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Personal statement

I began my teaching career in Glasgow City Council in 1999. I stayed with the council in a variety of establishments, working in the newly opened autism units before taking up the role of Principal Teacher within a similar establishment. I then taught and lived in the Costa Blanca in Spain, teaching in international schools in both Alicante (nursery) and San Miguel de Salinas ( years 1 and 2).Ìý

Following a move back to the UK I worked in a grant-aided school for young people with Complex ASN, winning the Scottish Education Award for teaching Modern Foreign Languages (along with my wonderful pupils in the primary department!). Working in this school gave me a unique insight into the every day lives of young people who experience CASN and their families. This sparked my passion for raising awareness , not only their unique circumstances but their exceptional attributes. What a wonderful opportunity that was.

Following this, I moved on to take up the role of Principal Teacher of CASN department within a large specialist school. Again, this presented me with the chance to fulfil my dream of working with some of Scotland's most exceptional young people. In November 2020 I was lucky enough to apply for and be offeredÌý the role of Teaching Associate at Strathclyde. I teach across a variety of courses at the moment including Professional Practice, Literacy, Culture and Environment and Inclusive Literacy and Numeracy.

Throughout my career I have continued to study , undertaking a variety of post-graduate opportunities including my certificate in autism from Strathclyde, psychology and my MEd (on metacognition in children with Specific Language Impairment). I then undertook my doctorate, writing my thesis on agency for pupils with CASN within the education system. I hope to continue to be able to contribute to the field of research in this area.Ìý

I am passionate about social justice, particularly the inclusion of young people with exceptional presentations within the education system and the ways in which they are represented in policy and practice. I have recently been involved with an Education Scotland working party around pupil voice for young people with CASN. Additionally, I recently presented a research briefing on this subject to the Scottish Government.Ìý

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