Uche Oshevire

Originally from Nigeria, Uche graduated from our MA Education with SEND in 2024. Since then she has been teaching science at a secondary school and training for her QTS – alongside her duties as a mother to three children.

Where and what did you study before joining ARU?

I studied in Nigeria. I have a Bachelor of science Education in Technical Education and a Master's in Education in Technical Education, Majoring in Building and Woodwork Technology. I was teaching basic science and technology before coming to study at ARU.

What got you interested in teaching special educational needs students?

I was teaching for about thirteen years in Nigeria, in a government setting, for people with the lowest economic status who couldn't really afford anything. I observed that there were some students I had difficulty understanding how they think, and understanding how they learn. And it was difficult getting them to learn because they were more isolated, and we had a lot of shortages in specialised teachers and funding to provide for these children who had special needs.

They were always into one negative thing or another, or they were just excluded. I had students who spoke well, but when you asked them to write, they took the whole day because we don't have this technology and equipment. So I had to copy on the board and they copied off the board. And that was really difficult for a lot of them. Some of them were actually willing to learn, but it just wasn’t happening. That got me thinking: does it mean these children can’t learn? Or is it that I don't know how to teach them? There was a barrier – a very big barrier – that got me thinking about how to move things forward and what I could possibly do.

So I asked questions, and that led me to SEND. Coming here to study, I got a wider awareness of this gap. It was like day and night. We actually have autistic children. We actually have children with dyslexia. This is how their thinking works. This is how they see letters. This is why they can't read easily. This is why they're finding it difficult to write.

So now I think, with my studies and research, I have a better understanding of the challenges they are going through and how to help them and support them.

What made you decide to study in the UK?

It was more of an adventure – something different. I have a BSc degree from a state university, I have a Master’s degree from a federal university, and I also attended a private university. I wanted more. What would it be like learning abroad? Would the teaching be different?

So I looked into how easy it would be for me to study abroad, and take my family with me, to carry on my motherly role. The UK offered me the opportunity to come and study with my family around me, so that was why I chose it.

Why did you choose ARU?

ARU’s responses were really quick and more personalised. There wasn’t a distance barrier in communication. It was like they were just there, like my neighbours. I liked this relationship. It was so smooth for me, coming to ARU.

The school and student relationship was really good too. It was more like home. I am not surprised there were so many Nigerian students there because I’m sure they got the same response.

Also, when I looked into the School of Education, I saw that it had a very good ranking, so I knew it was somewhere that would support me on my journey. Coming from Nigeria, we look at all those things – we always want something at the top. So that was why I came to ARU.

Did you apply through an agent?

I did apply through an agent. I didn’t have time because of my job to do the whole application myself. But I did everything else myself. I asked them to give me as many schools as possible, and I then did my research on which ones to go for. So they mainly did the applications, and I made my own selections, so I could get on with my other activities.

What made you want to teach in the first place?

I would say teaching found me! When I came to the UK, I wasn’t thinking I was going to teach. I checked possible jobs that I could do with SEND, and there were so many that didn’t involve only teaching. So I was like “Ok, why don’t I try something else?” But no – teaching came back to me!

Let’s go back to the beginning of my journey. My mother was a teacher, before she voluntarily retired and went into another profession, so teaching has always been a part of my upbringing. Growing up, I was like my younger sisters’ personal tutor. Even in work, not just in school. It’s something I have a passion for, helping people to do things.

But at secondary school, I was like: “No, I don’t want to be a teacher,” and when I got to university, I told myself I was going to go into industry. Then, at the end of the course, I did some teaching practice and it was something that I really loved. When I saw the impact I was able to have on these children, the joy they felt when they understood something, it was just magical for me. It stayed with me, and I knew it was something I wanted to do. It made me happy.

What’s the most valuable thing you took away from your MA at ARU?

The lessons and research that led me to understand the different SENs, and how they present themselves. We had lectures on roleplaying, and actually visualising how dyslexic students view letters and words. That visual teaching was the most fundamental part of it.

Also the support from my lecturers, like Eleni Lithari and Steve Connolly, and the quality of teaching was just top notch. I would say this any day, any time. It felt really good, and made the whole journey really easy.

Which aspects of the course most helped your career development, and why?

The course on Special Educational Needs and Disabilities (SEND) significantly enhanced my teaching career by deepening my understanding of diverse learning needs and how to tailor my approach to support all students effectively. It equipped me with practical strategies for adaptive teaching, fostering inclusive environments, and adapting lesson plans to accommodate various abilities. Additionally, the course helped me develop a more empathetic and patient approach when interacting with students who face challenges, while also strengthening my collaboration skills with parents, caregivers, and other professionals. This knowledge has been instrumental in creating a more supportive and effective learning environment for every student in my care.

What piece of advice would you give to your younger self?

Don't limit yourself. Everything you do in life deserves the same kind of energy. I would tell my younger self to take all the chances that you can, and make sure you're going for the highest and the best. Don't think that not going for the best means you're going to work less. You're still going to put in the same work, no matter what level or stage you are at.

But also make sure you you're enjoying yourself at every level. Make sure you're happy, because your mental health is very important. Make sure your happiness is your priority.

What was your favourite thing about studying in Chelmsford?

I actually commuted from Kent, but I loved going to the High Street, just walking down it and going to get one or two snacks. Sometimes I would go from the train station through the High Street to school just to have that view. When I got to school, my friends would be like “Where'd you find the time to go there?” But I just liked it. I would tell them “We'll be here for one year and we don't know when we'll be able to come back, so why not just take a good opportunity to enjoy the view of the town?”

I didn't have time to go out much because I was mainly trying to make sure I met the deadlines, or meeting up with my children and doing activities with them. Except maybe during holidays, when I’d maybe just go to the park, then come back and rest. Because I needed a rest!

I enjoyed the time I spent with colleagues in the Student Union area too. It was family time, just chatting away, catching up. I really enjoyed that a lot.

What projects are you currently working on, both at work and outside?

I am currently working on completing my teacher training program for the award of Qualified Teacher’s Status (QTS).