Barry Carpenter Education

International Educational Consultant

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  • 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. 

  • The currency of assessment for learners with SEND

    The currency of assessment for learners with SEND

  • ‘Nip in the Bud’ – Podcasts

    https://nipinthebud.org/podcasts

    Episode 10: Nip in the Bud Podcast – Mental Health in Education with Prof Barry Carpenter

    An in depth discussion with Professor Barry Carpenter exploring pathways to supporting children with complex needs in education, the impact of unrecognised neurodiversity, and how to personalise your approach to meet the needs of every child.

    Listen now

    Episode 11: Nuggets for teachers 3: Barry Carpenter – Engagement is the key

    A short nugget for teachers from our conversation with Professor Barry Carpenter, looking at the meaning of ‘complex needs’ in schools and the pedagogical tension that arises from this phenomenon.

    Listen Now

    Episode 12: Nuggets for teachers 4: Barry Carpenter – Girls and Autism

    Another short nugget for teachers from our conversation with Professor Barry Carpenter discussing girls with Autism, the signs to look for that help us notice specific needs, and ideas on what we can do as teachers to support them.

    Listen Now