Barry Carpenter Education

Category: Publications

  • New book launched with a focus on Teacher Inquiry in Special Educational Needs.

    This new book , written by Surrey Teachers of children with a range of SEN. clearly demonstrates how we can find the evidence for our interventions, and create new ones where they do not exist. It  helpfully moves us on as a profession from evidence based practice to inquiry focussed practice, enabling a differentiated and personalised response to a child’s unique profile of learning needs.

     

    Surrey Schools Flyer

  • Flyer for Engaging Learners with Complex Learning Difficulties and Disabilities

    This practical and engaging book provides literature, tools and case study examples outlining who children and young people with CLDD are, why their engagement for learning is important, and how the Engagement for Learning Framework can be used effectively by teachers and other professionals to ensure the best possible outcomes for these children.

    Engaging Learners with Complex Learning Difficulties and Disabilities

  • 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.

     

  • A Review of “Educating children and young people with Fetal Alcohol Spectrum Disorders”

    A Review of “Educating children and young people with Fetal Alcohol SpectrumDisorders”

    Carolyn Blackburn, Barry Carpenter and Jo Egerton

    This book draws on a great deal of research including the information provided via the
    educational research project (FAS-eD Project) and the findings from the Complex Learning Difficulties and Disabilities Project – both of which the authors were involved in. It begins with a description of Fetal/foetal alcohol spectrum disorders (FASD); its history, diagnosis, causes and prevalence.
    Chapter 3 aims to increase awareness of how FASD may impact on learning. This begins by identifying strengths and challenges that the different cognitive patterning may present to learning success. These may include health
    related challenges such as poor sleeping and eating patterns; learning difficulties such as receptive and
    expressive language; difficulties with organisation and attention plus specific problems in maths.
    Behavioural difficulties such as hyperactivity, anxiety; social difficulties relating to interaction and
    understanding boundaries and finally emotional difficulties relating to awareness of their difficulties
    and self-esteem are all possible challenges.
    Chapter 4 describes in some detail the strategies that can form the basis of a teaching and learning
    framework for pupils with FASD and includes case studies to support and illustrate points made.
    Chapter 5 looks at the complexity of issues relating to FASD that includes the profile of a 18 year old
    with the condition that identifies the differing levels of competence/maturity in areas that include
    money and time concepts (8 years old level), reading ability (16 level ) etc.
    Chapter 6 moves onto the family and the impact having a child with FASD can have on them. This
    is sensitively written and considers issues relating to parental guilt and anxiety.
    The final chapter acknowledges that in terms of developing pedagogy to optimise support for pupils
    with FASD, there remains quite a way to go.
    A very well researched book that is an easy read.
    This book would be of value to all staff in schools seeking answers to providing teaching that better
    meets the needs of pupils with FASD.
    £19:95
    Routledge
    http://www.routledge.com

  • New Complex Needs article from the Australian Journal ” Leadership in Focus”.

    A new Complex Needs article from the Australian  Journal ” Leadership in Focus” is linked below:

    Barry Carpenter

  • Fetal Alcohol Spectrum Disorders, Interdisciplinary Perspectives. (Eds) Barry Carpenter, Carolyn Blackburn and Jo Egerton. Published by Routledge: London, 2014.

    Reviewed by Liam Curran Independent Social Worker/Certified FASD Educator
    It is without question that this book is presented at a most interesting time of British social policy, as the country considers the sensitive and ethical challenge of criminalising mothers who consume alcohol heavily during pregnancy.  This book quickly informs us that Fetal Alcohol Spectrum Disorders (FASDs) are cited to be one of the leading causes of childhood disability in the 21st century. We also learn in the chapters that follow, that children and young people with FASD are currently the largest group of children within our fostering and adoptive services. The authors demonstrate eloquently how adoptive parents must become their own experts in dealing with FASD, as there is a “paucity of professional knowledge” (pg65)
    This lack of professional knowledge is stated repeatedly by many contributors throughout this book, with both the fostering and adoptive parents struggling in the caregiver role due to untrained and unskilled professionals. We read what happens when society fails to see these children, resulting in a high percentage of adolescents suffering school failure, addiction, homelessness and criminal justice issues. It is great to see Jo Egerton’s advice on transitions to adulthood – reminding us that FASD is a disability across the lifespan. The focus on the adult side of living with FASD is still in its infancy in many research communities.
    This book provides a wealth of contemporary insights into a rapidly ascending public health issue of main stream public importance in the 21st century. The human and social cost burden of FASD permeates all aspects of our society today. The book is unequivocal in its call to public health agencies to initiate robust programmes of prevention throughout all facets of society and community.
    This book is highly recommended to social policy personnel, university educators or allied health professionals and frontline professionals in children’s services. This book can and will greatly enhance society’s knowledge and understanding of this devastating but preventable disability. In doing so, it is hoped that we may see these children and adults who are living with FASD within our social services provision and respond appropriately.

  • PUTTING CHILDREN FIRST – A NEW MANIFESTO

    Manifesto for the Early Years - Putting children first
    Manifesto for the Early Years – Putting children first – Click to open as a .PDF

  • Children in Foster Care.

    Children in Foster Care.

    Successive Governments have expressed concern about the academic attainments of ” Looked -after children”. The Rees Centre at the University of Oxford , has been founded to research the role of Foster Carers. Their latest publication, ” Effective parent and chid fostering; and International Literature Review” , brings together a wealth of information in this field, that give a solid foundation for the consideration of key issue based on international research findings. Keep an eye on the work of the Rees Centre, ( under the Directorship of Professor Judy Sebba,) rees.centre@education.ox.ac.uk.

  • How do you help children love school?

     

    I am increasingly impressed by the deep and thoughtful materials produced by Community Playthings. This child centred , teacher – friendly publication has the wonderful title of ” The Irresistible Classroom.”

    I can highly recommend it for the refreshing approach it takes , one that will resonate with many Early Years teachers/ practitioners.

    Complimentary copies are available.

    Below is more information from their promotional material

    The irresistible classroom

    New training resource for primary teachers
    When I was a child the classroom was a place I wanted to escape from! Yet school can be something children anticipate eagerly each day. We’ve been visiting schools and talking to teachers who have created truly irresistible learning environments.The result is The irresistible classroom, a training resource to help teachers prepare classrooms that captivate children with their potential for discovery. The booklet starts by considering how children learn in Reception and Key Stage 1. It goes on to discuss how a classroom might be arranged to stimulate that learning. Lastly we reflect on how the room’s aesthetic message affects the child’s motivation.

    It’s an inspiring topic, and I’m eager to share it.

    Request your complimentary copy of The irresistible classroom

    Martin

  • Professor Carpenter named ” Author of the Month” by the education publisher Routledge

    Professor Carpenter named ” Author of the Month” by the education publisher Routledge.