Below is an article produced by Karam Bhogal, a former Schools Direct student with Professor Carpenter , describing the use of the Engagement Profile and Scale ( EPS ), with children with Complex Learning Difficulties and Disabilities.
Click thumbnail image below to open & view PDF.
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.
Discount offer from Routledge on books by Professor Barry Carpenter
Watch the video to the debate initiated by NOFAS-UK in the Houses of Parliament and experts responses to the recent court case challenging whether heavy drinking in pregnancy should beconsidered as a mother’s crime against her fetus. The Court of Appeal ruled that the fetus cannot be the victim of a crime. As controversial as the debate was, more importantly, it made people aware of the dangers of drinking alcohol in pregnancy.
‘Teachers need the type of information that gives them a sound, solid appreciation of how fetal alcohol spectrum disorder is going to impact on the effectiveness of the child as a learner.’
Professor Barry Carpenter
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
A new website has been launched to offer quality advice around Autism – www.autismlinks.co.uk
Barry Carpenter Education 