I am a graduate teacher specialising in secondary Special Educational Needs support within an integrated mainstream setting in Western Australia. My teaching practice is grounded in evidence-based approaches including Universal Design for Learning, explicit instruction, visual communication supports, and trauma-informed pedagogy. I am passionate about creating inclusive learning environments where every student can access meaningful curriculum, develop functional skills, and experience success.
My journey into SEN teaching stems from a deep commitment to equity and a belief that all learners deserve high-quality, responsive instruction. I have developed expertise in differentiation, assessment for learning, positive behaviour support, and collaboration with multidisciplinary teams. Working alongside education assistants, speech pathologists, occupational therapists, psychologists, and families has strengthened my ability to design holistic, student-centred learning experiences. I am committed to ongoing professional learning and reflective practice as I transition towards full registration at the Proficient Teacher level.
I teach within a Special Educational Needs programme situated in a mainstream secondary school in Western Australia. This integrated facility model serves students in Years 7–12 with diverse needs including intellectual disability, autism spectrum disorder, attention deficit hyperactivity disorder, and complex communication requirements. The setting enables flexible inclusion into mainstream classes when appropriate, whilst providing specialist support in the SEN classroom for core learning.
My classroom is a carefully structured environment with visual supports, sensory-friendly design, flexible seating, and clear routines that promote safety, predictability, and independence. I work closely with a team of education assistants who provide essential support for individual students, and I regularly collaborate with allied health professionals to embed therapeutic strategies into daily learning activities.
I implement augmentative and alternative communication (AAC) systems, visual schedules, and social stories to support expressive and receptive language development.
I design learning experiences that meet students at their current level whilst providing pathways for growth, using multiple entry points, flexible groupings, and varied assessment methods.
I explicitly teach safe, responsible and ethical ICT use (privacy, respectful online communication, digital footprint), and use data tools to personalise learning, monitor growth, and celebrate progress with students.
I embed purposeful digital tools and assistive technologies, such as interactive whiteboards, learning apps, speech-to-text, visual timers, and OneNote, to increase access, engagement, and student independence.
I design and review IEPs with clear, measurable goals, aligning adjustments, teaching strategies, and assessment evidence to support meaningful progress for each learner.
I identify what students can do well and build learning around interests, motivators, and preferred communication styles to increase engagement and confidence.
I create predictable, safe environments and respond with empathy, co-regulation, and low-arousal strategies that protect dignity and support regulation.
I plan lessons with multiple ways to access content, engage in learning, and demonstrate understanding, so that all students can succeed.
I work seamlessly with education assistants, therapists, families, and mainstream teachers to create consistent, coordinated support for each learner.
I develop authentic learning experiences outside the classroom, including school-based enterprises, travel training, and community tasks, to promote generalisation.
I teach practical skills, such as self-care, community access, money, safety, and daily living routines, so learning transfers to real-world independence.
I teach foundational skills with real-world application, ensuring students develop competencies they can use in daily life beyond the classroom.
I build trust, routines, and inclusive norms so students feel safe, valued, and willing to take learning risks.
I continuously refine my practice through targeted professional learning, reflective notes, and evidence-based adjustments that improve student outcomes.
I proactively adjust lighting, seating, noise levels, movement breaks, and sensory tools to support student regulation, comfort, engagement, and equitable access to learning.
I explicitly teach students how to engage in positive and assertive social interactions by developing conversation skills, relationship skills, perspective-taking, self-advocacy, and repair strategies through modelling, role-play, visual supports, and real-life practice.
I use frequent formative checks, clear success criteria, and timely feedback to adjust instruction and ensure students experience success and growth.
I interpret behaviour within context and use proactive teaching, environmental adjustments, and skill instruction to reduce barriers to learning.
I use functional behaviour assessment, positive behaviour support frameworks, and restorative practices to understand behaviour as communication and to teach replacement skills.
I track progress through work samples, observations, rubrics, and baseline-to-growth measures to guide next steps and demonstrate impact over time.
I recognise early signs of dysregulation, use calm communication and choice-making, and support students to return to learning without shame or power struggles.
I teach routines, planning, time management, and task initiation using checklists, visual supports, chunking, and structured scaffolds to reduce cognitive load.
I break learning into small, teachable steps, model clearly, provide guided practice, and build independence through repetition, feedback, and gradual release.
I implement reasonable adjustments that are practical, consistent, and aligned with student needs, without lowering expectations for genuine progress.
My professional practice is guided by the Australian Professional Standards for Teachers (AITSL) and informed by a commitment to equity, inclusion, and high expectations for all learners. The following values underpin my work across all seven standards:
I value deep understanding of each student's strengths, needs, cultural background, and learning profile. I believe that knowing students as individuals is the foundation for responsive, effective teaching.
I value curriculum knowledge and pedagogical expertise, recognising that content must be made accessible through evidence-based strategies tailored to learner need.
I value intentional planning that is flexible, differentiated, and aligned to clear learning goals. Effective teaching requires both structure and responsiveness.
I value safety, predictability, and positive relationships as the foundation for learning. Every student deserves an environment where they feel valued and can take learning risks.
I value assessment as a tool for learning, not just measurement. Timely, specific feedback helps students understand their progress and next steps.
I value lifelong learning and reflective practice. Continuous improvement is essential to meet the evolving needs of students and the profession.
I value collaboration and respectful partnerships. Working together with families, allied professionals, and colleagues creates the best educational outcomes for students.
About Me