Associate Teacher

Annette Smith, Associate Teacher

How long have you been in this role?

1 year & 2 months

Brief description of your background

After leaving school I completed a 2 year Beauty Therapy course & then became a self-employed beauty therapist for a year. I did not enjoy the work and started to work for the Woolwich Building Society. I worked for them for 10 years, working up to be a branch manager. When I started a family I left the Woolwich and worked evenings for a computer recruitment company. I was made redundant from this position while my children were still under school age so I continued to work in the evenings for a magazine subscription company. I became the supervisor for the evening team before leaving to work in a reception class in a mainstream primary school. I worked there for 8 months until I moved to a school for pupils with moderate learning difficulties. When I started I spent 1 day a week supporting in a KS2 class for children with ASD (Autistic Spectrum Disorder) and the remainder of the time supporting in KS3 classes.

School

Newick House School

Training

Prior to being in my current role I attended a course on role play, one on creative movement, understanding different learning styles and an overview of ASD. I also attended a conference on ASD and integrating autistic children into mainstream. I attended a talk by Ros Blackburn, completed National Autistic Society (NAS) training in special needs legislation and attended 3 NAS conferences.

Impact of the training on your job role.

The early courses that I attended whilst in the mainstream primary school certainly helped me become more confident in my ability to help the children and support the classroom.

The overview on ASD and the training on different learning styles made me aware that I wanted to do more than just support within a mainstream setting. I knew I wanted to take an active part in helping children, particularly those with ASD.

My understanding of ASD from the training and from my own personal experiences (my son has Aspergers Syndrome) has definitely been invaluable in the way I approach the pupils I work with and support.

The NAS training in SEN legislation (and the voluntary work I did as an advisor for the NAS) has been important in understanding the pressure and stress that the parents and families are under.

My personal involvement with ASD has meant that in addition to the training courses and conferences that I have been on, I have spent a lot of time researching and teaching myself strategies regarding ASD and special needs.