Patricia Henderson – AAC
Patricia has completed a multitude of courses with Real Training, most recently our AAC qualification. Prior to this, she has also completed; General Learning Difficulties (Skills & Knowledge and Application & Reflection), Dyslexia: Leadership & Intervention and CCET Online. Based in Malaysia, Patricia works at a secondary international school as a Learning Support Teacher. Talking about her specific interests in SEND, Patricia said “I have an interest in all SEND and ways for students with learning differences to be supported and included in the whole school curriculum.” We wanted to catch up with Patricia and talk about her time studying with us.
What made you choose Real Training’s courses over other options?
I was looking to work towards my Masters in SEND and I found Real Training in a google search. I liked the range of different topics it covered and that it was your choice to choose which topics suited you, your professional development or what you were interested in.
I also liked the fact that it was done at your own pace at times that suited you and didn’t have set deadlines etc. Once I had done one course I was hooked and knew I would see my way through to the completion of my Masters in Education (MEd) with SEND with Real Training.
What was your experience of learning with Real Training?
Each course definitely met, if not exceeded, my expectations. I enjoyed and learned something from every single one. I found Campus Online was really easy to use and made it easy to contact people. It was equally easy to get help when I did encounter any issues. I would also praise all of the tutors I have had for being both accessible and helpful.
How has the course helped make an impact at school?
I have gained a lot more confidence in dealing with data and how it can support students with SEND. This has also allowed me to direct more useful interventions and supports for these students. I have improved my knowledge to such a degree that my work was used as a case study in the Global Assessment Conference 2020 with Matthew Savage, which then led to me writing a blog for GL Assessment. You can find this here – https://www.gl-education.com/news-hub/blogs/the-data-triangulation-challenge-tricia-henderson/
This was followed by GL Assessment asking me to be part of a panel about wellbeing for FOBISIA.
All of these things have increased my confidence and have allowed me to share what I have learned with others. Clearly displaying the benefits to the school and how my skills are used to support our students and parents.
How has the course helped develop you as an educational professional and what do you hope to achieve with the new knowledge/skills in the future?
Using what I have learned, I am able to look deeper into data, testing and what tests to use for specific learning differences. I am now qualified to complete testing within our school, as well as looking at necessary access arrangements and interventions as a result of those tests.
Both additions to my skill set will help students and parents going forward from both an in-class educational aspect and for exams and access arrangements in their later exam years. I hope to continue to look at different types of learning differences and how I can best support our students to achieve their best potential.