Barry Carpenter Education

Tag: SEND

  • ‘Best of British Special Education’ – Forum Event

    A two-day Forum, dedicated to the memory of Penny Lacey on the 2-3rd March 2017 at the Swiss Cottage School Conference Centre, London.

    Full details in the downloadable flyer below!
    Best of British in Special Education flyer thumbnail

  • Chair of the Rochford Review Endorses Complex Needs Book

    Diane Rochford, the Chair of the Government’s Review on Assessment for children with SEND, has endorsed the popular book:

    “Engaging Learners with Complex Learning Difficulties and Disabilities:A resource book for teachers and teaching assistants, (Routledge)”

    “In the light of Government reforms in the assessment of children with SEND this is extremely timely. The book is profoundly significant in that it does what teaching was meant for and that is to place the child at the heart of learning”

    – Diane Rochford

    Acknowledging that the book is being widely used by Teachers and others in a variety of settings , the publishers are offering a 20% discount for a limited period. (see below):

    This book is available to purchase direct from Routledge:

    https://www.routledge.com/Engaging-Learners-with-Complex-Learning-Difficulties-and-Disabilities/Carpenter-Egerton-Cockbill-Bloom-Fotheringham-Rawson-Thistlethwaite/p/book/9780415812740

    Click the thumbnail below for the review and discount details:

    Engaging Learners with Complex Learning Difficulties and Disabilities
    Engaging Learners with Complex Learning Difficulties and Disabilities. A resource book for teachers and teaching
    assistants

  • SEND magazine – November issue

    In this latest issue of the SEND magazine there are articles on Girls with Autism Spectrum, and Mental Health in children with SEND.

    https://issuu.com/sendmagazine/docs/send_november_2016_v04_digital

  • Supporting Girls on the Autism Spectrum

    Supporting girls on the autism spectrum.

    Barry Carpenter and Jo Egerton

    Nasen, the UK’s leading organisation supporting those who work with or care for children and young people with special and additional educational needs and disabilities (SEND), has launched a free miniguide to supporting girls with autism spectrum conditions/disorder (ASC/ASD).

    Girls and Autism: Flying under the radar, is a 20-page full-colour guide designed to alert busy teachers to the hidden struggles of girls with ASC/ASD. Misunderstanding of their support needs, it suggests, may lead to unnecessary school exclusion and mental health disorders.

    Behaviours stereotypically associated with autism are now widely recognised by most teachers – the high-intensity interests (e.g. trains, mechanisms, dinosaurs) and the self-regulatory and anxiety-associated behaviours (e.g. flapping, jumping, resonating noises, meltdowns). However, now researchers are warning that these behaviours are not equally indicative of ASC/ASD in both boys and girls.

    ‘Ironically, it seems we, as professionals, have been over-focused on the detail and not seen the bigger picture,’ says co-author Jo Egerton. ‘It is not the object of interest that is key, but the extreme intensity and duration of interest that sets girls and boys with autism apart from their typically developing peers.’

    A young girl with autism may, for example, collect hundreds of identical pictures of her favourite pop star or develop an unusually encyclopaedic knowledge of fashion, Egerton says.

    ‘Rather than externalising their ASC behaviours, it seems that girls are more likely than their male peers to suppress them, to assiduously study and copy peers’ socially acceptable behaviours, and to adopt more internalised and invisible relief from stress (e.g. self-harm, eating disorders).’

    This means that their ASC/ASD is likely to go unnoticed, she adds, unless their school knows how girls with autism ‘fly under the radar’.

    The Girls and Autism miniguide – which comes out of the UK’s National Association of Head Teachers’ Autism and Girls Forum chaired by Professor Barry Carpenter CBE – is a first step for teachers in becoming more informed. It introduces the debate around autism and gender; identifies key issues for girls with ASC/ASD; provides practical school-based support strategies; shares family, professional and academic perspectives; and signposts further reading.

    ‘Our challenge in schools is to evolve a curriculum and pedagogy that are responsive to our new understanding of girls with ASC/ASD and their specific needs,’ Professor Carpenter says. ‘This will involve a process of inquiry, to investigate and explore, for and with the girls, how best their needs can be met.’

    You can download your free copy of Girls and Autism: Flying under the radar here.

    For the National Conference on Girls on the Autism Spectrum ; The BIG Shout, to be held in London on 27th January 2017.please click here http://www.naht.org.uk/welcome/naht-events/conferences/girls-on-the-autism-spectrum-the-big-shout-conference/

  • Mental Health – Who are the children?

    In this briefing paper, Barry Carpenter looks at who are the children whose mental health are particularly vulnerable, and discusses how the creation of a curriculum around Emotional Well Being, may reduce this significant barrier to achievement. The paper also looks at Mental Health as a pervasive Complex Need in children of all abilities.

    ms-word-logo-download-link
    Click the thumbnail image above to open and view the paper

  • Understanding, Emotions and Books Beyond Words: A neuroscience perspective

    These companion articles from the SEND journal , written by Barry Carpenter, Jo Egerton and Stas’ Samagala, are relevant to schools and settings in this time of evolving educational approaches and interventions to support children and young people’s mental health and emotional well being. As the title suggests current thinking for neuroscience is applied to the rich range of narrative based resources in the ‘Beyond Words’ series of books and on line materials.

    Click the thumbnails below to open each article.

    Understanding, Emotions and Books Beyond Words: A Neuroscience Perspective - Page 12 SEND Magazine

    Understanding, Emotions and Books Beyond Words: A Neuroscience Perspective - Page 20 SEND Magazine 2016

     

  • 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

  • When Ofsted Comes to Call..

    During a school Inspection Ofsed will look a 3 i’s – issue ,intervention and impact.

    To look at the quality and creativity of interventions for and with children with Special Educational Needs and Disabilities , this will not rule resect the scope of teaching and learning , or the range of progress.

    The attached short article , published in SEND magazine, looks at the 5 i’s of issue, inquiry, intervention, innovation and impact.

    Click the thumbnail below open and download the .pdf document.

    The 5 ‘i’s’ in Special Needs.pdf

  • Using The Engagement Profile and Scale (EPS) for Baseline Assessment.

    In these days of Assessment without Levels , a new range of possibilities emerge for utilising the EPS for  the continuous assessment of children with Special Educational Needs.
    The article by Karam Bogal on pages 16-19 of the latest issue of SEND magazine, illustrates how the EPS can be used effectively for Baseline Assessment. ( see below.)
    This article is based on  a final study Karam conducted , under my supervision , for his Schools Direct PGCE programme.  It shows that there is always  something for teachers to learn from each other –  whatever stage they are at in their careers.