Children and Young People with Complex Learning Difficulties and Disabilities
A resource book for teachers and teaching assistants
Routledge – 2015 – 136 pages
Children and young people with Complex Learning Difficulties and Disabilities (CLDD) have co-existing and overlapping conditions which can manifest in complex learning patterns, extreme behaviours, and a range of socio-medical needs which are new and unfamiliar to many educators. Their combination of issues and layered needs – mental health, relationships, behavioural, physical, medical, sensory, communication and cognitive – mean they often disengage from learning, and challenge even our most experienced teachers.
This book for school practitioners and leaders, which is based on a framework developed by the Specialist Schools’ Academy Trust and funded by the DfE, provides educators and other professionals working in schools with the resources to address this group’s diverse needs.
The approach provides a means of assessing, recording, achieving progression, developing high expectations and recognising potential for children and young people with the most complex learning difficulties and disabilities. The focus on inquiry means that however complex the young person’s needs, practitioners will be able to apply the approach, which has been developed and trialled by over 100 educational settings with learners from early years to post 16.
This practical and engaging book provides literature, tools and case study examples outlining who children and young people with complex learning difficulties and disabilities are, why their engagement for learning is important, and how the Engagement for Learning Resource Framework can be used effectively by teachers and other professionals to ensure the best possible outcomes for these students.
1. Who are the children? What are their needs (Barry Carpenter) 2. Engaging the children (Tamara Brooks) 3. Improving learning outcomes: case studies in action (Bev Cockbill) 4. Developing inquiry-based teaching (Jo Egerton) 5. Working with families (Hollie Rawson) 6. Collaborative approaches (Tamara Brooks/Bev Cockbill) 7. Considering the future: the role of transition (Jodie Fotheringham) 8. Future challenges (Barry Carpenter/ Jo Egerton)
Barry Carpenter OBE is Associate Director (SEN) at the Specialist Schools and Academies Trust. He is a Fellow at Harris Manchester College, University of Oxford, and is also Visiting Professor at the University of Worcester. He has previously published for Sunfield Publication and David Fultons. In 2001 he was a awarded an OBE for his services to children with special educational needs.
Jo Egerton is a Research Associate for the National Organisation for Fetal Alcohol Syndrome UK (NOFAS-UK).