Gail Gardner

• We are aiming for publication - Dr Celia Redondo Pedragal

Dissertation Title:
“How do women diagnosed with autism in adulthood make sense of their pregnancy and early motherhood experiences prior to diagnosis?”

• Designing a qualitative research project exploring the lived experiences of late-diagnosed autistic women in relation to pregnancy and early motherhood.
• Applying Interpretative Phenomenological Analysis (IPA) methodology to examine identity, masking, communication, and meaning-making within autistic lived experience.
• Developing participant-centred semi-structured interview schedules informed by neurodiversity-affirming and reflective research principles.
• Conducting extensive literature reviews relating to autism in women, late diagnosis, reproductive experiences, healthcare access, masking, and social identity.
• Preparing ethics documentation including participant information sheets, consent procedures, confidentiality protocols, and distress management considerations.
• Demonstrating awareness of the importance of communication flexibility, participant autonomy, and emotionally safe interviewing practices in autism research.
• Developing knowledge of barriers autistic individuals may experience when accessing healthcare, support services, and diagnostic pathways.
• Applying reflective practice and sensitivity to lived-experience narratives within qualitative research design.
• Developing understanding of qualitative interviewing, participant engagement, and ethical handling of sensitive personal data.
• Using academic writing, critical analysis, and evidence synthesis skills to support autism-focused research development.

• Facilitated structured interventions for students in years 7, 8, and 9 to enhance academic performance and engagement.
• Executed maintenance tasks on equipment to ensure optimal functionality.
• Coordinate timetables efficiently and oversee organisation of numerous students.
• Delivered exceptional support to students, fostering an inclusive learning environment.
• Adapted teaching materials to meet the specific needs of individuals, fostering inclusive education.
• Encouraged student interaction to develop positive learning and socialisation experiences.
• Helped students exceed expectations by providing ongoing support and assistance throughout lessons.
• Assisted pupils with special educational needs, adapting approaches to meet diverse requirements.
• Used teacher assessment data to customise interventions and best help children with learning difficulties.
• Offered emotional support and guidance to pupils, fostering resilience and well-being.
• Participated in professional development workshops, continuously improving teaching assistant skills and knowledge.

• Assisted secondary school students with additional learning needs including autism and ADHD.
  Adapted communication styles and learning materials to support sensory and emotional processing requirements.
  Built trusting relationships with young people through empathetic communication.
  Facilitated tailored one-to-one and small group support sessions for individual learning profiles.
  Supported students experiencing school-based anxiety and emotional distress in traditional classroom settings.
  Used reflective practice to improve support strategies based on student feedback.
  Collaborated with teachers and educational professionals to identify barriers to participation.
  Maintained confidential records to monitor student progress and wellbeing.
  Helped students engage with learning in ways that respected their individual differences.
  Ensured safeguarding awareness and maintained professional boundaries while supporting vulnerable learners.

Assisted in maintaining a supportive learning environment for students.
Facilitated communication between staff and students to enhance educational experiences.
Contributed to the organisation of school events and activities.

• Facilitated English teaching for students with diverse communication and emotional support needs within a further education environment.
• Adapt teaching approaches and materials to enhance inclusive participation and engagement for students with diverse educational and additional learning needs.
• Cultivated positive and supportive relationships with students through consistent, respectful, and student-centred communication.
• Facilitated support for students experiencing anxiety and low confidence, fostering engagement through flexible teaching approaches.
• Facilitated one-to-one and group learning sessions to enhance student autonomy, confidence, and participation.
• Monitored student progress and engagement to ensure comprehensive understanding of individual learning needs.
• Collaborated with colleagues and support staff to implement tailored adjustments for students requiring additional support.
• Demonstrated strong written and verbal communication skills through effective lesson planning, comprehensive academic support, thorough assessment, and constructive student feedback processes.
• Safeguard confidentiality and uphold professional boundaries while supporting young people in educational settings.
• Fostered an inclusive and supportive learning environment that prioritised diversity and embraced individual differences.

• Provided pastoral and educational support to students with diverse emotional and behavioural needs.
  Built trusting relationships with young people facing anxiety and disengagement from education.
  Adapted communication methods and strategies based on individual student needs and emotional requirements.
  Supported students in accessing education through non-judgemental and person-centred approaches.
  Collaborated with teaching staff and support services to identify and address barriers to participation.
  Employed active listening and reflective communication to encourage student engagement and wellbeing.
  Maintained professional boundaries and confidentiality while supporting vulnerable individuals.
  Demonstrated flexibility when assisting students experiencing difficulties with communication or engagement.
  Contributed to an inclusive educational environment that respected individual differences.
  Developed strong interpersonal skills through ongoing support for students from various backgrounds.

• Supported refugees and asylum seekers from various cultural and social backgrounds within a community setting.
• Built respectful relationships with individuals facing social and emotional challenges.
  
• Used adaptable communication techniques to assist individuals with varying needs and life experiences.
  Helped individuals access support services and community resources in a compassionate manner.
  Demonstrated cultural sensitivity and empathy when engaging with trauma-affected individuals.
  Facilitated inclusive participation by adapting interactions according to individual needs.
  Maintained confidentiality and professional boundaries while assisting vulnerable adults.
  Collaborated with staff and volunteers to meet the practical needs of service users.
  Developed interpersonal skills through direct support work within a diverse community.
  Contributed to a welcoming environment that respected individual dignity and autonomy.