Reflecting own experience and developmental aspects Assignment Sample

Introduction - Enhancing Skills and Growth Through SEN Teaching Experience

Beginning a career as an assistant to the teacher in a school for students with special requirements (SEN) proved to be an unforgettable experience which combines academic understanding with practical experience. This reflective summary attempts to clarify how my thinking and understanding have changed over the duration of the module, including both the seminars held in the initial semester and the valuable placement in a school for students with special needs. This reflection independently analyses my achievements and examines at its long-term impact on my objectives for the future, emphasising the key components that helped significantly in both my professional and private development.

Development and learning in the first semester

The initial semester courses offered a theoretical basis for understanding inclusive instruction and the different needs for learners with autism and serious and many learning difficulties (PMLD) (What makes a good SEN teaching assistant? (With FAQs), 2023). Analysing theoretic structures provided an angle which assisted me to comprehend and assess the challenges that those learners were experiencing. The early classes demonstrated just how crucial it is to adapt methods of teaching to fulfil the needs of every student, and this made me rethink my beliefs about traditional methods of teaching. Neurological diversity is an important concept that touched deep chords, promoting embracing the diversity of methods individuals see the world around them (Keup, et.al, 2023). This point of view fundamentally altered the way I taught learners who have autism, enabling me understand their unique skills and challenges. Furthermore, discussions about nonverbal students' methods of communication took centre stage and proved essential to my next position.

In along with presenting me with theoretical frameworks, the first semester emphasised the importance of diversity and cultural awareness in teaching. By doing own assessment referring Gibbs model I have identified that my awareness has improved as a result of examining how cultural variables influence learning, especially while it pertains to SEN students. Recognising the interrelated nature of identities including ethnic origins helped to comprehend the specific challenges learners from various backgrounds face. This understanding comes in extremely useful when I ended up in a SEN school, in which I was introduced to a broad spectrum of nationalities.

Furthermore, the workshops that examined the laws and rules related to students with disabilities were informative. Learning the legal consequences of inclusive learning has enhanced the understanding of SEN students' liberties and provided me an improved basis for standing up for their special needs. My role of offering personalised instructional opportunities to learners all through the placement was rendered feasible by my investigation of individual educational programmes (IEPs) and the teamwork that is involved in developing and carrying out these strategies.

My toolkit was further improved by the theoretical underpinnings of adaptable methods of teaching and diversified education. My capacity to adapt to the evolving requirements of the pupils in special education school (SEN) was improved by my understanding of the significance of adaptability. In planning lessons and having to modify the curriculum to meet the different styles of learning of pupils with SEN. Being able for change was essential to my performance all through the placement as it allowed me to effectively handle the different needs of students with the PMLD and autism.

Placement experience

The SEN placement in school served as an opportunity to test for the practical use of theoretical understanding in real-life scenarios. Working in a learning environment with pupils suffering from PMLD and autism provided me with hands-on experience and allowed me understand more variety of requirements that these kids have. I went from merely an observer to an engaged participant of these students' learning experience, working with teachers, parents and counsellors to create an inviting classroom (Glazzard, et. al, 2019). A significant barrier emerged when adapting my assistance to the various needs of learners with PMLD. An adaptable and nuanced strategy was necessary due to the person's complicated physical needs and limited communication via speech. With the goal to encourage meaningful interactions, I explored change ways to communicate with the classroom educator, via AAC, or augmented and alternative communication, technology. These approaches necessitate determination, creativity, and constant assessment of my methods in regard to every individual's reaction.

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Creating routines and building relationships with autistic students were important in creating an atmosphere of safety (Emre, 2022). My conversations with these learners were affected by the prior to sessions that emphasised the necessity it is to comprehend their sensory needs and preference. By preparing for and solving sensory problems, I have been able to create a better educational setting for the students and also for myself.

Critical appraisal and feedback

Following considering my performance throughout my placement a bit of thought, I haveve determined both my areas of strength and my places for improvement. Comments of encouragement from teachers and students at the school emphasised my dedication to providing customised assist as well as my adaptability in reacting to changing situations. However, I additionally comprehend that there can be still time for development in the earlier identification of learning impediments and the execution of focused solutions.

A number of these concepts were backed up by university reaction, which emphasised the importance of continuous reflection and career development. While the combination of both theory and practise was acknowledged, there remained specific parts that required enhancement, particularly when it involved utilising a broader range of methods for assessment to judge the growth of learners (Lee, et.al, 2019). By giving it a little thought, I see the significance it is to continue enhancing both my teaching and my professional growth. The employees at the school gave feedback that emphasised my dedication to offering customised help and having the capacity to respond to the constantly shifting demands of the classroom. This positive feedback showed that the pair's efforts to tailor instructional experiences to learners with PMLD and autism were making an obvious effect.

Although, I recognised my weaknesses, I additionally comprehend that there is a demand for an organised method to identifying and avoiding possible obstacles to learning. The ever-changing environment of the special needs (SEN) establishing necessitates using a proactive approach in order to anticipate problems and conduct out focused treatments. I'm eager to enhance my watching abilities because of this realisation in order to I can offer assistance in a more planned and active way. This understanding corresponds with the college's feedback, which emphasised the significance of employing an array of methods of evaluation for precisely evaluating the growth of pupils.

I became aware of the importance of reflective thinking and how it can revolutionise ways of teaching as I ponder over this suggestion. The college's and the school's helpful criticism serves as an impetus for further growth. Acknowledging the criticism, I am motivated about enhancing my ability to plan tactically, respond, and evaluate with the goal to offer an expanded and efficient assistance network for the various needs of those with special needs.

My comprehensions of effective instruction in the special needs context have been profoundly affected by the feedback I have gotten. Although it proved my abilities, it additionally rendered me driven to improve my approaches by placing a greater value on having steps to remove barriers to learning and expanding my arsenal of assessment methods. This self-aware process emphasises the evolving character of my professional growth and reaffirms my dedication to giving the students in my care with the most assistance available. It is additionally fuelled by helpful feedback.

Influence on personal development and career goals

My goal for career and personal progress has been greatly influenced by the combination of theoretical understanding and application in real life. My viewpoint on education has evolved as a consequence of understanding that teaching is a job requiring constant change instead of being an approach that fits all (Howard and Paige, 2022). My employment at a special needs school reinforced my belief that fostering inclusiveness needs cooperation among numerous parties involved.

My job goals are being reviewed as a consequence of this reflective journey, and I possess a renewed enthusiasm to advance inclusive practises in education. My belief in my abilities to contribute an important difference to the particular education occupation has been strengthened by my experiences with a wide range of requirements for learning and my effective use of adaptive approaches.

This expressing summary, while I look ahead, acts as a road map for my continuing professional development. My enthusiasm for inclusive learning is being ignited by seeing the differing needs of students with PMLD and autism, prompting me to reconsider my goals for the future. Since I have an improved understanding of the complexity of the field of special education, I can't wait to contribute an important difference towards creating fair learning environments and fighting for the different requirements of each pupil. The expertise and abilities that I acquired from this endeavour will undoubtedly direct my future efforts and assist me becoming a more compassionate and adaptable, and competent educator.

My position as a teaching associate position in a school for students with disabilities proved complex, expanding my perspective, improving my abilities, and sparking my passion for an inclusive classroom. My expertise has expanded as a consequence of going from classroom instruction in the initial semester to hands-on expertise in the placement. It additionally profoundly developed compassion and comprehension. Looking back on that life-changing incident, I have a feeling that what I learned will continue to impact through my career as a teacher, influencing my methods of instruction and reinforcing my devotion to fostering inclusive settings for learning.

References

Books and journals

• Emre, E.O., 2022. Exploring the Training Factors that Influence the Role of Teaching Assistants to Teach to Students with Send in a Mainstream Classroom in England. University of Exeter (United Kingdom).
• Glazzard, J., Stokoe, J., Hughes, A., Netherwood, A. and Neve, L., 2019. Teaching and supporting children with special educational needs and disabilities in primary schools. Learning Matters.
• Howard, C. and Paige, R., 2022. Essential Guides for Early Career Teachers: Professional Behaviours. Critical Publishing.
• Keup, J.R., Petschauer, J.W., Groccia, J.E., Hunter, M.S., Garner, B., Latino, J.A., Ashcraft, M.L. and Friedman, D.B. eds., 2023. The first-year seminar: Designing, implementing, and assessing courses to support student learning and success. The National Resource Center for The First-Year Experience.
• Lee, S.Y., Amatya, B., Judson, R., Truesdale, M., Reinhardt, J.D., Uddin, T., Xiong, X.H. and Khan, F., 2019. Clinical practice guidelines for rehabilitation in traumatic brain injury: a critical appraisal. Brain injury, 33(10), pp.1263-1271.

Online

• What makes a good SEN teaching assistant? (With FAQs). 2023. Online. Available through <https://uk.indeed.com/career-advice/finding-a-job/what-makes-a-good-sen-teaching-assistant>