Complex Learning Disabilities and Difficulties (CLDD) Briefing Sheets

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.

1. FASD

1a FASD | Classroom Support Sheet

1b FASD | Briefing Sheet

1c FASD | Information Sheet

2. Attachment Disorder

2a Attachment Disorder | Classroom Support Sheet

2b Attachment Disorder | Briefing Sheet

2c Attachment Disorder | Information Sheet

3. Premature Birth

3a Premature Birth | Briefing Sheet

3b Premature Birth | Classroom Support Sheet

3c Premature Birth | Information Sheet

4. Rare Chromosome Disorder

4a Rare Chromosome Disorder | Classroom Support Sheet

4b Rare Chromosome Disorder | Briefing Sheet

4c Rare Chromosome Disorder | Information Sheet

5. ADHD

5a ADHD | Classroom Support Sheet

5b ADHD | Briefing Sheet

5c ADHD | Information Sheet

6. Mental Health

6a Mental Health | Classroom Support Sheet

6b Mental Health | Briefing Sheet

6c Mental Health | Information Sheet

7. Sensory Impairment

7a Sensory | Classroom Support Sheet

7b Sensory | Briefing Sheet

7c Sensory | Information Sheet

8. Fragile X

8a Fragile X | Classroom Support Sheet

8b Fragile X | Briefing Sheet

8c Fragile X | Information Sheet

9. Autism

9a Autism | Classroom Support Sheet

9b Autism | Briefing Sheet

9c Autism | Information Sheet

10. Effects of Drug Use & Smoking During Pregnancy

10a Drugs & Smoking | Briefing Sheet

10b Drugs & Smoking | Classroom Support Sheet

 

 

 

 

 

 

New Module on Educational Inclusion in Europe

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).

http://inclusioneurope.wikispaces.com/

Supporting people with profound and multiple learning disabilities

‘Supporting people with profound and multiple learning disabilities.

CORE & ESSENTIAL STANDARDS’

Click the cover thumbnail image below to open, and view in full.

Supporting people with profound and multiple learning disabilities document

 

Inquiring Minds: Adapting mental wealth journals for pupils with additional needs

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.

Link Below:

https://www.butterflyprint.co.uk/inquiring-minds/

 

The Engagement for Learning Framework:connecting with learning and evidencing progress for children with autism spectrum conditions

 

Click thumbnail below to download and view this pdf document.

Screenshot 2016-01-27 22.19.26

Think Piece: How do we teach children with Complex Needs?

The new generation of children with special educational needs and disabilities (SEND), those with complex learning difficulties and disabilities (CLDD), have transformed the special needs registers of our schools in this first part of the 21st century (Carpenter et al., 2015). Many of these children are ‘wired differently’; children born prematurely, particularly those of pre-28 week gestation, are a particular example of this phenomenon (Carpenter and Egerton, 2013). Their profile of learning is not that which we have previously known with children with SEND. This brings unique challenges to teachers, for the neural pathways in the brain of the child with CLDD are connected and routed differently, and they, thus, learn differently. Therefore, in what ways do we teach differently?

This is a debate that is beyond differentiation, and takes us into the realms of new generation pedagogy, where personalisation becomes an essential component of the differentiated process of meeting individual needs.

Key to this pedagogy – ‘how’ we teach – is engagement (Carpenter et al., 2015). For any child of any ability without authentic engagement in learning there will be no meaningful outcomes, no effective progress, no real attainment. Engagement is the liberation of intrinsic motivation and the pathway to achievement. The engagement principle, delivered through the Engagement Profile and Scale (http://complexld.ssatrust.org.uk), enables a teacher to co – produce with the child, a truly responsive learning programme. This will style itself in ways appropriate to the presentation of the child’s complex needs. Autism, for example, is not merely the ‘classic’ presentation we knew in the late twentieth century, but now has multiple causal bases, all of which generate specific learning styles. Again, engagement can be key to ensuring high quality, responsive teaching (Carpenter et al., 2016).

From the extensive Department for Education-funded research conducted in the UK by Carpenter and colleagues, a range of resources were produced and are located on http://complexld.ssatrust.org.uk. Similarly the 16 modules written to support teacher training in the area of complex needs – ‘Training Materials for Educators of Learners with Severe, Profound and Complex Learning Difficulties’ (www.complexneeds.org.uk) – are now the focus of a European Commission-funded Erasmus+ programme to make these materials more widely available in Europe via a number of European languages to support inclusion practice through accredited vocational learning.

Our challenge in this 21st Century is to create inclusive pedagogy, regardless of setting. There are children entering our schools ‘the likes of which we have never seen before’. Engagement, as a well-researched principle for learning in all children, will be key to that inclusive pedagogy. We need to design a curriculum which wraps around the child with CLDD (Carpenter et al., 2011), and takes that child on a journey of effective teaching to enable us to touch that child at their point of learning need.

Professor Barry Carpenter, January 2016

References

Carpenter, B., Carpenter, J., Egerton, J. and Cockbill, B. (2016) ‘The Engagement for Learning Framework: Connecting with learning and evidencing progress for children with autism spectrum conditions’, Advances in Autism, 2 (1).

Carpenter, B. and Egerton, J. (2013) ‘The impact of prematurity on special educational needs’, Optimus Education (SEN hub). [Online at:http://www.optimus-education.com/impact-prematurity-special-educational-needs; accessed: 7.10.13]

Carpenter, B., Egerton, J., Brooks, T., Cockbill, B., Fotheringham, J. and Rawson, H. (2011) The Complex Learning Difficulties and Disabilities Research Project: Developing meaningful pathways to personalised learning (project report). London: Specialist Schools and Academies Trust (now The Schools Network). [Online at:http://complexld.ssatrust.org.uk/project-information.html; accessed: 21.3.12]

Carpenter, B., Egerton, J., Cockbill, B., Brooks, T., Fotheringham, J. and Rawson, H. (2015) Engaging Learners with Complex Learning Difficulties and Disabilities: A resource book for teachers and teaching assistants. Abingdon: Routledge.

Flyer for Engaging Learners with Complex Learning Difficulties and Disabilities

This practical and engaging book provides literature, tools and case study examples outlining who children and young people with CLDD are, why their engagement for learning is important, and how the Engagement for Learning Framework can be used effectively by teachers and other professionals to ensure the best possible outcomes for these children.

Engaging Learners with Complex Learning Difficulties and Disabilities