Why do we need to consider this kind of intervention now and why is it so important to effectively resource such spaces and ensure we are making use of tried and tested / evidence-based strategies and resources?
A wonderful new Blog from Dr Tina Rae
https://www.tts-group.co.uk/blog/2021/09/20/creating-your-calm-corner.html
Developed by Hirstwood Training , this is invaluable for any Teacher or Teaching Assistant wishing to deepen their understanding of how sensory learning works for children with SEND.
It is beautifully designed with video and auditory commentary; the text offers useful insights and summaries, all in ‘bite size’ chunks.
www.hirstwood.com – launched this month by Richard and Lois Hirstwood, whose commitment and boundless energy has driven innovation in the field of SEND for over 25 years.
Check out the full suite of Sensory Online Learning modules.
The Core Capabilities Framework for Supporting Autistic People is now officially launched.
This is a combined launch with the updated Core Capabilities Framework for Supporting People with a Learning Disability.
The link to the download page for both frameworks is here: www.skillsforhealth.org.uk/learningdisabilityandautismframeworks
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.
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
For the latest update on the Forum please go to –
After all the debate and politically driven ideology about teaching reading only via Phonics , this article reminds us powerfully why we teach reading , and how holistic approaches are probably more successful with children with SEND.
A child’s first experiences with books and stories, paper and crayons build the foundation for language, reading and writing.
“Teaching language and literacy via the use of books demands the highest quality teaching. This in turn requires knowledge, insight and curiosity about how children learn and develop alongside their unique interests and needs,” writes Kathryn Solly. Kathryn explains how children with SEN can become inspired about books and reading.
https://www.communityplaythings.co.uk/learning-library/articles/inspiring-reading?source=pal178
Engagement Profile and Scale in a SEN Specialist School
Click to thumbnail image, or link above to download, and view in full
Barry Carpenter Education 