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

    Barry Carpenter

  • 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.
  • Pupil Voice in Review Meetings is a really important element. In this clip, taken from the Complex Needs training materials, ( http://www.complexneeds.org.uk), Sophia attends and contributes to her review meeting.

  • Manifesto for the Early Years - Putting children first
    Manifesto for the Early Years – Putting children first – Click to open as a .PDF
  • Brain Changes Suggest Autism Starts In The Womb

    This blog post by John Hamilton discusses research from the New England Journal of Medicine suggesting the changes organisation of the cortex are more prevalent in children with Autism. It also contains a range of links to resources about Autism.

  • For colleagues in Ireland – National Conference on Foetal Alcohol Spectrum Disorders.

    FASD 2014 Flyer

  • Mental Health Standards for Schools.

    The focus in the new Code of Practice ( Special Educational Needs ), on ‘ Social, Mental and Emotional Health’, will bring a new challenge to schools , but a timely one. At long last teachers have a mandate to do something constructive in the area of Mental Health, and create a curriculum and pedagogy around Emotional Well Being.
    Even the Office of National statistics has reported that for every 5 children on a school’s SEN Register, 3 will experience some mental health issue. In the area of Autism it is 6 in every 10 pupils.
    With this clear mandate from the DfE we can move forward to help our pupils and students with Mental Health needs. The new Mental Health Standards, published by Butterfly Print,(butterflyprint.co.uk), offers excellent guidance on how to do this is a coherent and systemic way.This company also produces Mental Health journals which would work really well in giving focussed support to children with these needs in schools settings.
    I highly recommend these materials.
  • 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.
  • Teachers need to be vigilant in monitoring children born prematurely.

     
    http://m.bbc.co.uk/news/uk-scotland-26452827

     
    This news clip from BBC Scotland highlights the importance of understanding how premature birth can impact on a child’s learning , and effective schooling.
    Dr Nashwa Matta attended the Conference on this topic in London , in 2013, organised by the National Forum for Neuroscience in Special Education. 
    Upon her return to her post in Scotland she took the initiative to organise her own Conference to stimulate thought and debate across Professional groups on this rapidly emerging topic.
    Maybe others could follow her lead?
    Reports and resources on educating the prematurely born child can be found on this website using the ‘prematurity’ tag