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
This is question I am often asked. My key thought in responding is that these children are often ‘wired differently’ – their brains are not configured as those of a full term infant might be. This does not automatically imply that they will have a learning disability or special educational need, but teachers need to be prepared that that these children may not perceive and deduct from information given, in the ways we usually expect from children.
Indeed, to repeat again the phrase given to me by the mother of a boy born at 24 weeks gestation after observing his first term in school, he is ‘wired differently’ . As a as a Teacher I then have so ask , “so of he is wired differently , in what ways does he learn differently ? And when I know how he learns differently, in what ways do I teach differently?”
Many teachers find the Engagement Profile (http://engagement4learning.com), a useful observational tool to profile neurodiversity in children, particularly as we start a new academic year.
This article may guide and refresh thinking around how we engage children whose learning pathways are different due to prematurity of birth.
Professor Barry Carpenter CBE,OBE,PhD.
September, 2018
On Friday 14 July 2017, an interdisciplinary conference was held at Birmingham City University to raise awareness and highlight current research on this topic.
The slides are now available http://www.bcu.ac.uk/research/stories/born-early
Also the keynote given by Dr Susan Foster-Cohen from the Champion Centre in New Zealand can be watched below:
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
Implications of new DfE Guidance for children born Prematurely
Professor Carpenter’s response to the Advice given by the DfE, published in Children and Young People now, can be on their website.
The original advice from the DfE can be found on the DfE Website
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
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Barry Carpenter Education 