Presila Basara

Founded and operate a private educational service specialising in 1:1 tutoring and therapeutic support for children with autism and moderate to severe learning disabilities.

Deliver bespoke sessions tailored to each child’s communication style, sensory needs, and cognitive profile, using structured approaches such as TEACCH, SCERTS, and the Makaton programme.

Work closely with families to build trust, track progress, and provide consistent strategies for home and school environments.

Focus on communication development, emotional regulation, cognitive functions development, and increasing independence through individualized plans.

Integrate therapeutic techniques drawn from SEN teaching, social skills training, and behavioural frameworks like PBS.

• Designed and implemented individualized lesson plans tailored to the unique needs of students with autism and moderate to severe learning disabilities, promoting their social, emotional, and academic development.
• Managed a diverse classroom environment, fostering inclusive and supportive learning experiences for students with varying abilities.
• Applied evidence-based teaching strategies, including visual supports, behaviour management techniques, and communication interventions, to enhance student engagement and learning outcomes.
• Collaborated closely with multidisciplinary teams, including speech therapists, occupational therapists, and parents, to coordinate assessments, interventions, and progress reviews.
• Monitored and documented student progress, adjusting instructional approaches to ensure continuous growth and achievement.
• Utilized sensory integration and behavioural strategies to support students with sensory processing challenges and behavioural difficulties.
• Developed and maintained a positive classroom climate that encouraged independence, self-regulation, and social skills development.
• Facilitated regular team meetings to discuss student progress, share best practices, and plan individualized approaches.
• Engaged with parents and carers to share student progress, discuss strategies, and foster a collaborative approach to student development.

Led team of LSAs, delivering mentoring and training for consistent, high-quality support.

Collaborated with class teachers and external professionals to develop tailored interventions.

Proactively managed behaviour, employing de-escalation strategies aligned with PBS principles.

Compiled detailed observational data for EHCP reviews, aiding in target setting.

Coordinated daily routines while ensuring adherence to safeguarding protocols.

Acted as point of contact during teacher absences to maintain continuity.

• Contributed to curriculum development focused on sensory integration and functional skills.
• Championed an inclusive ethos, advocating for students' rights and dignity.

Provided one-to-one and group support for students with complex needs, including ASD, ADHD, sensory processing disorders, and global developmental delay.

Supported pupils in developing communication, social, and life skills using evidence-based strategies such as PECS, Makaton, and TEACCH.

*Maintained a structured, low-arousal environment to reduce anxiety and manage challenging behaviours.

Adapted classroom activities and resources to ensure full accessibility and engagement for all learners.

Monitored and recorded pupil progress and behaviour, contributing to regular review meetings and reporting.

Promoted personal care and independence, including support with feeding, toileting, and mobility, as needed.