SUPPORTING SCHOOLS & EARLY CHILDHOOD SETTINGS

Absolutely! Of course, this would need to be negotiated with the school or early childhood setting to determine the type of support that would work best and to ensure that school policies are adhered to. Schools are not usually responsible for funding this service. 

I support your child to access the curriculum at their own level, according to their unique learning style. This involves collaborating and cooperating with the teacher/centre staff. I recommend, model, and implement strategies to support your child within the classroom context. These relevant and achievable recommendations come from an outstanding understanding of the classroom environment, as a result of my extensive teaching experience. This can include sensory adjustments, individualised routines and visual supports. I support teachers to understand your child's unique learning style and aspects of their development. My sessions build teacher capacity to independently follow through with strategies and adjustments on an ongoing basis. 

1:1 sessions would occur in a suitable location within the school or early childhood setting, such as a "quiet" area of the classroom, where we can engage in our session separate to the classroom routine.  Learning sessions, which incorporate a variety of developmentally appropriate activities, provide a “whole child” approach to increasing the child’s engagement, participation and independence in activities. Self-regulation, organisation, work habits, routines for learning and strategies for dealing with challenges are some of the focus areas of these sessions. This builds the child’s capacity for engagement and participation in the educational setting as well as at home. The child’s capacity to learn, practise and extend on developmentally appropriate skills and concepts is increased. 

I offer a range of professional development opportunities. These include a combination of traditional “information sharing” PD (eg. building staff understanding of learners on the Autism Spectrum and other neuro-diverse learners), interactive discussions and in-class support and follow up. 

The benefit of this approach is that it goes beyond simply “giving information” to staff. The interactive and in-class approach works towards building teacher capacity to understand, embrace and engage the learners in their class. 

This is a “whole child” approach to increasing the child’s engagement, participation and independence in activities. Self-regulation, organisation, work habits, routines for learning and strategies for dealing with challenges are some of the focus areas. This builds the child’s capacity to access and engage with the curriculum.