Encouraging literacy in children with SEN

After all the debate and politically driven ideology about teaching reading only via Phonics , this article reminds us powerfully why we teach reading , and how holistic approaches are probably more successful with children with SEND.

A child’s first experiences with books and stories, paper and crayons build the foundation for language, reading and writing.

“Teaching language and literacy via the use of books demands the highest quality teaching. This in turn requires knowledge, insight and curiosity about how children learn and develop alongside their unique interests and needs,” writes Kathryn Solly. Kathryn explains how children with SEN can become inspired about books and reading.


Valuing the views of children with a learning disability

Engaging with children and young people with severe or profound and multiple learning disabilities.

Click cover image below to open and view article in full.

Valuing the views of children with a learning disability

New Module on Educational Inclusion in Europe

This new module, resulting from the pan European Erasmus Project, examined inclusive practice for children with Complex Needs across 8 European Countries. The Project used the training materials developed as a result of the DfE funded Complex Learning Difficulties and Disabilities Research Project, (Carpenter et al , 2012/ 2015) , to promote understanding and knowledge transfer around children’s Complex Needs . The goal was that this would impact on practice and increase opportunities for Inclusion.

Written by Jo Egerton, Senior Research Fellow for the ITIDE Project , based at Leeds Beckett University (and formerly Research Officer for the CLDD Project) this new module is designed to add fresh information to the suite of Complex Needs modules . This module is designed be used introduction to inclusion in education. It can be studied alone or as a gateway to the Complex Needs modules (www.complexneeds.org.uk).


Engagement – From Principles to Practice

Read the first blog post on the new E4L – Engagement4Learning website.
Written by Professor Barry Carpenter.

Related Content:
Engaging Learners with Complex Learning Difficulties and Disabilities – (2015)

Engaging Learners with Complex Learning Difficulties and Disabilities

“Let’s Talk Autism”

New article: ‘Let’s Talk Autism’ -a school-based project for students to explore and share their experiences of being autistic

Kathryn Stevenson, Katie Cornell and Vivian Hinchcliffe

Understanding what autism means on a personal level can be an important process for young people on the autistic spectrum, and being able to reflect on this and discuss with autistic peers can be particularly helpful. However, opportunities may be restricted by reluctance to talk about diagnosis and because of difficulties in communication inherent in autism. This article describes a therapeutic media project within an ASD school that attempted to support young people to reflect together about what autism meant for them and create resources to share with others.

The process is described and main themes of discussions analysed using thematic analysis. Main themes emerged of making sense of diagnosis, experiences of difference and transition to adulthood. Various strategies to manage diagnosis and negotiate identity also emerged. Issues around informed consent and confidentiality and the therapeutic value of such groups are discussed.

Lets Talk Autism Article Thumbnail
Click thumbnail to view full PDF file(s).

Engagement 4 Learning flyer thumbnail image



Mental Health; the use of ‘Books Beyond Words’ for promoting Emotional Well Being in children with Learning Disabilities

Mental Health ; the use of Books Beyond Words for promoting Emotional Well Being in children with Learning Disabilities

Books Beyond Words - Thumbnail article image Annie Grant looks at how book clubs for older readers with learning disabilities are promoting good mental health and wellbeing