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Published on: 2015-02-12
Original language: English
Number of items: 1
Dimensions: 9.89" h x .63" w x 7.48" l, .0 pounds
Binding: Hardcover
216 pages

Review

'The book is arranged to present the urgency of the issues facing educators, which Professor Carpenter descibes as the ‘new generation’ of children for whom teachers are ‘pedagogically bereft’, while also providing practical resources to access the framework. The brave world of the special school educator, the children and the families is exposed to us, and helps to drive this urgency. While it is disconcerting to read chapters written in first-person singular without having the chapter author identified, and the extensive use of exclamation marks, when one reflects on the truly surprising results these educators are seeing in their students these things can be excused. The book concludes that, “engagement can be descibed as the liberation of intrinsic motivation” (p.160), and it could be said that this is an approach that all teachers and leaders could be taking in our daily work.' - Julliette Hayes, NZEALS Leading lights

"The impressive qualifications of the authors makes this an authoratitive book that will be highly valued by all involved in the teaching of CLDD young people" - Sarah Brew, Parents in Touch

"This book provides a definitive explanation of 'Engagement for Learning' for children 'who do not fit neatly into an understandable category.' These learners are descibed as a new generation of children with complex learning needs, requiring innovative approaches and a personalised curriculum. There are many useful examples and top tips from classroom practitioners throughout and all resources are freely available to use and clearly referenced. [...] I found the style of writing engaging, with the content encouraging and motivating. I believe I will keep coming back to [this book] to reinforce my classroom practice for a long time to come" - Anne-Frances Royle, Special World

About the Author

Barry Carpenter, OBE, is Honorary Professor at the Universities of Worcester (UK), Limerick (Ireland), Hamburg (Germany) and Flinders (Australia).

Jo Egerton is a Schools Research Consultant and educational writer.

Beverley Cockbill is Training Co-ordinator and TEACCH Practitioner in complex learning needs for Chadsgrove Teaching School, Bromsgrove.

Tamara Bloom is a Chartered Educational Psychologist working in both local authority and charity sectors.

Jodie Fotheringham is a Lead Teacher at Tor View Community Special School in Lancashire.

Hollie Rawson is an Occupational Therapist, currently working in mental health rehabilitation.

Jane Thistlethwaite is a Complex Needs Consultant, specializing in autism and sensory/vision impairment, and Director of Positive Path International in New Zealand.

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