Joanne Thomasson

At present I am working as an SEN teacher, however I would now like to explore being an SEN teacher with students who are out of the education setting e.g. working within a students home or in a library so that I can use my expertise to give a more personalised teaching to students with SEN/Autistic needs that do not feel comfortable coming into school for whatever reason.
I have a holistic approach to my teaching and lessons and understand the need for students to be able to express themselves either through art or sensory play, mindfulness and being able to teach students essential life skills for their transition to adulthood.
I have recently been nominated for  Employee of the year  by Pertemps an agency I am with currently and who I have done a previous contract with.

Currently this is my role:

• At the start of the year I Introduced a new curriculum ‘equals semi-formal’ curriculum to 5 KS4/5 ASD students with additional needs such as global developmental delay, ADHD, ADD and SEMH and other additional needs.
• The curriculum allows us to provide a level or literacy and numeracy individualized for each student but also provide a life skills approach as these students are transitioning into adulthood.  Lessons are based around travel training, life skills, problem solving, communication and independence.
• To be involved in identifying all levels of need, planning, and reviewing appropriate and plan effective interventions.
• Planning and delivery of individualized programme’s of work for each student in the group alongside visual timetables and aids to ensure the students understanding of the day and week ahead
• Work alongside multi agency professionals (social workers, nurses and doctors, child psychologists, local authority agents for education, occupational therapists and speech and language therapists) with the school and outside agencies to ensure the best planning and implementation of education and progress individualized for my students.
• Provide a holistic environment within the classroom and outside to make the students feel at ease and comfortable including wellness and mindfulness sessions, outdoor activity, trips, forest school, enrichment sessions, salt, occupational therapy, sensory play, dog therapy, animal therapy, counsellor sessions and in school clubs/activities.
• Liaise regularly with the parents to ensure they are kept up to date with any changes to routine or timetables, therapies or change of behaviour in their child.

City and Guilds Teacher trainer 7306 Level 4

City and Guilds Assessors certificate D32 and D33

TQUK Level 2 Certificate in Understanding Autism

Equals Semi-formal curriculum training

Equals MAPP target training

Equals Relationship and sex education training

Safeguarding Training 

Child Sexual Exploitation Training

Level 1 Health and Safety in the workplace

Working at height

Manual Handling Training

Level 2 Food Hygiene and safety for catering