Karishma P

About me, my expertise, qualifications and SEND experience

 I’ve spent the last seven years working as a specialist SEN teacher and whole-school phonics lead, supporting learners with SEN and additional needs across both primary and secondary settings. I hold Qualified Teacher Status (QTS) and a PGCE in Primary Education with a specialism in SEN, a degree in Psychology, and I’m a certified LEGO® therapy facilitator (Play Included® Brick-by-Brick®). Over the years I’ve worked closely with learners with Autism, ADHD, Dyslexia, and SEMH, and I use that experience, alongside EHCP outcomes where relevant, to plan sessions that genuinely meet each child where they are. 

How I teach students with [Autism, ADHD, Dyslexia, SEMH]

Every child is different, so my approach is built around the individual, not a one-size-fits-all method. For learners with Autism, I use visual timetables, clear routines, and consistent structure to reduce anxiety and build trust. For learners with ADHD, sessions are broken into short, purposeful chunks with built-in movement, so energy is channelled productively rather than fought against. For learners with Dyslexia, I use structured, multi-sensory phonics approaches to build reading and spelling skills step by step. For learners with SEMH needs, I put relationships first, starting every session with a check-in so I can adjust my approach to how a child is feeling that day. 

Where a child has an EHCP, I use their outcomes and targets as the foundation for planning, ensuring every session works directly towards the goals set out for them. This keeps learning purposeful and joined-up with the wider support around the child, and allows me to track meaningful progress over time. I’m also happy to liaise with parents, schools, and other professionals to make sure sessions complement, rather than duplicate, existing provision. 

How I teach Maths (Primary, Entry level and functional skills)

I make maths concrete before it becomes abstract, using hands-on resources like counters, number lines, and LEGO® bricks to help children see and touch what a number or calculation actually means. Concepts are broken down into small, manageable steps, with plenty of repetition through games rather than worksheets, so children build genuine understanding and confidence rather than simply memorising a method. 

How I teach English (Primary to GCSE)

My English teaching is rooted in a strong phonics foundation, drawing on my experience as a whole-school phonics lead. I use structured, multi-sensory approaches to build reading, spelling, and writing skills, alongside engaging texts and topics chosen around a child’s own interests. This keeps reading and writing purposeful and enjoyable, rather than something to get through. 

How I help students communicate

I adapt my communication to each child, using visual supports, now-and-next boards, modelling, and extra processing time where needed. I create a calm, low-pressure environment where children feel comfortable expressing themselves, whether verbally, through gesture, or through visual tools, and I model and practise social communication skills naturally within sessions. 

How I help students engage with learning

 follow each child’s interests, whether that’s dinosaurs, space, or their favourite characters, and weave these into sessions to build genuine motivation. Offering real choice over activities and topics gives children a sense of ownership, and I use activities and games to turn targets into something children want to do, rather than something they have to do. 

How I make lessons fun

I believe learning sticks best when it’s enjoyable. Games, storytelling, LEGO®-based challenges, and hands-on activities feature in every session, making even tricky concepts feel achievable and worth persevering with. When children are having fun, they stay motivated, and that motivation is what carries them through the harder parts of learning. 

How I help students with focus, attention and emotional regulation

 I use timers, clear step-by-step instructions, and regular movement or brain breaks to support sustained attention. Sessions are structured with variety and choice to keep concentration high, and I give children the space and tools to self-regulate, so they can settle, refocus, and return to learning calmly.