Extensive teaching experience

My extensive teaching experience (over 30 years in Early Childhood settings, mainstream school and support unit within mainstream school) has given me ongoing opportunities to embrace teaching neuro-diverse learners, including those on the Autism Spectrum. I have developed a passion for ensuring that these students (and their families) are catered for within the school community through a whole-school understanding of their individual learning styles and other developmental considerations such as sensory needs. 

My skills, practices, philosophies, attitudes and knowledge are a result of my dedication to every child within my care. I have researched the nature of neuro-diverse learners, specialising in Autism, extensively (through professional readings and professional development courses) as a result of my desire to develop strategies aimed at the success of individual students within the school setting. This research has lead me to a special interest in the areas of Sensory development and movement needs/development and the way in which these areas can be incorporated into the classroom in order to support these students to engage in optimal learning and well-being. I have an outstanding awareness of the components of a “sensory friendly classroom” and have successfully implemented this on an ongoing basis. 

I have achieved a Graduate Certificate in Autism. (University of Wollongong). More recently, I have been engaged in online learning about Interoception (one of the “internal” senses) and guiding self-regulation. I completed an online course via a Speech and Language Pathologist (US based) about Natural Language Acquisition. This relates specifically to the unique communication style of children on the Autism Spectrum and also links to their literacy concepts. 

The structure of these sessions can be tailored and sequenced according to the needs of your setting. The following sessions are information for staff/stage teams. 

An introduction to the wide variety of “why’s” which can impact a child’s behaviour and engagement in the daily program and routines. 

Sensory
Movement and physical development 

Executive functioning
Emotional regulation
Anxiety 

A proactive and do-able approach to working through challenging behaviours.

Provides an outline of a variety of tools and strategies which can be introduced and maintained on a daily basis.

Sensory tools

Movement

Visuals

Establishing individualised routines

Managing daily transitions

Positivity

Can be combined with those outlined above, or implemented separately.

An insight into recognising the sensory and movement needs of your children.

A manageable approach to catering for these needs on an individualised basis within your daily program.

Can be combined with those outlined above, or implemented separately.

Using the “why”? of children’s behaviour to develop individualised routines, scaffolds and strategies to guide them, and you, through a positive day.

Specific to individual teachers/students/classrooms and followed up individually with teachers as well as the stage team.

I observe individual children (in class) and support staff (in class) to discover and understand the “why”? behind challenging behaviours or other challenges.

I work with staff to devise and implement individualised routines, strategies and scaffolds designed to foster the child’s engagement and independence.

It is important to note that as students learn, develop and change, strategies and supports will need to be modified. Individualised routines work in a similar way to the teaching and learning cycle. ie. Where are my students now? (assessment/observation) Where to next? (planning and programming) To what degree are my students accessing the

curriculum? (evaluation).