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Victoria Tipping, Cambian Whinfell's Special Educational Needs Co-ordinator has completed a postgraduate degree in Autism Studies, further enhancing the school's autism credentials.
The course from the University of Kent covered behaviour analysis and intervention, the social psychology of autism and service issues in intellectual and developmental disabilities.
Tipping said: “I decided that I wanted to further my knowledge about autism when I first started to work at Whinfell School back in 2008. I’m fascinated with autism and how it impacts individuals in different ways. I feel very privileged to work with this group of young people and I felt that as a practitioner I wanted to improve my knowledge so I could provide the best support possible.”
Tipping graduated in 2011 with a first-class honours degree in Education at the University of Lancashire where most of her studies were tailored towards autism.
She added: “The course was great as we studied behaviour analysis and intervention, the social psychology of autism and service issues in intellectual and developmental disabilities. During my study I felt I could relate better to the boys here at Whinfell. I have been most inspired by the people I have met along my journey who dedicate their life to working with people with autism and Intellectual Disabilities.”
"I hope to enrol on my teacher training course in September 2014 as my career plan is to work with individuals with low functioning autism together with early intervention. I believe that the earlier the intervention then the greater a person’s potential is long term.”
Cambian Whinfell Head Richard Tyson added: “Vicky is a long-serving and highly valued team member at Whinfell. Her experience in special needs and autism in particular, is extensive but some time ago she decided to further her theoretical knowledge of the subject by enrolling on this challenging postgraduate course.
“The additional input that Vicky has been able to offer our pupils and colleagues has been obvious for all to see. Vicky has enhanced our Individual Education Plans, overhauled our pictorial programmes to better aid understanding and communication and developed best autistic practices and positive, solution focused support across the whole school,” he concluded.
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