3 The Professional AutoBiography

Hello everyone -
Just a note to say that when you do your professional autobiography you should not be shy. Look at your CV and share any related knowledge and experience that adds to your professional profile. Try to link it to any examples that illustrate the value of the learning.
yours
Anthony

Please please please can I ask you to ensure that you are linking across to those of you in the Learning sets?

Peer review is an important part of the draft procedure and within the 4 learning Sets you have the ability to allow at least 7 others to review your work and share / discuss any amendments that needs making BEFORE discussing it with your tutor/supervisor.

If you haven't had this or any other unit of the module peer reviewed then it should have been before it goes off. Plz check your Drpobox area, circulate amongst those others in your group and ensure your tutor is aware of the comments and feedback from the review process either in the chat here or in a set of notes with the draft

Hi, i'm a little confused. Are we meant to write an additional professional autobiography even though we have included one within our needs analysis?

Hello Victoria,

Yes, you need to provide more information about the significant point in your professional experience which has led you to focus on your chosen them and how your work will be biased by your motivation.
Did the material I forwarded to you clarify things for you?

Maggie

Hi Hamish,

I have managed to upload my Needs Analysis and Autobiography to my folders on here and the Dropbox hopefully. (I have uploaded my final Needs Analysis as I had previously received feedback from Maggie prior to the Dropbox)... I find using the Dropbox much more user friendly on an Ipad but I cannot upload the files from there. I am sure I will get the hang of it..... and I will read my peers work (Hume group) via Dropbox and comment on here?

thanks

Deborah

I am a SpLD Tutor and Assessor in an FE/HE environment and my last year's Action research highlighted the increasing use of technology to support dyslexic students. Within my working environment last year's Action Enquiry highlighted the need for assitive software for students.. My aim is to carry out an investigation into assistive software for dyslexic students to aid learning; bridging the gap. I am only concentrating on 2/3 pieces of software during my work with my case study students but.... I am overwhelmed with how little I know about the assistive software available. I am already working with my case study students and in awe of how they are quickly adapting to certain software. I have attended a few online seminars and cannot believe what software is available and how students can their iphones etc... Although my degree was in Psychology and I.T, I cannot believe how quickly things change....

Attending one online seminar 'Text to Speech' Ian Smyth discussed how this software can be used with ESOL students; helping students access same material in their own language to aid understanding etc....Having read through some of the proposals in my group .... I wondered if this maybe of interest to - Mehendra Soupal who is looking at “An investigation into the difficulties faced by ESOL adult learners in the “English Language learning process” Unsure where to post this........

thanks

Deborah

Deborah and Mahendra

Have you heard of Inspiration, Dragon, or textHELP Read & Write?

Worth looking at these.

Hi Maggie

yes I am using Inspiration and Claroread with my case study students....

thanks

Deborah

Hi Maggie

yes I am using Inspiration and Claroread with my case study students....

thanks

Deborah

Hi all,

I know you have closed the thread about the Needs analysis but I am catching up now it is holiday time and just getting onto writing this section now.
In my last module (DEP) the needs analysis was very much about myself and the school I work in and was written in first person. Is this still acceptable to do or do I need to move more towards writing in third person now?

Thanks, Katie

I have now uploaded my Needs Analysis and Prof. Autobiography into the dropbox and onto here. I have kept it in the first person for the time being, any feedback would be great, thanks.

Katie

Hi,
I am looking at support for children on the Autistic Spectrum in the mainstream school. We have an increasing number of these children - our SENCO denies advertising for them. I first became interested in Aspergers Syndrome when I read an article in the paper about a child with it. This was about 15 years ago when Aspergers was relatively unknown to the wider public. I discussed the article with the school SENCO (who I know as a friend ) and pointed out the similarities to a child in the school who I knew from my work as a volunteer. Apparently he had just that week been diagnosed and given a statement. The SENCO asked if I would like to support the child. With amazing synchronicity I had just resigned from my post as a sister in a Well Woman clinic and was free to agree. I supported the child for a year and then he left to attend a specialist school.
Later I trained as a teacher but have maintained an interest in ASD. Writing a case study as part of my BA.
Since rejoining the school as a teacher I have realised that ASD is quite prevalent in the school.
A chance remark by our ED Psych has led me to look at how we support children with ASD in our school and what we could do to improve that support.
By the end of the year I will have collated ideas and written guidelines for my colleagues to refer to.

Hi Helena,

I have read through your Needs Analysis and found it very informative. As a dyslexia specialist in an FE/HE environment, I have supported students with ASD and believe that the information available in educational institutions is very minimal and often tutors feel isolated...

I look forward to reading your work as I am currently working with a student on the Autistic Spectrum.

Deborah

Thank you for your feedback.
Of course part of the problem is that ASD is such a broad diagnosis and there is a wide variation of the needs of children with ASD. There is no one strategy that fits all. Professionals have to keep adapting and devising new strategies on a case by case basis.