These are the briefing sheets on the neurodiverse conditions – Complex Needs- the DfE funded CLDD Project, (directed by Professor Barry Carpenter), originally compiled.
These are available to download free of charge. There are three sheets in each set, for each Complex Need, (e.g. FASD, Attachment, Prematurity etc)
They are particularly valuable for Teaching Assistants, NQTs, and for Teachers encountering a particular type of Special Need for the first time. They contain essential information, some teaching ideas, and signposts for finding out further information.
These briefing sheets were originally hosted on an SSAT website which has recently been taken down, but teachers are still asking for the sheets, which is why they are being made available.
2. Attachment Disorder
3. Premature Birth
4. Rare Chromosome Disorder
6. Mental Health
7. Sensory Impairment
8. Fragile X
10. Effects of Drug Use & Smoking During Pregnancy
The Article below appeared in the Guardian (15th September 2018), giving new evidence and insight into the female presentation of Autism.
The article is based on an interview with Professor Francesca Happe, who is co – Editor of a forthcoming book on Autism and Girls, (details below)
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.
For updated information on the work of the Forum please go to –
Chair: Professor Barry Carpenter, CBE, OBE.
For the latest update on the Forum please go to –
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.