Ohna Knight
24 Lara St, Koolewong,NSW
Summary
I am writing to express my interest in the Teacher Aide position at Yattalunga Valley Christian School. With 14 years of experience in Sydney and the Hunter Valley supporting education in inclusive school environments, I have developed a strong foundation in assisting students with diverse needs across various educational settings. My extensive background working with students with disabilities, including PTSD, ASD, and ADHD, equips me with the skills necessary to support your mission of promoting effective teaching and learning in a nurturing environment. In addition to my hands-on experience in mainstream and support units across K-12, I am dedicated to fostering a positive and collaborative atmosphere among both students and staff. My commitment to the Christian faith aligns with the core values of your school, and I am eager to contribute to the spiritual life of the community through active participation in prayer and pastoral care. I believe in empowering students to gain self-awareness and independence, enabling them to thrive both academically and socially.
Overview
16
16
years of professional experience
1
1
Certification
Work History
School Learning Support Officer
Department of Education
The Hills Special Needs School- Aspect Thorton, East Maitland Public School, Mount View High School
02.2010 - Current
- I enjoyed collaborating and amalgamating with learning support to facilitate withdrawal students for group work, reading, writing, phonemic awareness catch-up, and math.
- Combined forces with the class teacher to assist with literacy assessment and running records. Working together and training with head teachers to support literacy with THRASS across the whole school.
- I liaised with EALD teachers to support small group work, individual support for refugee students, aboriginal students, and children with special needs.
- I coordinated with the class teacher to provide additional activities on the playground for students who needed direction.
- I liaised with office staff to organize first-aid equipment for excursions and outings.
- Working closely with the class teacher to create and provide differentiated learning resources for students with individual learning needs. While being able to Identify needs within students with learning disorders, recognizing dyslexia and dysgraphia and facilitate individual learning programs to support the students learning.
- I responded by organizing and collaborating with my teacher to make resources to provide other modalities for learning, i.e., explicit teaching and a multisensory approach, to enable the students to process the information and make significant improvements.
- Supported communication for intellectually disabled students with augmentative communication systems and technology.
- Responsible for facilitating education programs with iPads and using Prologue with students with physical and intellectual disabilities.
- Coordinated with the classroom teacher to implement sensory programs to assist students with self-regulation and re-engagement in self-motivated learning. Experience and proven ability to work with and support students with complex needs, including emotional, social, physical, and/or intellectual disabilities, and the implementation of educational programs for children who have learning disorders.
- Having extensive experience in classrooms supporting students with diagnoses ranging from mild to extreme disabilities, including complex trauma, extreme challenging behavior, high needs, to palliative care needs.
- These educational environments were unpredictable and dangerous, with a vast amount of social dysfunction.
- The responsibilities were demanding; moment to moment, the presence of oneself was needed while supporting these students in encountering the challenging behavior.
- Acting intuitively was paramount, while understanding liabilities, adhering to occupational health and safety plans, medical plans, behavior support plans, behavior crisis plans, and adhering to legal and ethical requirements while caring for the students.
- Teamwork and trust were essential for these responsibilities and liabilities.
- I gained experience with many de-escalation strategies while working in volatile classrooms that had explosive, challenging behaviors.
- Supporting students in AU/ED classrooms, I de-escalated emotional behavior, aggressive behavior, emotional aggression, and dangerous and harmful behavior to others and oneself.
- Having the experience and responsibility to administer emergency PRN medication.
- Supporting students in this environment grew my appreciation of teamwork, the hierarchy system, the policies, and procedures within the Department of Education that kept everyone safe in difficult circumstances.
- I have strong organizational skills, which are imperative for being able to work efficiently to support a busy classroom with nursing-type duties: dressing, catheter care, changing, washing, showering, cleaning, sterilization, washing of soiled items, and disposal of sanitary items.
- I worked collaboratively with education therapy teams in supporting students with PEG feeding, suctioning, nursing, physiotherapy needs, occupational therapy needs, speech, swallowing therapy, and personal care, along with fitting in the educational curriculum.
- Coordinated communication between departments to facilitate educational programs.
- Assisted in the development and implementation of training materials for staff.
Education
International Yoga Teacher Training - Anatomy And Physiology, Function And Alignment
Siddah Yoga International- Hatha Yoga
India01.2018
Hatha Yoga -
Yoga Instructor Teacher Training - Anatomy
Bali01.2018
Supporting Children with Reading and Writing Difficulties Certificate -
University of London- Certificate
LondonSkills
- Crisis management
- Individualized education plans
- Behavioral intervention strategies
- Medical administration
- Classroom management
- Collaborative planning
- Relationship building
- Emotional intelligence
- Conflict resolution
- Empathetic engagement
- Attention to detail
- Active listening
Certification
WWC0422480E
Previous Married Name
Hackemer
Professional Development
- Management of actual and potential aggression, MAPA,
- Positive partnerships, well-being, and resilience
- Trauma Center for Embodiment, JRI, Trauma-Sensitive Yoga
- Mental first aid for the suicidal person
- Neurosequential Model of Therapeutics, 2020
- Yoga Kids Training Academy, Level 1, 2018
- Yoga Kids Training Academy, Level 2, 2019
- Dyslexia conferences, 2019
- Hatha Yoga-Yoga Instructor Teacher Training, Siddah Yoga International, Bali, 2018
- Supporting children with reading and writing difficulties certificate, University of London
- International Yoga Teacher Training, Siddah Yoga International, India
Affiliations
- I have a variety of interests that bring me joy, including fishing, gardening, and immersing myself in nature. I also find pleasure in reading, swimming, and bike riding, which allow me to stay active and engaged. Additionally, I enjoy traveling to new places and exploring different cultures, as well as keeping up with popular culture, music, and social events.
Lauren Fernando
Principal
Gillieston Heights Public School
02 4932 7542
gillieston-p.school@det.nsw.edu.au
Emma Abdila
Gilleston Heights Public School
Deputy Principal
02 4932 7542
gillieston-p.school@det.nsw.edu.au
Timeline
School Learning Support Officer
Department of Education
02.2010 - Current
International Yoga Teacher Training - Anatomy And Physiology, Function And Alignment
Siddah Yoga International- Hatha Yoga
Hatha Yoga -
Yoga Instructor Teacher Training - Anatomy
Supporting Children with Reading and Writing Difficulties Certificate -
University of London- Certificate
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