Recovery Curriculum – Interview Reflections

In this article Michael Surr, Editor of NASEN Connect interviews Barry and Matthew Carpenter about their reflections on the implementation of the Recovery Curriculum during the last 12 months.

Click here, or the cover image below to open and view.

What you really need to know about Engagement – Podcast series

Professor Barry Carpenter, Bev Cockbill, and and expert panel, discuss the use and application of Engagement as pedagogy, formative, and summative assessment.

All three podcasts have now been released.

The links are below:Episode 17: Engagement (Part 1) Lecture Presentation – What you really need to know about Engagement
https://www.evidenceforlearning.net/learningshared/engagement-part-1-what-you-really-need-to-know-about-engagement/

Episode 18: Engagement (Part 2) A Panel Discussion – Reflections on Engagement
https://www.evidenceforlearning.net/learningshared/engagement-part-2-panel-discussion-reflections-on-engagement/

Episode 19: Engagement (Part 3) A Panel Discussion – Innovations around Engagement
https://www.evidenceforlearning.net/learningshared/engagement-part-3-panel-discussion-innovations-around-engagement/

Here’s the videos for each

#17: https://youtu.be/xRPx6P83ye0
#18: https://youtu.be/jo7WgpK76q4
#19: https://youtu.be/0vER-bLWeWw

 

EfL Networking & Development Virtual Event 25th Mar 2021: Engagement in Action
Here’s the video for the event:

Episode 17: Engagement (Part 1) – What you really need to know about Engagement

The episode explores the genesis of Engagement, its relevance and application to vulnerable children with a whole range of learning needs. In a lecture presentation entitled “What you really need to know about Engagement”, Prof. Barry Carpenter CBE OBE FCCT and Beverley Cockbill ask the question, of all children, of all ages and abilities, “how does this child learn?”

Discussion is given to how Engagement illuminates the learning pathway; how the lens of Engagement can refine the focus of the learning process, leading to the capture of attainment and achievement.

They look at the research evidence for Engagement, and its contribution as a fundamental building block in child development. A multi – dimensional perspective is adopted – to pedagogy. to the processes of teaching and learning, to its use for formative assessment, through to the existing initiative for the Engagement Model, (DfE 2019), as statutory summative assessment for children ’ not engaged in subject specific learning ” – a recommendation from the Rochford Review (2016).

The message of the podcast is timely, not only for the statutory implementation from September 2021, but for the consequences for children’s learning and well being arising from the Coronavirus Pandemic. Many children will return to school, post Lockdown, with a ‘spikey profile‘ of learning , and are disengaged from the curriculum. Monitoring the ways the child can be re engaged, identifying the ‘hooks’ that can draw the child back to authentic engagement in the curriculum, is key. On this journey of re-engagement, the Engagement Profile is an invaluable tool, for baseline assessment, observation and formative assessment.

Through case studies which define and clarify the 5 Areas of Engagement, the podcast illustrates how the Engagement approach can ‘wrap around’ each child, and illuminate their learning pathways. This will be a much wider group than originally conceived, but the capacity of Engagement to be a bedrock upon which teachers can rebuild the child as a learner is unequivocal, and its potential for change and transformation in learning, undeniable.

Here’s the episode page (below) which includes the episode overview, links to articles and the Engagement4 Learning website .

 

Check out the SEND extension (from the DfE) to new Relationships, Health and Sex Education curriculum framework

The training module on teaching RSHE to pupils with SEND (MS Powerpoint Presentation, 318KB) should help you:

  • Understand your duties regarding SEND and relationships, sex and health education
  • Recognise some of the challenges pupils with SEND may face in these subjects
  • Appreciate some of the approaches you might take to mitigate these challenges

Professor Carpenter gives a Keynote Lecture in the ‘Paradigm Shifters’ section of the World Summit on Education (March 23rd 2021)

Please click here, or below to download and view the powerpoint.

Confident championing: A grounded theory of parental adjustment following a child’s diagnosis of developmental disability. 

When a child with a disability arrives in a family the messages of condolence are often greater than those of congratulation.

The history of parenting a child with special needs or a disability is littered with bereavement, ‘loss’  and sadness concepts, putting negative connotations  around the parenting process.

Parents are often labelled ‘warrior parents’,  as they fight for the rights to services and provision for their child.

This newly published article describes collaborative research with  Dr Anne Connor and Dr Barry Coughlan of the Clinical Psychology programme, at the Univeristy of Limerick in Ireland .

Through this research we have evolved and tested the concept of’ “Confident Championing “ to frame the positive endeavors of parents of children with developmental disabilities, and to bring a different lens to viewing their efforts on behalf of their child and family.

Please click here, or the icon below to open and view,
Confident championing - article

Information sheets to support Teachers and Teaching Assistants

Information sheets to support Teachers and Teaching Assistants 

These are the first in a series of information sheets which are being produced by the National Forum for Neuroscience and Special Education  ​

The five topics covered so far are:

  1. What teachers need to know about acquired brain injury (ABI) and traumatic brain injury (TBI)
  2. What teachers need to know about developmental language disorder (DLD)
  3. What teachers need to know about foetal alcohol spectrum disorder (FASD)
  4. What teachers need to know about prematurity
  5. What te​achers need to know about trauma and post-traumatic stress disorder (PTSD)​

Click this link to view the sheets : –

https://www.naht.org.uk/about-us/our-councils-committees-and-forums/national-forum-for-neuroscience-and-special-education/

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National forum for neuroscience and special education

“Education is concerned with enhancing learning, and neuroscience is concerned with understanding the mechanisms of learning. It seems only logical that one should inform the other.” Professor, Dame Uta Frith, Patron of the National Forum for Neuroscience and Special Education.

This group brings together scientists, teachers and social care professionals to share knowledge, best practice and expertise on special education in the context of neuroscience.

The forum aims to do the following:

  • Encourage discourse around the changing pattern of childhood disability
  • Share insights from both fields that lead to innovative practice and better learning outcomes for children
  • Campaign on issues of interest to the forum (for example, better training for teachers, more support for students with mental health issues and greater flexibility in the school system over ages and class groups).

The group works closely with the autism and girls forum and reports to our SEND sector council. And it is an independent group that we currently serve.

History

The group was founded in 2011 by Professor Barry Carpenter CBE, Professor Francesca Happé and Dr Rona Tutt OBE (a past president of NAHT). It emerged from discussions about how to facilitate closer working between neuroscientists and those working with children who have special educational needs and/or disabilities (SEND).