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.
Please click the thumbnail below to open and view the full document:
Resisting Engagement Cover

The Legislative Context ; a free on line module explaining the new Code of Practice on SEND, and allied legislation.

Following the work of its Complex Needs Review Group , Chaired by Professor Barry Carpenter,  nasen is delighted to announce the publication of the latest free legislative updates to the Complex Needs training materials.

This comprehensive online update sets out the most pressing legal responsibilities above and beyond the Children and Families Act 2014.

Whether you’re a SENCO, teacher, teaching assistant, governor or manager, these slide-based online materials are a rich resource designed with you in mind.

Access the key information that you’ll need for your school and ensure that you meet all of the necessary legal requirements for your setting.

http://complexneeds.org.uk/modules/Module-1.2-The-legislative-context-edition-2/All/m02p010a.html

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.

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.

New EU Project on children with Complex Needs

This week a new EU funded Erasmus Project was launched in Graz, Austria.  This Project will take the extensively trialled Briefing Sheets for the UK CLDD Project   (Engagement4Learning) and translate them into several European languages.

The briefing sheets will then be used to support Inclusion of children with Special Needs in the representative EU countries. The Project will go through
various trial and development phases, through to 2018.

For more information please go to http://early-inclusion.eu

The European Commission support for the production of this publication does not constitute an endorsement of the contents which reflects the views only of the authors, and the Commission cannot be held responsible for any use which may be made of the information contained therein.

The Changing Landscape of Special Educational Needs

This two part article, recently published in the new SEND magazine, gives an overview of the phenomena that many school are experiencing , namely that the children they identify with SEND today, are increasingly different to those they identified yesterday.

SEND Article Part 1

SEND Article Part 2

Book Review Engaging Learners with Complex Learning Difficulties and Disabilities

Engaging Learners with Complex Learning Difficulties and Disabilities: A resource book for teachers and teaching assistants by Barry Carpenter and others

Children and young people with CLDD have a range of conditions and combinations of conditions which can often be unfamiliar to educators. It can be challenging to engage them with learning, so there is a very real need for approaches and resources to engage this group of children in learning. The Engagement for Learning Framework has been developed and trialled by over 100 educational settings (both special and mainstream) with learners from early years to post-16, so educators can be confident that the methods are well tried. It gives practitioners from a range of disciplines a shared means of assessing, recording and developing personalized learning pathways and demonstrating progression for these children. The focus on inquiry means that however complex a young person’s needs, educators will be able to apply the approach. Clearly presented, despite the complexity of the material, the book gives an in-depth view of using the Engagement for Learning Framework effectively; the case studies show the impact of the system. I like the fact the book specifically includes Teaching Assistants, who play a vital role in any classroom and especially with students with complex issues, where they are frequently providing essential one-to-one support. The impressive qualifications of the authors makes this an authoratitive book that will be highly valued by all involved in the teaching of CLDD young people.

The Routledge Companion to Severe, Profound and Multiple Learning Difficulties

The Routledge Companion to Severe, Profound and Multiple Learning Difficulties

The book contains a myriad of topics and themes, from learning contexts and understanding difficulties through to curriculum development and issues in teaching and learning. The overall context is one of services and families working together to ensure the best education and care possible.

Website link

The Routledge Companion to Severe, Profound and Multiple Learning Difficulties