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Kasia Suchocka – Speech, Language and Communication Needs

An Interview with Kasia Suchocka – Speech, Language and Communication Needs

Kasia works as a Primary EAL Teacher in a British International School in Poland. She has recently completed our Speech, Language and Communication Needs – Skills & Knowledge module. This module carries 30 credits on our MEd SEND programme and is a great starting block toward either a PGCert, PGDip or MEd in SEND. Kasia has special interests in Dyslexia and Dyscalculia, hoping to learn more about them in the future. We had a chat with Kasia about how she found her time studying with us, you can see what she had to say below.

What made you choose Real Training over other options?

I heard about Real Training from my line manager who also started out by completing the SLCN module. She enjoyed it so much, in fact, that she went on to complete the full MEd in SEND with Real Training. 

What was your experience of learning with Real Training?

At first, I was a bit worried that as a postgraduate course, it would be too academic but it turned out to be the most practical training at level 7 that I have ever done. It was intellectually challenging but closely linked to practice. Meaning I could apply my knowledge straightaway. Communication with my tutor was very efficient, she would reply to my emails literally within hours! Campus Online was very interactive with lots of opportunities to share ideas and learn from one another. I truly recommend Real Training. 

How has the course helped make an impact at school?

The course has helped me to raise teachers awareness of SLCN. Alongside this, my profiling template has been adopted by our inclusion department. 

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?

I deepened my knowledge about SLCN and better understood how to differentiate between EAL and SLCN. Thanks to the collaboration with SLT and other SEN staff, I learnt how to support children with additional learning needs. I hope to make a positive impact on SEN assessment practice in my current school. 

Kirsty Ann Gibson – Speech, Language and Communication Needs

                            

An Interview with Kirsty Ann Gibson – Speech, Language and Communication Needs

Kirsty is currently working in an International School (IB) in Hong Kong. She is a primary classroom teacher for Year 3 pupils. Kirsty has a special interest in Speech, Language and Autism. She studied Speech, Language and Communication Needs with us at Real Training, one of our MEd in SEND programme modules. You can read a little more on Kirstys time with us below.

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

I like the manner in which the course is run. As a teacher, my schedule is very busy and unpredictable. With Real Training, you can work at your own pace. I also like the diverse range of modules that they offer. Most online Masters courses I looked at only offered training in Autism and Dyslexia. 

What was your experience of learning with Real Training? 

I found the tutor support to be exceptional. Janet always provided timely, constructive feedback. I have only been working with Sue for a few months, but she has been great too. The only stressful part of the course was trying to do the observations during COVID. I think that perhaps we could have been given videos to watch and analyse instead of trying to do everything over Zoom.

How has the course helped make an impact at school?

After I complete the module in Speech, Language and Communication Needs, I met with a few colleagues to discuss my findings. Due to Coid, the groups were small, however, I did receive some positive feedback. From the teachers that attended, we were able to discuss and define the difference between EAL and SLCN. Often, many of our students are misdiagnosed. We also spoke about Wave 1 interventions, identifying what we were doing well and how we can improve. We also spoke about how we can train new teachers and what kind of support they might need in order to best support students with SLCN. During the presentation, teachers and learning enhancement staff discussed ways in which we can make our joint working environment better. 

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?

I feel more confident to identify and support students with SLCN and share my knowledge with other teachers. I hope to move into a learning enhancement teacher role when my masters is complete.