Review of Collaborative Approaches to Learning for Pupils with PDA: strategies for education professionals

Collaborative Approaches to learning for pupils with PDA book flyer

 

 

 

 

 

 

 

 

 

 

 

Book Review Collaborative Approaches to Learning for Pupils with PDA Oct 18 – click to open & view (word.doc – will download separately)

Complex Learning Disabilities and Difficulties (CLDD) Briefing Sheets

These are the briefing sheets on the neurodiverse conditions – Complex Needs-  the DfE funded CLDD Project, (directed by Professor Barry Carpenter), originally compiled.

These are available to download free of charge. There are three sheets in each set, for each Complex Need, (e.g. FASD, Attachment, Prematurity etc)

They are particularly valuable for Teaching Assistants, NQTs, and for Teachers encountering a particular type of Special Need for the first time. They contain essential information, some teaching ideas, and signposts for finding out further information.

These briefing sheets were originally hosted on an SSAT website which has recently been taken down, but teachers are still asking for the sheets, which is why they are being made available.

1. FASD

1a FASD | Classroom Support Sheet

1b FASD | Briefing Sheet

1c FASD | Information Sheet

2. Attachment Disorder

2a Attachment Disorder | Classroom Support Sheet

2b Attachment Disorder | Briefing Sheet

2c Attachment Disorder | Information Sheet

3. Premature Birth

3a Premature Birth | Briefing Sheet

3b Premature Birth | Classroom Support Sheet

3c Premature Birth | Information Sheet

4. Rare Chromosome Disorder

4a Rare Chromosome Disorder | Classroom Support Sheet

4b Rare Chromosome Disorder | Briefing Sheet

4c Rare Chromosome Disorder | Information Sheet

5. ADHD

5a ADHD | Classroom Support Sheet

5b ADHD | Briefing Sheet

5c ADHD | Information Sheet

6. Mental Health

6a Mental Health | Classroom Support Sheet

6b Mental Health | Briefing Sheet

6c Mental Health | Information Sheet

7. Sensory Impairment

7a Sensory | Classroom Support Sheet

7b Sensory | Briefing Sheet

7c Sensory | Information Sheet

8. Fragile X

8a Fragile X | Classroom Support Sheet

8b Fragile X | Briefing Sheet

8c Fragile X | Information Sheet

9. Autism

9a Autism | Classroom Support Sheet

9b Autism | Briefing Sheet

9c Autism | Information Sheet

10. Effects of Drug Use & Smoking During Pregnancy

10a Drugs & Smoking | Briefing Sheet

10b Drugs & Smoking | Classroom Support Sheet

 

 

 

 

 

 

Engaging and Assessing Learners with Complex Needs [UK Event]

Speakers; Professor Barry Carpenter, Beverley Cockbill, and Alan Wood (from Evidence for Learning)

This event will take place between 9:30am and 3:30pm on 11th January 2019.

Venue : QEII Jubilee School, Kennet Road, London, W9 3LG

Booking page and info:

http://www.qe2cp.westminster.sch.uk/calendar/?calid=5&pid=186&viewid=45&event=833

New Issue of SEND Magazine Out Now!

At SEND magazine we are a small independent publishers working hard to provide you with an essential part of your teaching toolkit.

To subscribe to the printed edition email nick@sendmagazine.co.uk

INSIDE
– Time to review your SEND report – Lorraine Petersen OBE
– Girls with Autism – Professor Barry Carpenter CBE
– Creative engagement for children and young people with SEND Heather Stack
– ‘WORD SHARK’ – Exclusive SEND Magazine offer inside. Limited time only

… and much more!

http://www.sendmagazine.co.uk

 

SEMH Conference – March 2019 UK

Forthcoming Conference in Wiltshire – 27th March 2019.

Reserve your place at:

www.themeadteachingschool.org.uk or email: teachingschool@themead.wilts.sch.uk

£145 CSL member schools
£190 non-CSL members
(Ask about group booking discounts)

Click the flyer below to open, and download in full.

SEMH Conference Flyer

Autism and Girls

The Article below appeared in the Guardian (15th September 2018), giving new evidence and insight into the female presentation of Autism.

https://www.theguardian.com/society/2018/sep/14/thousands-of-autistic-girls-and-women-going-undiagnosed-due-to-gender-bias

The article is based on an interview with Professor Francesca Happe, who is co – Editor of a forthcoming book on Autism and Girls, (details below)

Autism And Girls Book Flyer

How do children born prematurely learn?

This is question I am often asked. My key thought in responding is that these children are often ‘wired differently’ – their brains are not configured as those of a full term infant might be. This does not automatically imply that they will have a learning disability or special educational need, but teachers need to be prepared that that these children may not perceive and deduct from information given, in the ways we usually expect from children.

Indeed, to repeat again the phrase given to me by the mother of a boy born at 24 weeks gestation after observing his first term in school, he is ‘wired differently’ . As a as a Teacher I then have so ask , “so of he is wired differently , in what ways does he learn differently ? And when I know how he learns differently, in what ways do I teach differently?”

Many teachers find the Engagement Profile (http://engagement4learning.com), a useful observational tool to profile neurodiversity in children, particularly as we start a new academic year.

This article may guide and refresh thinking around how we engage children whose learning pathways are different due to prematurity of birth.

Professor Barry Carpenter CBE,OBE,PhD.

September, 2018

Prematurity and the challenge for educators
Prematurity and the challenge for educators, SEND Magazine Article 2015