This article published in the “Sunday Times” (2/02/20), has a focus on the abilities of girls with Autism, and the talents they can offer to Society. Through case study examples taken from Limpsfied Grange School, Surrey, and some insightful quotes from the Headteacher, Sarah Wild, the journey made by these girls is illuminated.
The guidance describes the formative and summative assessment of children as “not engaged in subject specific learning”. It will be statutory assessment in schools for those children and young people.
From this solid evidence based, a pedagogy evolved through systematic research across UK schools, and a series of International trials , which created the Engagement Framework for Learning, ( www,engagement4learning.com) This includes the ‘Engagement Profile’ which aids baseline assessment, and gives insight into the learning pathways of the child with Complex Needs. The Engagement Profile is a classroom based planning tool which links to formative assessment . Both are compatible, and indeed inform , the summative assessment opportunities of the new Engagement Model.
The Core Capabilities Framework for Supporting Autistic People is now officially launched.
This is a combined launch with the updated Core Capabilities Framework for Supporting People with a Learning Disability.
The link to the download page for both frameworks is here: www.skillsforhealth.org.uk/learningdisabilityandautismframeworks
“As a children’s story about premature birth, it is unique internationally. Parents of premature babies frequently told me that they did not have a good, or a special story to share with their growing children about their early birth. So, we decided to create a beautiful picture book that would help parents support children born as ‘earlybirds’ to make sense of their early experience,”
Read about this fantastic new ethos based approach to co ordinating Mental health and Well Being in your school.
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Indeed, evidence for the Complex Learning Difficulties and Disabilities Research Project ( Carpenter et al 2011,;2015) showed that children born prematurely, were presenting profiles of learning need the likes of which we, as teachers , had never seen before. They were re-writing the Special Needs Registers of our schools.