Laura T

About me, my expertise, qualifications and SEND experience

I am a qualified primary teacher with particular expertise in supporting neurodiverse students. I worked in a mainstream primary school with  specialist provision for autistic students and students with speech and language challenges. I developed literacy sessions to support these students with language and early reading. This experience led to my PhD in Education which explored strategies to include and support SEND students. I have provided training for teachers and trainee teachers on creative strategies for teaching English to SEND learners.

I have taught and tutored students with dyslexia, autism, ADHD and speech and language challenges.

Most recently, I have supported neurodiverse children and young people who are being home educated. I have carried out research with parents who home educate because the needs of their children are not being met at school.

I am also a mum to two neurodiverse children who I home educate so I also draw on this experience when working with children and families.

How I teach students with Autism

I aim to establish a safe pedagogic relationship by tuning into students’ interests and strengths. This becomes the way we address areas of challenge. I am student centred and go at the pace of each individual. I allow for additional processing time and keep instructions clear and simple.

When working with students with PDA, I use declarative language, ensure I offer choices and ensure I keep demands minimal. Tutoring is a collaborative process and I make sure that the students do not feel I have more power than them in the situation. Where appropriate, I use humour to connect and engage students.

How I teach Maths

I always aim to make maths practical, relevant and enjoyable. I like to help students grasp concepts by playing games, solving ‘real world’ problems, using manipulatives, and with role play. When students see the need for division, for instance, when it is contextualised into the relatable issue of sharing sweets or cutting cake, students more easily grasp the concept. Only when they have tangible working models for concepts do I introduce the concept more theoretically. This process is different for each student. I ensure ideas are fully understood (at the appropriate level) before introducing new learning.

How I teach English

I teach English through stories and books. I engage learners in texts they love and this becomes the basis for other work. Students retell stories using pictures and prompts and eventually create their own. I teach reading through a variety of methods including phonics and whole language instruction, adapting my approach to what a student needs. I use writing frames, widgets and picture prompts to help students’ structure their ideas for stories and non fiction writing. If students are not ready to write, I focus on developing fine motor skills first and have lots of games and practical activities to help with this.

How I help students communicate

I ensure students have time and are not rushed. I listen carefully to what students communicate, mirroring back my understanding to them to check I have understood. I encourage students to use the communication methods that work best for them at the time and according to their needs. This might mean using pictures, writing something down, or talking.

How I help students engage with learning

I use students’ interests to engage them with learning. I take a student centred approach, tuning into where students are emotionally as well as with their learning. I meet students where they are. I keep sessions fun and well paced to help students maintain interest.

How I make lessons fun

I like to learn through play and games. I bring games with me to support learning and also bring lots of practical resources such as playdough, crayons and puppets. I am good humoured and sometimes use silly examples to help children engage and remember their learning.

How I help students with focus, attention and emotional regulation

I ensure I am regulated in myself to support students to regulate their nervous systems. Where useful, I talk with students about what helps their bodies feel calm and safe. I encourage students to move or engage in stims to support them to feel more regulated. I keep instructions short and clear to help students focus. I also do not ask them to engage in a task for too long, rather I focus on shorter activities that hold students’ attention. I build up gradually to students maintaining concentration for longer stretches but never force this.