Episode 6: A Recovery Curriculum Part 6: Beverley Cockbill

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In this episode Professor Barry Carpenter interviews Beverley Cockbill, who has extensive experience of children with Complex Needs through her research and practice, especially in relation to the Engagement Model.

Bev describes how engagement is key to effective teaching and learning for this group of pupils, and how it provides a lens through which the teacher can guide the child to positive learning outcomes.

Full post, click here or use the below link

https://www.evidenceforlearning.net/learningshared/recoverycurriculum6-beverleycockbill/

 

Online professional learning around Children and Young People with Complex Needs

At this present time , when teachers and teaching assistants are home based, and looking for worthwhile on line professional learning , you may like to visit  http://www.complexneeds.org.uk

16 modules of  teacher training , at 4 levels . Level A is specifically designed for Teaching Assistants. Level D , for example , is for those in Leadership roles, whether as SENCO, Assistant, Deputy or Headteacher/Principal.

The attached article details what the modules are , and their aims and purpose.

When first launched the user friendly nature of each module and the accessibility were highly praised.

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The Engagement Model

The DfE has now released the final guidance on The Engagement Model.
The guidance describes the formative and summative assessment of children as “not engaged in subject specific learning”. It will be statutory assessment in schools for those children and young people.

The guidance is an output of the Rochford Review , who have piloted the Model. It builds on the research led for the ‘DfE’, by Professor Barry Carpenter as part of the Complex Learning Disabilities and Difficulties project.

This project identified, through a systematic review of the international literature around learning in children with SEND, that ‘engagement was the single best predicator of successful learning in children with special needs/disabilities’ (Carpenter et al, 2015.)

From this solid evidence based, a pedagogy evolved through systematic research across UK schools, and a series of International trials , which created the Engagement Framework for Learning, ( www,engagement4learning.com) This includes the ‘Engagement Profile’ which aids baseline assessment, and gives insight into the learning pathways of the child with Complex Needs. The Engagement Profile is a classroom based planning tool which links to formative assessment . Both are compatible, and indeed inform , the summative assessment opportunities of the new Engagement Model.

Professor Robin McWilliam , Professor, Special Education and Multiple Abilities at the University of Alabama, USA , and a prolific writer on the subject of  Engagement  said of this new DfE publication ,”You are to be congratulated! In the U.S., we have “alternative assessment” for what, in the U.K., is known as pupils with complex needs. But states differ on what they use and none of them that I know of are focused on engagement. So, well done!

Professor McWilliam and Professor Carpenter, will present further on Engagement for Learning to an International Conference in Turkey in April, 2020 . The UK, which leads the World in so many aspects of special and inclusive education, has a major contribution to make in the area of assessment for children with Special Needs through this ground-breaking work from the Rochford Review.

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Designing New Learning Spaces for Children with Autism and Complex Needs

Some years ago I worked with a brilliant Architect, Christopher Beaver, to create new learning spaces for children with Autism and Complex Needs.
The information I used drew on two PhD’s I had been involved with, namely those of Dr Diana Pauli and Dr Tamara Brookes.

Linked below are a series of articles that reflect those discussions, deliberations and developments. These may be helpful in the context of the current expansion of specialist provision

To download these articles, please visit the below website link and click the blue ‘Download’ button.

https://app.box.com/s/2dl0ggl3zdtflgkcjbd4gje7ylmds4pp

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 Issue of SEND Magazine Out Now!

At SEND magazine we are a small independent publishers working hard to provide you with an essential part of your teaching toolkit.

To subscribe to the printed edition email nick@sendmagazine.co.uk

INSIDE
– Time to review your SEND report – Lorraine Petersen OBE
– Girls with Autism – Professor Barry Carpenter CBE
– Creative engagement for children and young people with SEND Heather Stack
– ‘WORD SHARK’ – Exclusive SEND Magazine offer inside. Limited time only

… and much more!

http://www.sendmagazine.co.uk

 

SEMH Conference – March 2019 UK

Forthcoming Conference in Wiltshire – 27th March 2019.

Reserve your place at:

www.themeadteachingschool.org.uk or email: teachingschool@themead.wilts.sch.uk

£145 CSL member schools
£190 non-CSL members
(Ask about group booking discounts)

Click the flyer below to open, and download in full.

SEMH Conference Flyer

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/