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Declan currently works as an Inclusion Teacher in a large mainstream school in Abhu Dhabi. After starting his teaching career in South Africa he moved into special educational needs, becoming an SEN Teacher at a specialist autism school in the US, before moving to a special school in the UAE. How has the iSENCO course […]
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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 […]
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“I think the iSENCO helped to develop my confidence and expertise in strategic service development. I gained an understanding of what it means to be a leader, the different approaches to leadership and how my own personality and life experience may shape my own approach to leading others. Career-wise, the iSENCO is a good certification to show employers that you have training and experience in leading and maintaining organisational change.” Alison Ford, Head of Inclusive Education & Therapy at The Overseas Family School.
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“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.
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“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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“I really enjoyed my journey with Real Training and the course has exceeded my expectations. The course itself has been planned out really well and each strand has covered topics in-depth. All the different modules and activities are both theoretical and practical. I prefer learning to be practical and not just theory-based, so this worked well for me. The course has allowed me to reflect on myself as a person and a professional and I would say that now, after completing the iSENCO course, I am a much better professional.” Rimante Songailaite, a Learning Support Coordinator in an international school in Malaysia.
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“The insight provided by the iSENCO course has been invaluable, not just for my own practice, but for my entire school setting. I have been able to share new ideas and practices that have had a direct positive impact on our learners. They have also been able to guide teaching staff to implement these strategies in their own classrooms.” Monique Van Zyl, English Literature and Studio Art Teacher at an IB International School in Beijing, China.
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“The iSENCO course has been a journey of discovery for me and has given me a lot more confidence in my role as a SENCO. I now feel able to assess the elements of SEND provision within my school and objectively review those areas that need to be developed or improved. I also feel more knowledgeable about how to build a team based on collaboration while focusing on each team members strength.” Celia Mascher, Lead Special Needs Coordinator (SENCO) at a private school in Kenya.
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“The course has given me the confidence to successfully implement interventions for students with SEND that are research-based and in doing so, I am able to support school-wide improvement targets. Leading the Teaching Assistants is a new role for me that was offered to me after completing the iSENCO course.” Bronwen Brauteseth, an Inclusion Support Teacher working in Dubai.
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