Amna Shahid – iSENCO

After beginning her career as a Graphic Designer, Amna transitioned to supporting students with diverse learning needs at a British school in Dubai and is now the Inclusion Lead at an IB school in Pakistan and SENCO for students in Middle Years and Diploma programmes.

Committed to professional development, Amna says she “embraces the belief that education is a lifelong process,” something she passionately believes is “particularly crucial in the field of inclusive and special education.”

How has the course helped make an impact at school?

Initially unable to pursue an on-campus MEd, I chose Real Training for its online flexibility and tailored module selection. This allowed me to focus on areas like iSENCO, aligning perfectly with my interest in inclusive education.

What made you choose the Real Training course over other options?

The iSENCO course has directly improved the learning outcomes of students in my setting by enabling more effective and inclusive educational practices. 

I have successfully enhanced and refined SEND policies leading to noticeable academic and social performance improvements and a forthcoming data management system is poised to better track and support individual student needs. The course has also empowered me to implement targeted interventions that have already shown remarkable results.

The assignment comparing SEND policies and settings between two schools turned out to be particularly impactful. By examining different approaches, I identified key areas for improvement and implemented strategies that fostered a more inclusive environment. This task encouraged a critical evaluation of existing policies and inspired innovative thinking in tailoring our approaches to meet diverse learner needs effectively.

I’ve also improved the strategic use and budgeting of SEN resources and I’ve enhanced the professional development of Learning Support Assistants (LSAs) through targeted training and coaching. 

How has the course helped you develop professionally?

Participating in leadership and SEN-related workshops has prioritised my personal and professional growth, enhancing my ability to lead and advocate for effective SEND provisions. Moreover, I’ve increased interactions and collaborations with parents and external partners, strengthening the support network for our students and fostering a cohesive community focused on inclusive education.

Overall, the iSENCO course has been invaluable in equipping me with the tools to enhance SEND provision in my professional setting, benefiting the learners we aim to support. I would highly recommend it to other SENCOs based abroad.  

What did you enjoy the most about the course?

I enjoyed the practical application of the concepts learned, particularly the assignments that allowed me to directly improve my school’s SEND policies and practices. The opportunity to engage deeply with specific issues, such as comparing SEND policies between schools and implementing a data management system, was especially rewarding. These tasks enhanced my professional skills and had a tangible impact on my educational setting, making them the most enjoyable and fulfilling aspects of the course.

What are the top three things you have implemented since or during your study? 

• Expanding on the success of my case study intervention I’ll be planning further personalised learning strategies to meet diverse student needs.
  
• Establishing a robust data system will enable more precise tracking of individual student progress and the effectiveness of different interventions. 
  
• Organising and possibly leading training sessions for staff on the latest SEND strategies and interventions can also improve the overall effectiveness of my school’s SEND provision.