life
A NEED FOR UNDERSTANDING
Paris Tavares paves the way for better understanding of those with special educational needs and disabilities.
BY SOPHIE CLIFTON-TUCKER
P
aris Tavares began working with children with Special Educational Needs and Disabilities (SEN/D) back in 2012 on a school work experience placement at St Martin’s School. After falling in love with teaching, specifically to children with additional needs, she went on to work in various roles involving children with SEN/D and with many professionals such as occupational therapists, speech and language therapists and physiotherapists. In 2017 Paris began a degree in Special Educational Needs and Disability Studies at the University of Suffolk. She transferred to The Open University and recently completed her degree in SEN/D mixed with Childhood Studies. Paris has also recently started her PGCE in Primary Teaching with specialism in SEN. An inspiring young lady raising awareness and fighting for inclusivity for those with SEN/D, Paris speaks to The Gibraltar Magazine. What made you decide to further your career in SEN/D specifically? (Are there any 38
particular experiences that have stood out for you?) From a young age I knew I wanted to work with children, specifically children with additional needs. After a work experience placement at St Martin’s School in 2012 I fell in love with teaching. Since then I’ve worked on gaining knowledge and experience to help me push children who need more support to their full potential. I have had many experiences that have influenced me, but to cut them down I’ll talk about three:
"Harsh comments in these situations stem from a lack of understanding" - First, I did a one-month school holiday work placement with the Occupational Therapists (OTs) at St Bernard’s Hospital - this has to be the experience that taught me the most. I assisted the Paediatric OTs during group therapy sessions, and amongst
other things learnt about using Lego Therapy as a way to promote social communication. I also assisted other OTs with home visits, and group therapy sessions for older patients who had suffered a stroke, plus many more opportunities. This gave me the chance to understand the different therapies and methods being used with children, and how therapies can be used to promote independence outside of the therapy room. - Second, I was a leader in the Guardian Angel Foundation After School Programme and as a part of a group of five leaders, we planned after school activities for children who attended St Martin’s School. This programme was the first time I was able to take a lead in planning activities and adapting and differentiating them to the specific needs of individual children. This included activities from sports games to messy sensory play. - Third, this past year whilst finishing my degree, I have worked as a full-time child-minder for a four-year-old who has Autism. Working within a family unit GIBRALTAR MAGAZINE OCTOBER 2020
