Kaylene Christensen Email & Phone Number

Newbury, England, United Kingdom

Family Support worker in the Children with Disabilities team.Supporting families in implementing support strategies that benefit children with disabilities and their families.Using specialist skills and knowledge to support, empower and include children, parents and families in thriving in their environments.

Reading, England, United Kingdom

Autism specialist supply teacher

City Of Johannesburg, Gauteng, South Africa

• Provide specialist Autism Spectrum Disorder training. Including, but not limited to: - Interventions (knowledge on theory) - Sensory related issues - Behaviour - Communication (knowledge on theory) - Autism specific teaching strategies - Adaptions for all support levels - Toilet training• Managing, facilitating and updating the Hands-on-Autism training, both online and face-to-face.• Advocacy: Actively contribute to the advocacy programmes and legal cases that advocate for the rights of autistic people.• Provide specialist Autism Spectrum Disorder support. Including, but not limited to: - Family support: Home visits, follow-ups and programme development - School support and classroom set up: On-site, over a period of time - Community support: STARS group; identify a need and develop an activity to address the need; design and implement new and exciting community outreach projects. - Autistic person with ASD individualised support: Needs analysis and individual programme development, support, implementation and follow up.

City Of Johannesburg, Gauteng, South Africa

• 2020: Taught a class of children aged eight to twelve years old who have Autism Spectrum Disorder, language and communication challenges, and learning difficulties.• 2019: Taught a class of children aged three to five years old who have emerging developmental delays, language delays, and emerging learning difficulties.• Created individualized education and development plans (IEDP) for each child, based in the Curriculum and Assessment Policy Statements (CAPS) and the current developmental age of each child.• Presented specific communication programmes in the classroom according to the child's needs; Picture Exchange Communication System (PECS) and Makaton.• Assessed and managed the child’s developmental, pre-academic, and academic progress throughout the year.• Prepared reports for each learner based on the progress made and content covered during each term.• Developed specific learning content and resources for each child's education and development plans.• Wrote and edited content for a monthly information letter around topics of child development.

Johannesburg Area, South Africa

• Managed a class of seven children with moderate to severe Autism Spectrum Disorder (ASD).• Created IEDPs for each child, based on their current developmental and academic levels as well as on their individual strengths, challenges, learning styles, and sensory profiles.• Presented specific communication programmes in the classroom, according to the child's needs by using augmentative and alternative communication (AAC) programmes such as PECS and Makaton.• Developed and presented behavioural intervention plans for children with behavioural challenges.• Further responsibilities were similar to those described above.

Ho Chi Minh City

• Designed and implemented individualized education and intervention programmes for children with Autism Spectrum Disorder and Developmental Delays.• Provided extended learning support services to children who attended Ethos on a fulltime schedule and to those with extended academic and developmental support.• Used a DIR/Floortime model to understand the child's developmental level and sensory needs to ensure that education and intervention programmes remain focussed on neurodevelopment, and holistic development.• Used PECS to provide communication support for children with limited verbal communication skills.• Part of an interdisciplinary team to encourage the whole development of the child.

Hanoi

Design and implement individualised education and intervention programmes for children with Autism Spectrum Disorder and Developmental Delays.Provide extended learning support services to children. This included working with children who attended Ethos on a full-time schedule, as well as those who attended for extended academic and developmental support.Using a DIR Floortime model to understand a child's develop meal level and sensory needs to ensure that education and intervention programmes remain focussed on neurodevelopment and the development of the whole child.Use a Picture Exchange Communication System (PECS) to provide communication support for children with limited verbal communication skills. Provide DIR Floortime based therapy. Work as part of an interdisciplinary team to encourage the whole development of the child.

Copenhagen Area, Denmark

Live in au pair, looking after 3 children aged 8, 12 and 13. Assisting with homework and creating fun and educational games and activities.

Pretoria Area, South Africa

Au pairing 2 children aged 10 and 15. Fetching children from school and extra mural activities. Doing homework and assisting with extra tutoring where required.

Master Of Psychology, Educational Psychology

Graduate Certificate In Autism Studies, Education/Teaching Of Individuals With Autism, Distinction

The Graduate Certificate in Autism Studies provides quality intervention and support for people with Autism Spectrum Disorder (ASD). It.

Honors Bachelor Degree, Psycho-Educational Support

Bachelor’S Degree, Education

Specialization: Intermediate-phase Learning Support, English, and Life Orientation