Barry Carpenter Education

International Educational Consultant

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  • Books Beyond Words: 80th Book Celebration

    On Tuesday, 15th September, the Beyond Words team celebrated a major milestone: the launch of our 79th and 80th titles, ‘Being Safe Online: Ben’s Story’ and ‘Being Safe Online: Amy’s Story’. It was a wonderful occasion to mark this growing chapter in our series.

    To celebrate this milestone, we invited as many people as possible who have been part of Beyond Words’ journey, including past authors, illustrators, and people with learning disabilities. The event at the House of Lords was a wonderful celebration of what we have achieved, filled with reminiscing, connection, and afternoon tea.

    Attendees enjoyed talks from our founder, Professor Sheila Baroness Hollins; lead author, Beeban Baroness Kidron; illustrator Mike Nicholson; and Director Lucy Alexander. The event focused on the importance of creating inclusive resources on vital topics.

    In her speech, Baroness Kidron reflected on the development of ‘Amy’s Story’, saying: “Grooming is a hard story to tell without words, because it first feels like friendship and only later it goes bad. But I am immensely proud of the book, and I hope that the lesson it tells about insisting on keeping boundaries and not feeling you have to keep feelings of abuse or shame secret—is something that can be shared across the Beyond Words community.”

    Scott Watkin, co-author of these books, was unfortunately unable to join us in person but shared his thoughts on his involvement:

    These books were created simultaneously, with illustrators Rachael Ball and Mike Nicholson bringing each story to life. With changes to laws and policies around the world, keeping both titles current and relevant throughout the development process proved challenging. As Mike Nicholson reflected: “It has been fascinating to see how rapidly our subject matter gained traction in the public arena during the process of making the books – to the point that final images had to be re-shaped to better reflect reality. I really felt this was a vital subject to address and explore in this way.”

    “[these books are] really close to my heart as it allows everyone to stay safe online and from my own experience, I know what it is like to be affected by issues of this kind. I really hope that this helps lots of people with a learning disability to stay safe.” — Scott Watkin, Co-author of the ‘Being Safe Online’ books

    Rachael Ball added: “Telling stories visually is a long-standing passion of mine, and creating a word-free book provided an exciting and rewarding challenge… Together, we ensured the book is well-informed, realistic, clear, and compelling.”

    We were also fortunate to have the sun come out just in time for our post-event photos. Our wonderful photographer, Sean Kelly, captured some amazing images of the team and guests who joined us to celebrate this milestone, including 20 people with learning disabilities who have been advisors on our books.

    https://www.booksbeyondwords.co.uk/newsroom/online-safety-books-release-at-the-house-of-lords

  • National FASD has released a major new report: The Cost of Inaction on FASD


    National FASD has released a major new report, The Cost of Inaction on FASD

    It explains that FASD is costing the UK billions of pounds each year. It suggests an FASD Prevention and Response Programme to help ensure people with FASD get the support they need.

    https://mailchi.mp/fasd.me/for-those-in-england-please-share-your-views-on-proposed-send-reforms-21577774?e=bccad5cbec

    Easy Read Version

  • Research Study on Dyscalculia

    Brooke McMullen’s Post

    View profile for Brooke McMullen

    Brooke McMullen – Linkedin

    📢 Participants Wanted for University Research Study on Dyscalculia Do you have dyscalculia (diagnosed or self-identified)?

    I am currently completing a research study through the University of Derby exploring the psychological factors that influence perseverance and persistence in mathematics among adults with dyscalculia.

    We are looking for adults who:

    ✔ Are 18 years or older

    ✔ Have a formal diagnosis of dyscalculia OR self-identify as dyscalculic

    ✔ Are fluent in English

    ✔ Can provide informed consent Your participation will help improve our understanding of the experiences of adults with dyscalculia and may contribute to better supports and interventions in the future.

    🔗 Survey link: https://lnkd.in/dtPQtPDF Please feel free to share this post with anyone who may be eligible. Thank you for supporting psychological research! Brooke McMullen MSc, Graduate Member PSI University of Derby

  • National FASD has today released a major new report, The Cost of Inaction on FASD

    Easy read version
    The Cost of Inaction on FASD

  • Sensory legend Flo Longhorn has passed.

    It was with great sadness that we learnt of the untimely death of Flo Longhorn, on 10th September.
    Her unexpected passing was even more surprising in that Flo had travelled from her home in Belgium to attend the funeral of Richard Hirstwood the previous week. We stood together as Richard’s coffin entered the church, remembering the energy and talent of that vibrant young man, who we had both encountered in his twenties, when he was starting off in the sensory field.

    Flo was a pioneer in the field of sensory education. Her 1988 text, A Sensory Curriculum for Very Special People, became a seminal text, a foundation stone for schools exploring and developing sensory-based learning. Her sensory workshops were legendary—humorous, engaging, and purposeful. Her creativity knew no bounds; a fearless advocate for children with learning difficulties. Who knew that you could teach so effectively through feathers?! (Following one of her workshops, I well remember going to a craft shop and filling a suitcase with feathers of all shapes, sizes, and textures for the school sensory cupboard.)

    To mark the immeasurable and transformative contributions of both Flo and Richard to our field, Evidence for Learning (Alan Wood) hopes to hold a Celebration of Sensory Learning focusing on innovative practice inspired by these two inspirational people, in the summer term of 2026.

    Professor Barry Carpenter, CBE,OBE, D.Litt, PhD .
    Honorary Chair, Evidence for Learning Advisory Group
    14th September, 2025

  • Francesca Happé on autism

    A must-listen.

    https://www.bbc.co.uk/sounds/play/m000m5lh

  • Engagement; Approaches to Assessment and Pedagogy

    As the new academic year begins, many teachers will be reflecting on the neurodiversity of the children in their class groups.

    Engagement has been widely researched as a guiding foundation educational principle in the UK and internationally. That research tells us, time and time again, that “engagement is the single best predictor for successful learning.”

    Without engagement, there will be no deep learning, no meaningful progress, no successful outcomes, and no quality attainment. It is key to the learning of every child, whatever their ability.

    Engagement is an inclusive, flexible model that delivers pedagogy to each child at their point of learning need. As such, it is the perfect dynamic for the neurodiverse classroom, ensuring effective teaching and learning for all.

    Some teachers will be using the Engagement Model for statutory summative assessment; remember, DfE guidance recommends this approach for children “not engaged in subject-specific learning.” With persistent absence remaining a high priority for schools, the Engagement approach enables teachers to monitor learning attainments even for children whose attendance is erratic. It naturally promotes the process of reflective teaching and formative assessment.

    The collection of articles below may inspire and support teachers as they develop their personal approach to engagement in their classrooms.

    Professor Barry Carpenter CBE, OBE, D,Litt, PhD.
    September, 2025.

    Resources

    Revisiting Engagement, SEND Magazine 2016
    Rules of Engagement, SEND Magazine 2011
    Navigators of Learning, NASEN
    Complex Learning Difficulties and Disabilities (CLDD) 2010
    Engaging children and young people with CLDD in learning 2011
    Engagement in learning 2011
    CLDD Article (Carpenter et, al) 2012
    Engaging young children with CLDD in Early Years settings
    The Engagement for Learning Framework 2015
    “Finding Ferdy” article 2015

  • Mental Health and Students with Complex Needs

    As there new Academic year begins , many teachers find themselves confronted with an ever increasing range of neurodiverse children.

    Mental ill Health is now the most prevalent condition creating Complex Needs in children, but all the time , as teachers , our focus needs to be on the child as a learner, and how we promote their Mental Well Being through positive and creative learning experiences. 

    The attached article is designed to help teachers deepen their understanding of these issues.

    MH Article BC_BCpdfDownload

  • Joe’s Buddy Line

    Joe’s Buddy Line aim to promote and protect the mental health of young people, from Primary School to University. https://joesbuddyline.org/

  • New resources and website about Relationships and Sexuality for Students with SEND

    The RESIDE project is a collaboration between children and young people with intellectual disabilities, their families, teachers, academics, healthcare and charities which seeks to create a programme about relationships and sexuality.  

    The RESIDE website is now ‘live’ and can be accessed at https://resideproject.com. Website development is ongoing and content continues to be added.