This article by Professor Carpenter and Jo Egerton describes many of the challenges that educators face in teaching this rapidly emerging groups of students in the education system.
Teachers need to be vigilant in monitoring children born prematurely.
Barry Carpenter and Jo Egerton provide an introduction to the impact of Prematurity on Learning
The article on pages 1 -6 of the Special Education Resource Journal ( Special Issue), documents research carried out in a Primary Classroom, as part of the National DfE funded Project on Children with Complex learning Difficulties and Disabilities. Professor Carpenter presents the work with the Primary Class Teacher, Debbie Wiggett, and two members of the CLDD Project Research Team, Bev Cockbill and Jo Egerton.
The article can be accessed through this link
This recent article in the NASEN publication ‘Special’ by Professor Barry Carpenter and Jo Egerton focuses on the leadership challenges faced when meeting the needs of learners with complex needs
An article from ‘Children and Young People Now’ about the changes needed to teaching to support premature babies.
On Tuesday 14th May, 2013, as part of a seminar in the Houses of Parliament, Professor Carpenter, co founder of the National Forum for Neuroscience in Special Education, launched a Statement on behalf of the Forum, calling for better educational planning , resources and provision. The Statement is intended as a catalyst for debate and informed decision making, and calls for further research into teaching and learning for this group of children, whose numbers rise annually. The Statement was presented to Fabian Hamilton , MP, Chair of the All-Party Parliamentary Education Group .Dr Rona Tutt , also a co founder of the Forum , and a past President of the NAHT, also presented at the seminar with particular reference to past SEND legislation , and the current Children and Families Bill.
The UK’s First Conference on the Education of the Premature-born Child on 31st January 2013, buy the SSAT. The report can be viewed below.