Diane Rochford, the Chair of the Government’s Review on Assessment for children with SEND, has endorsed the popular book:
“Engaging Learners with Complex Learning Difficulties and Disabilities:A resource book for teachers and teaching assistants, (Routledge)”
“In the light of Government reforms in the assessment of children with SEND this is extremely timely. The book is profoundly significant in that it does what teaching was meant for and that is to place the child at the heart of learning”
– Diane Rochford
Acknowledging that the book is being widely used by Teachers and others in a variety of settings , the publishers are offering a 20% discount for a limited period. (see below):
This book is available to purchase direct from Routledge:
These companion articles from the SEND journal , written by Barry Carpenter, Jo Egerton and Stas’ Samagala, are relevant to schools and settings in this time of evolving educational approaches and interventions to support children and young people’s mental health and emotional well being. As the title suggests current thinking for neuroscience is applied to the rich range of narrative based resources in the ‘Beyond Words’ series of books and on line materials.
In this new article Professor Carpenter, former Director of the DfE funded Project on Children with Complex Learning Difficulties and Disabilities, discusses what new teaching and learning approaches are required to truly meet the needs of the children. Research has shown that Engagement is the key to successful learning for these children, and, indeed, any child with Special Needs.
The article describes how the Engagement Framework for Learning (including the Profile and Scale) evolved, how it was extensively trialled across the UK and internationally, and how is commends itself as a personalised assessment approach that celebrates children’s learning, and empowers the quality of teaching. Prof Barry Carpenter SEND May 2016.
Please click the thumbnail below to open and view the full document:
During a school Inspection Ofsed will look a 3 i’s – issue ,intervention and impact.
To look at the quality and creativity of interventions for and with children with Special Educational Needs and Disabilities , this will not rule resect the scope of teaching and learning , or the range of progress.
The attached short article , published in SEND magazine, looks at the 5 i’s of issue, inquiry, intervention, innovation and impact.
Click the thumbnail below open and download the .pdf document.
To mark World Autism Awareness Day, nasen has launched a new mini – guide highlighting the needs of girls with , or without a diagnosis of Autism. Written by Jo Egerton and Barry Carpenter, with contributions from the Girls with ASC Working Party, the guide is a free download to schools and services.
The guide aims to articulate the current needs and issues surrounding girls with Autism . They are an under-diagnosed group , whose needs often go unmet in schools , and whose mental health in the teenage years often rapidly deteriorates. The Working Party, chaired by Professor Carpenter, realised that they did not have a common language to express these concerns, and their goal in preparing this Guide has been to improve the foundation knowledge and understanding in schools and other child based settings.
As their work drew to a conclusion, they realised that there was so much more to do . The Group will continue its work under the auspices of the National Association of Headteachers, and specifically the National Forum for Neuroscience in Special Education (www.naht.org.uk ). This will include a major National Conference in London early in 2017; detail will be posted on this website.
In these days of Assessment without Levels , a new range of possibilities emerge for utilising the EPS for the continuous assessment of children with Special Educational Needs.
The article by Karam Bogal on pages 16-19 of the latest issue of SEND magazine, illustrates how the EPS can be used effectively for Baseline Assessment. ( see below.)
This article is based on a final study Karam conducted , under my supervision , for his Schools Direct PGCE programme. It shows that there is always something for teachers to learn from each other – whatever stage they are at in their careers.