumental in reducing challenging behaviours and promoting skill acquisition, enabling learners to navigate their social environments more effectively.

As a Behavioural Therapist supporting learners with autism, my approach is grounded in ABA principles. I focus on breaking down skills into manageable steps, using positive reinforcement to encourage desired behaviours, and systematically fading prompts to promote independence. I deliver interventions that are tailored to each child’s unique strengths, needs, and interests. I also incorporate guidance from families and other specialists to create a supportive environment at home and in education/community settings. This collaboration is essential for providing consistency and generalisation of skills across various contexts. My objective is to empower children with autism to achieve their fullest potential and thrive in their social, academic, and daily living skills.

How I teach Maths

I have experience teaching Maths to SEND students in Early Years, Key Stage 1, and Lower Key Stage 2. Since Maths is a highly sequential subject, I prioritise building strong foundational knowledge in my learners. Maths heavily relies on prior understanding, so I ensure my students grasp the basics before progressing. Repetition and positive reinforcement are key for learning retention among SEND students. I employ diverse teaching methods and deliver positive reinforcement to consolidate concepts.

I also use a multisensory and creative approach to Maths instruction. I aim to make learning both meaningful and engaging. For instance, to teach 3D shapes, I organized a dynamic scavenger hunt during outdoor walks, encouraging students to identify objects with corresponding shapes. Incorporating songs and tangible resources also further enhances engagement and sustains motivation throughout the learning process.

How I teach English

When teaching English to children with autism or other additional needs, I always use a personalised approach that considers their unique learning styles and abilities. I often incorporate visual tools or prompts to enhance comprehension and reinforce vocabulary. For example, one of my students loves ‘The Gruffalo Series’ and I created a bespoke lesson where the learner had to sequence the story pictures and then write sentences on the characters. Using preferred topics can drastically increase engagement and motivation for task completion. Most importantly, I simplify language into smaller chunks and use clear and concise instructions which facilitates understanding. As mentioned, SEND learners benefit from repetition and reinforcement. I always strive to provide varied opportunities to learn language concepts to support retention and mastery skills.

How I teach children with focus and concentration difficulties

Supporting children with concentration challenges is fundamental to my teaching philosophy. I address these needs by establishing a structured and predictable routine. I provide visual prompts such as timetables, first/next boards, token boards, and checklists to help learners understand what is expected of them and to reassure them that the less preferred activity has a start and an end.

I incorporate movement breaks into the learning session to allow children to release energy, refocus their attention, and maintain engagement. I also employ hands-on sensory experiences to cater to diverse learning styles and keep children actively involved in the learning process.

Lastly, I design a range of activities, with most falling within the learners’ comfort zone to boost confidence and motivation. I combine these with a few challenging activities that require support. This process encourages growth and development while maintaining a supportive learning environment.

How I support children and young people’s confidence and self-esteem

I employ a holistic and personalized approach, utilizing various strategies to enhance children’s confidence and self-esteem. I balance challenging tasks with mastered ones, providing positive reinforcement such as praise, rewards, and encouragement, coupled with immediate feedback to acknowledge progress and celebrate achievements. Additionally, I break down complex activities into smaller steps, fostering success opportunities.

Visual aids, checklists, and timetables are integrated to clarify expectations and empower learners in their educational journey. Teaching coping strategies equips children to navigate challenging situations effectively, empowering them to express themselves independently and reducing the occurrence of challenging behaviours. For instance, I supported a student prone to tantrums by providing him with alternative solutions and creating personalized visual charts to enhance self-regulation skills.

Creating an inclusive learning environment promotes a sense of safety and belonging. I facilitate social interactions through engaging activities and model social skills through turn-taking games and fostering acceptance among peers.