Latest Update on Forthcoming Book ‘Girls and Autism’
Educational, Family and Personal Perspectives by Barry Carpenter, Francesca Happé and Jo Egerton
The book is now scheduled for launch on World Autism Day 2019 – 2nd April 2019.
See the flyer below for a chapter update & to view the full flyer.
Details of the Conference etc to follow shortly.
Teachers often need and appreciate brief, teacher-friendly summaries of relevant research in the field of Autism. The University of Portsmouth autism network posts helpful newsletters on different topics, covering research that can inform evidence based practice and interventions that are systematically trialled.
Take a look through the below weblink.
Caitlin Hire is a young woman with Autism, who through her teenage years has also experienced some issues with her Mental Health.
Through it all she has shown incredible inner strength and emotional resilience .
This is her story, in her own words, of her journey with Autism. She talks specifically about her struggles with the conventional school system, an experience common to many teenagers with AS.
Her story is full of insight , and will be a revelation to so many other young people, their families and professionals. Her account is poignant, and is told with great candour..”Masking is exhausting, but it’s what I need to do in this neurotypical world to survive.”
Caitlin has given permission for her story to be shared more widely, and ‘BarryCarpenterEducation’ is delighted to offer it as a free download below in .pdf format.
Click the cover image below to open & view Caitlin’s story.
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 Profile and Scale in a SEN Specialist School
Click to thumbnail image, or link above to download, and view in full
‘Supporting people with profound and multiple learning disabilities.
CORE & ESSENTIAL STANDARDS’
Click the cover thumbnail image below to open, and view in full.
On Friday 14 July 2017, an interdisciplinary conference was held at Birmingham City University to raise awareness and highlight current research on this topic.
The slides are now available http://www.bcu.ac.uk/research/stories/born-early
Also the keynote given by Dr Susan Foster-Cohen from the Champion Centre in New Zealand can be watched below:
At nasen live in Birmingham in July , Professor Barry Carpenter , Chair of the National Working Group on Autism in Girls, ( supported by the NAHT) relaunched the Call to Action, as part of his keynote address. This can be downloaded free below.
It has also been announced that a new book ‘ Understanding Autism in Girls (Routledge) will be published late 2018 . The book will feature chapter contributions by members of the National Working Group , and will be edited by Professor Carpenter with Professor Francesca Happe, and Jo Egerton.
This beautifully crafted article by Jo Egerton and Bev Cockbill describes a school based inquiry, generating an evidence base, from which professional judgements can be made about the effectiveness of emotional well being journals as a resource for promoting positive mental health is children with SEND.
It is timely as it addresses practical approaches to Mental Heath in schools, but also demonstrates the power of classroom-based inquiry as a key approach to professional learning for teachers and teaching assistants.