In line with recent reforms to SEN regulations and the National Curriculum, the DfE has published revised guidance on the P-scales for students who cannot access the National Curriculum.
Performance_-_P_Scale_(DfE 2014)
Month: August 2014
Improving Learning Outcomes for children and young people with FASD
‘Teachers need the type of information that gives them a sound, solid appreciation of how fetal alcohol spectrum disorder is going to impact on the effectiveness of the child as a learner.’
Professor Barry Carpenter
Resources to support Teachers and Teaching Assistants working with children and young people with FASD.
I still find a lot of teachers struggling to find direct practical ideas on how to work with children with FASD in classrooms and schools.
The following are full of evidence based strategies the would fulfil the requirements of the new Code of Practice for SEND to develop personalised Learning Passports.
Learning from each other in the field of Early Childhood Intervention.
Each country finds itself at a different phase of development when it comes to Early Childhood Intervention. It is important that the ECI community learns from each other, and supports one another.
The Early Intervention Institute in St Petersburg, Russia, is keen to develop its links in the international ECI Community. Following on from the excellent ISEI Conference they hosted in 2013, they have produced a newsletter, containing articles that can be read in Russian or English. This includes a piece I have written on the education of children born prematurely.
The newsletter can be found here.
Interpreting Engagement ; pathways for children with Complex Needs
The Engagement Profile and Scale, which was a major outcome of the Complex Learning Difficulties and Disabilities Research Project, continues to be used creatively by practitioners in a variety of settings. The powerpoint below is an illustration from Sally Jones, a teacher of children with Autistic Spectrum Disorders in South Australia.
Barry Carpenter Education 