The Engagement Framework for Learning; how did it start ?

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:
Resisting Engagement Cover

Bereavement and Learning Disabilities

For a child or adult with a Learning Disability dealing with grief can be very difficult and life disorientating.

Books Beyond Words enables this topic to be dealt with in a meaningful, compassionate and understandable way.

Bereavement Mini Book-Set Available Here

Books Beyond Words - Bereavement Gif

“Girls with Autism; flying under the radar” – a new mini guide for schools and child based services.

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.

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Girls and Autism - Flying Under the Radar - PDF
Girls and Autism – Flying Under the Radar

Early Inclusion through Learning from Each Other

The UN Convention on the Rights of Persons with Disabilities ratified by most European countries foresees an inclusive education for all. Within this context most European countries have expressed their political will to implement the inclusive philosophies and concepts at all levels of policy and services related to issues for persons with disability (The European Union strategy for smart, sustainable and inclusive growth; EU Disability Strategy 2010-2020). However a significant lack of methodologies and sharing knowledge in this field can be observed. Professionals report high need for information, training and concrete resources. Early- Inclusion, is an Erasmus Plus Project through the European Union (www.early-inclusion.eu).

The UK is involved through, and represented by, Chadsgrove Teaching School  (contact: Bev Cockbillbac42@chadsgrove.worcs.sch.uk). Professor Barry Carpenter (UK) is the Lead Consultant to the Project, and has contributed to its design, and initial research and development approaches.

The poster below outlines the preliminary work of this Project, which has a particular focus on the development of Teaching Assistants, (and similar) in a variety of education and childcare settings.

Please click the thumbnail below to open and view the poster in full.

early inclusion poster - thumbnail

Understanding Pica

Pica is often a misunderstood, or as a little known condition in children with developmental disabilities, but it can have a devastating effect on their learning and quality of life. The article below raises some of the key issues in an informative and relevant way.

Click the thumbnail below to open and download the full article.

Understanding Pica behavior

 

 

Using The Engagement Profile and Scale (EPS) for Baseline Assessment.

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.

Anxiety & Autism

Even though mental illness can be more common among autistic people than the general population, the mental health of people on the autism spectrum is often overlooked.

The National Autistic Society provides a range of information and advice on dealing with mental health issues and anxiety, which can be found on our website.

http://www.autism.org.uk/about/health/mental-health