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VISIT TO CHILTERN TUTORIAL UNIT
21st MARCH 2002
PENNY COOPER AND VICKI DONALDSON
Report composed by Penny Cooper
This report is produced primarily for my Certificate in Learning Support course, which requires a visit to be made to a Special Needs Unit.
Vicki and I met at College at 10.30 a.m. and set out for the Tutorial Unit (I had done an earlier reccy so I knew exactly where we were going) ) When we arrived it was playtime, both Bruce and Jane Gaudie were on duty and we introduced ourselves. We chatted animatedly whilst playtime progressed and quickly realised what an extraordinary and friendly `team' we had come to visit. We watched the children enjoying their playtime.
Another member of staff joined us towards the end of playtime and we headed into the 'classroom'; a separate section of the very, modern local Village Hall, which is welcoming, light and airy, spacious and well laid out with excellent facilities. Partition boards showed the children's recent work about World War II and which also segregated the ICT area from the main class.
The classroom assistant took a small group of children, Wellingtons and tools in hand, off to make some Easter garden trays. Bruce took small groups of children for some necessary testing whilst Jane sat down with Vicki and I to explain how, the Unit works. This strengthened my feelings, mentioned earlier, about the team spirit, adaptability and open-minded attitudes at the unit. Time is precious for them but they happily gave us theirs.................
Vicki asked for Bruce and Jane's views about specialist "Dyslexia" teaching and both agreed that they would not dismiss any useful strategies but felt that there was and would never be just 'one way' to deal with dyslexia. Each case of dyslexia is different and therefore it is necessary to produce an individual profile and use the strategies, which work for them, thus enabling them to fulfil their true potential. I would also like it noted that Bruce feels that some theories, which claim to be able to 'cure' dyslexia, are very dangerous as they raise false hope - once dyslexic - always dyslexic. However with understanding and varied approaches with strategies much can be achieved!
The children at the Unit are extremely well behaved, very polite and related to the staff in a very positive way. We observed several children happily approach both Bruce and Jane to show them some pieces of work they had completed. They were welcomed and praised and the children were made to feel very proud of their work. A lot of smiles were evident and Vicki and I both felt it was a very positive learning environment. I know, from various sources outside of the Unit, that there have been noticeable improvements in some pupils' self-esteem, confidence and academic abilities.
Jane and Bruce are to be congratulated on such a high standard of service and level of dedication.
Our thanks to you, your staff and the children for making our visit such, a warm, pleasant and informative experience.
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