Learning Support Special Education
Resume:
CURRICULUM VITAE
PERSONAL DETAILS
NAME: LINDAH NALIAKA WABULULU
NATIONALITY: KENYA
LANGUAGES: English, Kiswahili, Sign language, Braille
PHONE NUMBER: +254*********
EMAIL: adzyu7@r.postjobfree.com
PERSONAL MOTTO
I am a goal-oriented individual that works well on her own or as a part of a team.
I adapt easily to role requirements and am able to deal with challenges appropriately.
I keenly approach situations in a neutral and non-personal manner by involving other team members.
WORK EXPERIENCE
January 2023- September 2023: Learning support teacher at Oyana school.
Worked with a learner with down syndrome.
-Initially the learner could identify and count up to 2. He can now count up to 13. One of the strategies that really helped is making counting our daily routine and this included counting by pointing numbers and also counting concrete objects. Through this, he can identify numbers 1- 11 and counts concrete objects up to 10
He could not write initially but now he can write numbers 1-7 given the directions. Writing is important in the full inclusion of a child with special needs as it fosters connection and can bring a learner into close communication with his or her peers, teachers and family. This has greatly helped my learner.
Attended occupational therapy and speech therapy sessions and implemented the therapy strategies.
-For speech therapy we worked on prepositions and memory activities. He initially used to say for instance, the book table but now he can say the book is on table and some times on the table. Memory games have helped the to retell the story read to him and also remember some of previous events that happened at home or school.
-For occupational therapy we worked on dressing. He could not wear his socks initially. Through a lot of practice, he can now wear them comfortably.
-The activities of eye hand coordination have also helped him to copy numbers and some letters written by the teacher.
Differentiated the curriculum to meet the needs of a learner with down syndrome.
-Initially, the learner experienced challenges counting objects on a work sheet. We could work on concrete objects instead, like counting stones, books and pencils. Also, when the rest of class is writing, he could trace sounds that he is familiar with. He can now write mom, cot and hot.
Participated in Individualized Education Plan meetings.
Assessed the learner and reported the feedback to the parents and the administration.
-To determine if the learner has mastered a certain level for instance, I assessed my learner on -at family words and I realized he has mastered some of them and I moved to -en family. Similarly, I realized he can write up to number five so we moved to 6.
Held meetings with the lead teacher and the parents to discuss the strategies that could work at home and at school.
-At school I worked with directors to come up with visual schedules to help the learner develop his speech by looking at the pictures and say the next activity with the teacher’s guidance. He can now say the next activity by looking at the pictures
-Initially, he experienced challenges with following two step instructions. The visual schedules were also meant to help him in this. For instance, first glue then stick. The learner is now doing good with some of three step instructions. For instance, first cut, glue then stick.
-This has also increased his efforts to interact with teachers and his peers.
Researched and read about disabilities to get more resources and strategies.
-Together with the parents, we went through some of the topics in the book ‘Meaningful Inclusion for students with Down Syndrome’ like working towards independence and this applies to all learners with special needs.
2021 -2022: Learning support teacher at Woodland Star International school.
Worked with learners with emotional challenges.
-Collaborated with a homeroom teacher and learning support coordinator to develop strategies that helped the learner to cope with emotional challenges; social stories and visual aids that helped the learner to select the triggers to their emotions.
Recorded incidents about the behavior pattern of the learner to track the behavior progress of the learner.
-This helped to note the time, specific triggers and also strategies that worked at that time.
I realized that giving the learner choices when it came to tasks that seemed challenging to the learner reduced melt downs.
Reported the behavior progress of the learner to the parents and exchanged some of the strategies that could be tried at home and at school
Taught literacy, math and science to small groups of learners.
-The home room teacher assigned me the task of working with groups she formed. This enabled me to develop academic relationship with other learners too.
Developed resources for learners who are gifted in some learning areas to accelerate them.
-Some learners were gifted in mathematics. They used to get bored when given easy tasks that the rest of the class was doing. I created resources that were challenging to them for instance, When the rest of class is working on addition between 1 – 10, The learner who are gifted worked on 20 -50 and some times more than that. This reduced boredom and melt downs.
May-August 2021: Mirema International school (Mirema Differently Abled Department).
Worked with learners with autism, down syndrome and cerebral palsy.
Differentiated curriculum to cater for the needs of individual learners.
Developed an Individualized Education Plan for the learner with autism.
Worked as a culinary art club assistant patron in Mirema school.
Participated in placement assessment for new learners.
EDUCATIONAL BACKGROUND
2021- present: Bachelor of Education degree in Special Education at Kenyatta University
Currently pursuing the course on part time basis. Expected to graduate in 2025
2019 to 2021 –Diploma in Special Education at Kenyatta University
Graduated with a Credit One.
2012-2015- ST. Longinus high school
( K.C.S.E mean grade, C+)
HOBBIES AND INTEREST
Adventure and exploring
Team working
Volunteering
KNOWLEDGE AND SKILLS
Language skills - Fluent in English (Both reading and writing).
Good time manager, highly flexible and adaptable performer in any environment.
Proven relationship builder with exceptional communication and presentation skills.
Leadership, Organization, Respectful, Multitasking, Patience, Emotional intelligence, Mentorship, Team work ability, Capacity to hard work, Creative thinking.
REFEREES
Arnest Kinyua
Doctor Molly Ogalloh- Lecturer at Kenyatta University
Dr Joyce Ogogo - Lecturer at Kenyatta University
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