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An Interview with Karen Goulden

“Completing the course has improved my confidence in the work I do. Secondly being able to share information with colleagues has led to greater consistency in the team’s report writing. It has certainly made me a more reflective practitioner. I look forward to obtaining my APC but irrespective of this, my overall understanding in putting together all the elements involved in diagnosing Dyslexia has been improved.” Karen Goulden, a Specialist Teacher for the Dyslexia Outreach Service.

An Interview with Samantha Blackwood

“The course has helped me to better understand SEND and the role of the SENCO. The modules have allowed me to identify the strengths of SEND in my setting and the areas of development.

Creating an action plan was the best activity for me as it allowed me to prioritise areas to work on over the next year in the most effective way. I have already delivered some training to all staff on the Graduated Approach and I feel like I have a much better understanding of this after working through the modules. Prior to the course, I don’t think I would have felt so confident!” Samantha Blackwood, a SENCO Teacher at a primary school in South Shield.

An Interview with Sadie Wilkinson

“This course, and my completion of AAC, will make a huge impact on our school. Being the only member of staff holding this qualification at present I will be able to promptly assess any students who require it without having to wait for the specialist assessor. We currently pay for an external specialist assessor to come in and assess our students, having me in school able to do this will greatly reduce the wait time and cost, and give the SENCo relevant information on these students as quickly as needed.” Sadie Wilkinson, a Science Teacher in a selective secondary school in Lincolnshire.

An Interview with Lisa Pongpiriyaporn

“The course has definitely supported my professional growth and enabled me to be a more informed instructional coach and leader of teams. As an ELL Coordinator, part of a multidisciplinary student support team, I have a deeper understanding of my context and feel up-to-date with current research and evidence-based practices, meaning I feel better skilled to impact others.” Lisa Pongpiriyaporn, the K-12 ELL Coordinator at the KAUST IB School in Saudi Arabia.

An Interview with Sharon Drinkwater

“I found the course interesting and easy to engage with and the course material was set out well. My tutor Katie was extremely helpful and quick with communication, always sending supportive messages. I feel that the course material was informative, will be useful in day-to-day practice and in developing my professional practice and understanding.” Sharon Drinkwater, an assistant SENCO and member of the safeguarding team.

An Interview with Patricia Henderson

“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.” Patricia Henderson, a Learning Support Teacher at a secondary international school in Malaysia.

An Interview with Lena Ramzi

“The iSENCO qualification has allowed me to obtain a broader overview of how SEND is managed and supported in other international schools in Dubai. This is due to the opportunity to complete a placement in another school which was a highly beneficial part of the course.” Lena Ramzi, an Inclusion Teacher for years 6 and 7 at an International British School in Dubai.

An Interview with Vicky Hewlett

“I am now the second qualified assessor for psychometric testing. Additionally, when I have finished, I will be another member of staff qualified to give access arrangements. This will benefit the school in many ways, including assessing students for literacy needs and implementing relevant strategies to support them. Furthermore, the ability to provide access arrangements for the relevant students will have a great impact.” Vicky Hewlett.

An Interview with Grace Arnstein

“The course supplemented my work at school and has enabled me to secure a job as SENCO next year. The reflective aspects of the programme encouraged me to identify areas of strength within my practice and highlight areas for improvement. It has enabled me to help improve SEND provision across the school.” Grace Arnstein, an SEN and EAL teacher in a bilingual school in China.

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