A qualitative study of the views and experiences of families of young adults with intellectual disabilities. A new article on this perpetually tricky issue.
Click article image to download and view
JCN 2019 – Transitions ID and families pdf
Tag: complex disabilities
Engagement for Learning Article
On the journey of professional learning, as schools and teachers prepare to implement Engagement more fully as assessment, this article may offer some useful insights.
Click to download and view.
Engaging and Assessing Learners with Complex Needs [UK Event]
Speakers; Professor Barry Carpenter, Beverley Cockbill, and Alan Wood (from Evidence for Learning)
This event will take place between 9:30am and 3:30pm on 11th January 2019.
Venue : QEII Jubilee School, Kennet Road, London, W9 3LG
Booking page and info:
http://www.qe2cp.westminster.sch.uk/calendar/?calid=5&pid=186&viewid=45&event=833
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.
2018 ASEPA National Conference
For more information: http://www.asepaconference.com.au/keynotes.php
To register your place click the image below:
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 Cockbill – bac42@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.
Developing Baseline Assessment for children with Complex Needs
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.
The experiences of family carers in the delivery of invasive clinical interventions for young people with complex intellectual disabilities:
The experiences of family carers in the delivery of invasive clinical interventions for young people with complex intellectual disabilities: policy disconnect or policy opportunity?
This is a little discussed topic , but one that faces many families of children and adults with an complex learning difficulty and disability.
Authors:Michael Brown, Louise Hoyle and Thanos Karatzias
Click thumbnail image below to download and view this article:
Barry Carpenter Education 