Barry Carpenter Under the Radar

8/14/2019 Barry Carpenter Under the Radar

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Co-existing

Overlapping

Co-morbidity

Co-occurring

The staff room!!


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This is a wide and varied group of learners. They

include pupils who do not simply require a differentiatedcurriculum or teaching at a slower pace but who, attimes, require further adaptations to teaching if they areto make progress.

Porter, J. Ashdown, R. (2002)

Pupils with Complex Needs promoting learning through visual methods and materials.

Tamworth : NASEN.


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A complex aggregation of difficulties in more than onearea of [their] lives.

Dee, L., Byers, R., Hayhoe,H., Maudslay,L. (2002)Enhancing Quality of Life: Facilitating transitions for people with profound

and complex needs.Cambridge: SKILL/University of Cambridge.


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Attention Deficit Hyperactivity Disorders (ADHD)

Autistic Spectrum Disorders (ASD)

Speech/Language Impairment (SLI)

Specific Learning Difficulties (SpLD)


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A biological basis which is not yet fully understood

Symptoms that overlap with other disorders in this group

A tendency to co-exist with each other or with other disorders

(Tutt, 2009) www.nasen.org.uk


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Even with disorders that have a neurologicalbasis, it is important to realise that the brains

plasticity and its considerable resilience meansthat there is always the potential to improve.

Tutt, R. (2009) Complex support, Special!, (July 2009)

www.nasen.org.uk


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We must seek to build an inclusivecurriculumaround adaptation, modification ,

and designthat will be relevant to alllearners.

Carpenter, B., Ashdown, R., Bovair, K. (2002)

Enabling Access: Effective teaching and learning for pupils with learning difficulties.

London : David Fulton


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The continuum of vulnerabilityDisadvantage

DeprivationDisability

V U L N E R A B I L I T Y


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Children, lost in a system

cognitively disenfranchised socially dysfunctional

emotionally disengaged


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Poverty can increase the risk of a child having animpairment Having a disabled child can also mean

that parents find it harder to maintain full-time

employment, their housing can be inadequate fortheir childs needs, and expenditure on basic needs is

increased.

(Prime Ministers Strategy Unit, 2005, p. 86)


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From Count Us In: The National Inquiry into the

Mental Health Needs of Young People with Learning Disabilities


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By 2020 depression will be the most

prevalent childhood disorder.Pretis and Dimova (2007)

Knapp et al. (2007)

Mental health policy and practice across Europe


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Mental capital Goswami (2008)

to deal with the new social toxins.

Sweeting et al. (2009) in Social Psychiatry and PsychiatricEpidemiology , 44, 579-586.


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375,000 newborn babies per year exposed inthe womb to cocaine, heroin, marijuana,

methadone, amphetamines.

The Times (June 1995) reporting on an American study


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Babies of smokers are more likely to be miscarried or

born underweight, and research suggests that there is a

26% increased risk that they will be born stillborn. As

they grow up, the children of women who smoked are

more likely to suffer health problems.

Professor Andrew Shennan (2007)Kings College London

www.tommys.org
http://www.tommys.org/http://www.tommys.org/


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Foetal BrainDevelopment

Alcohol

Genetics

Drugs

Smoking

Social

Circumstances

B.Carpenter (2009)


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Downs syndrome - 1:166

Fragile X syndrome - 1:500 ASD - 1:86

FAS - 1:500

FASD - 1:100

B.Carpenter (2009)


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http://www.bliss.org.uk/


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Established 1995

80% survival of children born at less than 26 weeks

Longitudinal study

http://www.nottingham.ac.uk/human-development/EPICure/

(Marlow et al., 2005)


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Low normal scores/ mild impairments

32%

No problems22%

Severe disability22%

Moderate disability24%

Proportion of children with disability out of 241 children seen at 6 years

by comparison with their classmates(Marlow et al., 2005)


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(Russell, 1998)


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1 in every 200 babies is born with a rarechromosome disorder: 1 in every 1000 babies

having symptoms from birth or early childhood,

the rest being affected when they grow up andtry to have babies of their own.

www.rarechromo.org
http://www.rarechromo.org/http://www.rarechromo.org/


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http://www.fragilex.org.uk/


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Dyslexia difficulties in learning to read and spell

Dyspraxia difficulties with co-ordinating the musclesinvolved in movement

Dyscalculia difficulties with understanding mathematicalconcepts

Dysgraphia difficulties with producing written language


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60 per 10,000 (1 in166) children under

8 years

Medical Research Council,

2001

91 per 10,000 in thetotal population (1 in

every 110 people)

National Autistic Society,

2002

1 in 800 schoolchildren (previously

1 in 1,000)

Department of Health,

2002


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ADHD affects 1 in 20 children in the UK (around 500,000 children) (NationalInstitute for Clinical Evidence)

Further twin studies have indicated the roots of the disorder are 80%genetic.

Brain scans indicate that ADHD is a biological phenomenon. At its severest level, it is a hyperkinetic disorder, (about 100,000 children). Increasing prevalence of co-morbidity (e.g. learning difficulties, autism) Scans of the right frontal lobes, the basal ganglia and the vermis of the

cerebellum are appreciably smaller in children with ADHD. These regions involve self-control and inhibit impulsive behaviour .

Continued/


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7 million school children in the USA nearly one in five are on Ritalin

(Angold, 2005) In the UK prescriptions of Ritalin rose from 2,000 in 1991 to 259,000 in 2004

ADHD is not linked to inadequate parenting.

Chaotic environment may trigger the condition in genetically susceptiblechildren.

Children with ADHD are four times more likely to experience mental healthproblems in adulthood.

[ADHD] should be seen as a long -term, subtle disability.

Sources:

Professor Eric Taylor (2004),Institute of Psychiatry, University of

London

Mark Henderson and Nigel Hawkes (2004),British Association of Science Conference

(Reported in Scans show its not easy to be good, The Times, 9 th September 2004)


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Children need . engagement

to be active learners

not to be peripheral participants

cf. Carpenter, B., Egerton, J. (Eds) (2007) New Horizons in Special Eduation: Evidence-based

Practice in Action.


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Understanding of difficulties

Planned solution Clear expectationof what is to be

achieved

[The label for a disability] is only of interest to us in sofar that it helps us to help [students] to be successful at

school[not] as an excuse for failure orunderperformance

(Cooper and Bilton, 2002, pp. 6, 49)


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Research into learning styles

Inclusive practice that engages children aslearners

A richer teaching repertoire


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Resilience factors are those processes whichbuffer or minimise the effects of adversestimuli on a person.

Pretis and Dimova (2007)


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Three challenges to learning:

Self-regulation (keeping calm: managing arousal systems)

Working memory (holding task information)

Mental flexiblity (adapting to change during the day)

Woods, C. (2007)


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Complex Learning Difficulties andDisabilities Research Project

DCSF Funded Managed through SSAT

Research Team, including Lead TeacherResearchers

12 Development Specialist Schools 50 Trial Schools

Reports March 2011


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Documents

Barry Carpenter Under the Radar