Lydia Lister

During my teaching career I have developed my specialism in communication, interaction, sensory and emotional regulation; identifying barriers to learning and creating strategies to support. I am experienced in teaching young people with special educational needs in mainstream and specialist settings, from the EYFS through to sixth form; understanding how their experiences and interactions will shape their future development and opportunities for inclusion in the wider community.

I have worked with children and young people with SEND, in schools across Somerset and in care settings abroad. I have worked as a special needs teacher for the past 13 years, teaching Early Years’ and Key Stage 1 special needs class in mainstream, Key Stage 3&4 class in a secondary special school, and the lead teacher of an Autism Centre on site of a mainstream primary school.

I have worked for 6 years as an Autism and SLCN Advisory Teacher where my focus has been supporting inclusion; developing strategies for communication and interaction, transition, sensory and environmental adaptations, engaging in learning, and emotional regulation plans.

I am experienced in using assessment to help identify strengths and challenges to inform outcomes. I believe that engaging with children and young people, and gaining their views is central to tailoring the right support. I am also experienced in co-creating strategies and resources with schools, setting up structured learning, transition support and communication aids. I have delivered Understanding Autism and Understanding SLCN training to schools, and support programmes for parents. 

Qualifications

• Primary PGCE with Special Educational Needs Focus
• BA (Hons) Early Childhood Studies

CPD

• SCERTS - how to use & assessment for an evidenced-based assessment and intervention framework to support autistic CYP and those with SEMH needs.
• PACE – a therapeutic approach to promote safe and positive interactions.
• Adverse Childhood Experiences (ACEs).
• Gaining Secondary Pupil Voice.
• Supporting Children & Young People with ADHD.
• Sounds-Write Phonics – a ‘multi-sensory, code-orientated, comprehensive approach to teaching reading and spelling’.
• Team Teach – positive behaviour management strategies.
• Elklan – to support children’s speech, language and communication needs.
• Autism Education Training – level 3.
• Picture Exchange Communication (PECs).
• TEACCH Structured Learning – evidence-based approach to learning and supporting autistic students.
• Introduction to Theraplay – a ‘dyadic therapy that helps parents and children build healthy relationships through playful, fun and nurturing activities’.
• Somerset Total Communication – a multi-sensory approach to communication.

Testimonials

‘Thank you so much for your continued support, you have been instrumental at keeping [CYP] at school so far.’ SENCO

‘Really useful to have Lydia's advice and it backed up our decision-making regarding the child's curriculum.’ SENCO

‘Thank you for meeting [DD] on Friday. She said that she really liked you and you understood her, which is so rare.’ Parent

‘Just wanted to say that Lydia has done an incredible job with supporting this child, and this has prevented him being excluded.’ EP