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.
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Resisting Engagement Cover

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.

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Karam Bhopal - Engagement profile - document thumbnail image

Housing for people with Learning Disabilities; thoughts and opportunities.

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Guardian Article -

 

 

 

 

 

 

Content is also accessbile via the link below:

http://www.theguardian.com/social-care-network/2016/jan/19/learning-disability-care-institutions-atu

How to engage a child with Profound Autistic Spectrum Disorder in learning

See link below:
 
Article just published: Jones, P.; Churilla, I.; Demes, A.; Sadlo, R.; Sweeney, M.; & Pastore, H. (2015). Finding Ferdy: A Collaborative Inquiry About a Student with Complex Disabilities, The Canadian Journal for Teacher Research, 3.

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.

Children with Complex Needs

When a child has Complex Learning Needs , there is no ‘quick fix’. The teacher will need to investigate, explore, search , to find out more about the styles of learning that will be effective in truly engaging the child. This is a process of Inquiry , that goes hand in hand with evidence based practice.
This was an inherent component of the national Complex Learning Difficulties and Disabilities Research Project in the UK, – (http://complexld.ssatrust.org.uk)

This new article by Dr Phyllis Jones and colleagues exemplifies how the process of Engagement , as the basis for effective pedagogy, links collaboratively with the Teacher process of Inquiry .

Article just published: Jones, P.; Churilla, I.; Demes, A.; Sadlo, R.; Sweeney, M.; & Pastore, H. (2015). Finding Ferdy: A Collaborative Inquiry About a Student with Complex Disabilities, The Canadian Journal for Teacher Research, 3,

http://www.teacherresearch.ca/blog/article/2015/12/27/283-finding-ferdy-a-collaborative-inquiry-about-a-student-with-complex-disabilities.