Coláiste Chú Chullain,, Dundalk, Louth
Complex Needs and Autism; the 21st Century Challenge.
Presenter: Professor Barry Carpenter, CBE, OBE, PhD.
Former Director, DFE Complex Learning Difficulties and Disabilities Research Project.
Professor of Mental Health in Education, Oxford Brookes University.
The 21st Century has brought many challenges in terms of the skills teachers will need to educate the increasing new generation of children with Complex Needs. This is particularly so in relation to the neuro-biologies of Autism.
Mental Health, which so often co exists with Autism , is an area where teachers have no pedagogical history, and our professional learning in this area has to scaffolded from a basis of sound principles into meaningful practise.
The DFE – funded Complex Learning Difficulties and Disabilities Research Project discovered that Engagement was the most effective approach for teaching children with Complex Needs. The Engagement Profile and Scale ( EPS) evolved as an evidence based tool for developing personalised approaches to assessment , teaching and learning http://engagement4learning.com/ ..
The Complex Needs online training materials offer professional learning opportunities in key areas of 21st Century Complex Needs Teaching, (www.complexneeds.org.uk.)
Our repertoire of teaching approaches must continue to change and diversify as our children and young people with Autism and Complex Needs change and diversify
Autism and Girls: New Voices - New Perspectives.
Presenter: Professor Barry Carpenter, CBE, OBE, PhD
Professor of Mental Health in Education, Oxford Brookes University, UK.
Chair, National Forum on Girls and Autism.
Girls with autism are often overlooked for support because their identifying behaviours can be different to that of boys. Without a diagnosis, girls on the autism spectrum can struggle with extreme stress, leading to mental health issues, problem behaviours, school refusal or other outcomes which impact on their quality of life.
Traditionally, professionals have worked to a 1 girl to 4 boys’ ratio. However, through emerging research, evidence has shown that the diagnostic instruments used are ‘blunt’, male orientated, and do not adequately illuminate the female profile of Autism. Collaborative work across a range of disciplines, ( education, psychology , neuroscience etc,) with families , and with girls and women with Autism has captured new information which has strengthened the support and interventions we are now able to offer to girls with Autism .
What are the implications of these new findings for evidence-based practice in Education? How can practitioners improve their observations and enhance engagement, leading to earlier identification of girls with Autism?
This presentation will be informed by new findings to be published in Carpenter, B., Happe?, F. and Egerton, J. (2019) Girls and Autism; Educational, Family and Personal Perspectives, London : Routledge. (April 2019.)
Coláiste Chú Chullain,
Coláiste Chú Chullain, , Dundalk , Louth