Laraknox

My Summary

My Experience

After completing my PGCE, I worked as a Teacher at a leading, outward-looking school in Special Education. This underpinned my skills in nurturing and educating students with a variety of needs. In addition to this, I have worked on a private basis 1:1 with children and young adults within their homes. My specialisms are predominantly for individuals with SEN , moderate, severe, and complex learning needs such as ASD, down syndrome, Cerebral Palsy, ADHD, social-emotional needs, physio support, sensory processing difficulties, GDD, multi-sensory impairments, behaviour needs and social communication difficulties. I have a natural affinity for working with those who require extra support and understanding and strongly believe in making every moment count and putting pupils first to maximise potential and celebrate achievements. My approach is inclusive and fosters a positive attitude towards learning, problem-solving, social communication, reaching decisions, researching, and organising. 

I completed my Primary training across both KS1 and KS2, where I gained experience in understanding the curriculum and applying this to younger years. I then moved on to KS3, 4, and 6th form focusing on functional learning with a predominantly MLD/SLD background. I have worked on a variety of community initiatives, such as working on farms, community allotments, and gardening projects alongside helping students access the wider community. I am able to underpin this with prep work to support families with their students transitioning and navigating into the wider community. I regularly develop new resources in line with curriculum focus and support students to enhance their well-being and learning experiences by offering variety and access to different interactive resources, for example, students enjoy using multi-modal methods to explore different words, stories, and numeracy activities.  

During my sessions, I aim to build lasting relationships with the student I teach and build social interaction skills. I use turn taking and interaction sessions to build confidence with reciprocal interaction, focusing on appropriate and inappropriate interactions, kindness, identifying emotions and discovering what's right and wrong, whilst weaving in positive examples of how to treat others.  My sessions give meaningful challenge and go at the pace of the individual. I listen attentively to individuals signals and try to build a bond with interactive games to support wellbeing and enhance self esteem. An example of this is through reading, communication and social games such as Jenga, pop up pirate and listening to the preferences and choices of individuals. I incorporate regular turn taking opportunities to be used as a vehicle to listen and build trust in a relaxed and safe environment.  Games can be an excellent doorway to explore emotions, develop communication ,mental health and establishing a culture of excitement and safety, all whilst facilitating a low pressured space and developing a secure relationship with students. 

In my tutoring practice, I cater to a multitude of different learning styles to enhance independence. To support this, I believe it's important to identify students needs and ways to become more independent, This includes visual, kinesthetic, practical, and sensory learners. I believe students with SEN learn best when given practical opportunities to learn new information. For example, to support visual learners I use visual systems such as symbols, photographs, ICT, interactive games, signing, gestures, and role play to contextualise their learning. Situational and role-play learning can help students prepare for possible changes and cope with life, an example of this is teaching autistic children about the weather. For this purpose, I have explored wearing different attire during different seasons to make learning come alive. Furthermore, during practical numeracy sessions, I have explored money and transactional exchange by simulating a shop and till set up as a learning technique. I also cater to kinaesthetic and practical learners, giving opportunities to learn through movement and physically doing. For example, during learning about numbers students may count using a practical game or physically using a preferred way to make the concepts more real with the added benefit of developing their motor control.  

I have worked with a range of specialists to support students’ communication and wider development. This has included working with speech and language specialists, Makaton and engagement officers, Occupational therapists, deaf/blind teachers, mobility officers, pediatricians, dietitians, nurses and social workers. A collaborative approach has helped in many ways to develop students in key areas to support their quality of life. I have used assistive technology with extensive support and gained training from the Kent Communication and assistive Technology team and NHS speech and Language therapists. In my tutoring I use AAC devices, talkers, PECS, communication aids, books, and Makaton to support literacy, enhancing meaning and understanding to develop their expressive and functional language and applying this via social interaction and 1:1 work. Similarly, I have worked with educational psychologists to support students with OCD, autism, and emotional and behavioral needs. 

Individuals with special needs can often display signs of sensory dysregulation, lack of engagement, focus  and struggle with sensory input. In my practice, I work to integrate the senses as a vehicle for learning. Some of these senses include visual, auditory (hearing) taste, smell, touch, vestibular (balance), and proprioception (stimulus received through our muscles and joints that are largely through movement). I aim to give students sensory, calming and creative opportunities to regulate. Strategies and resources that I use include; dough disco, play dough, interactive turn-taking activities, sensory circuits, Theraputty, threading beads, motor activities centered around functional learning, hand-eye coordination, handwriting practice and sensory trays. Students also benefit from sensory movement breaks such as dancing, yoga, balance, coordination, physiotherapy, calming strategies using digital media and exploring music and instruments. My skills help give sensory and physical learning opportunities, which in turn aid processing difficulties and soothe challenging behavior. Further skills I have are around attention autism and using different resources such as sand, foam, water play and beads to weave in topical, numeracy, and literacy-based learning to help with creativity and to build attention focus and key skills. The skills that I have acquired form a good basis to support your child in their unique learning journey and I look forward to working with you collaboratively to make a lasting change in your lives. 

I have lived and worked in Philadelphia USA- for the Psychiatry Department at the University of Pennsylvania. This experience has underpinned my thinking and helped me understand Child Mental Health and anxiety better, working with many people in different Research fields.

I have grown up with my adult sister with Autism, Global Development Delay, and learning disabilities. This experience has given me an insight and understanding of the struggles that families and siblings face. I am a big advocate for breaking down stigma and giving people a voice despite their learning challenges.

I have a MA in Critical Thinking and Creative Writing- helping me think beyond the box and take a solution-focused approach to any challenges that come my way.

I thoroughly enjoy horticulture and have my own allotment where I enjoy growing seasonal fruit, flowers, and vegetables. I enjoy being outdoors and like to use outside space to foster positive learning opportunities.

Get in contact if :

• You want a tutor that understands first-hand the difficulties for families and individuals with learning needs.

• Someone that is empathetic and always aims to build a meaningful, purposeful, and trusting relationship.

• I provide choice, stimulating learning opportunities, and take the time to understand your child.

• I put independence and well-being at the forefront of my teaching and strive for excellence, whereby supporting students to embed the curriculum and develop their social and emotional well-being, communication and language, cognition and learning, sensory, physical, and independence skills.

• I am a firm believer in helping grow a positive mindset in your child and creating a calm atmosphere in my sessions, helping to support any specific areas you feel as a family would improve your child's life and well being. 

My Qualifications

Academic Qualifications;  

• Qualified Teacher Status (QTS)

• Post Graduate Certificate in Education  Primary Education (PGCE)

• Sussex University  : Bachelor's Degree in Sociology 

• Masters in Creative Writing and Critical Thinking  

• Skills for The Creative Industries: Digital Award  

 

 

CPD Courses;

• Level 2 Safeguarding Training

• Keeping Children Safe in Education 2022

• Online Safety 

• SEN Code of Practice 

• ADHD Awareness

• First Aid Essentials

• The Prevent Duty 

• FGM Awareness

• Child Protection in Education

• SECRTS Training

• Understanding Children with Autism

• Child Mental Health and Wellbeing 

• Understanding and Managing Challenging behaviour

• Food and Hygiene Training

• Intensive Interaction

• Makaton level 2 and PECS

• Engagement Model Training

• Attention Autism

• Clicker 8

• AAC communication and Technology Training

• AIM Award Level 2 Principles of Team Leading NCFE Qualification 

 

My Availability

As I am a full time Special needs teacher, I would be working around this. I have some availability after school and in the evenings.

My Fees

• Babysitting from £25.00 per hour
• Tutoring from £50.00 per hour

I charge 50 per hour for tutoring support