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Complex Learning (complex + learning)

Distribution by Scientific Domains

Education	50%

Selected Abstracts

Ten steps to complex learning , By Merriënboer, Jeroen & Kirschner, Paul

BRITISH JOURNAL OF EDUCATIONAL TECHNOLOGY, Issue 4 2008
Sanjaya Mishra
No abstract is available for this article. [source]

Liberating silent voices , perspectives of children with profound & complex learning needs on inclusion

BRITISH JOURNAL OF LEARNING DISABILITIES, Issue 1 2007
Teresa WhitehurstArticle first published online: 10 NOV 200
Accessible summary ,,Listening to what young people with severe learning disabilities have to say about inclusion is important. ,,Researchers must be prepared to use a range of resources to facilitate communication. ,,Resources must be appropriate and familiar to the individual. Summary This paper describes the evaluation of a drama production which involved 6 young people with profound and complex learning needs and 23 pupils from a mainstream school. The young people worked together on the project for nearly 2 years. At the end of the project we wanted to find out what the young people with disabilities thought of the inclusion project. Very often, the thoughts of young people with learning disabilities are not included because professionals do not have the resources or experience to conduct the interviews. This paper explains how the interviews were arranged, what tools were used and finishes with two case studies which are examples of what the young people thought. This research demonstrates that young people with severe learning disabilities have important messages to tell us about their experiences of inclusion. This paper gives examples of how we can enable young people with severe learning disabilities to express their views. [source]

Early childhood intervention: possibilities and prospects for professionals, families and children

BRITISH JOURNAL OF SPECIAL EDUCATION, Issue 4 2005
Barry Carpenter
In March 2005, Barry Carpenter, OBE, Chief Executive and Director of Research at Sunfield, an education and residential care centre for children with severe and complex learning needs, gave his inaugural professional lecture at University College Worcester. This article is based on that lecture. In it, Barry Carpenter reviews international trends in early childhood intervention and relates these to changing patterns of childhood disability, family needs, practitioner-led service development and Government policy initiatives. He describes a political climate in the UK which is ripe for the development of a nationally cohesive programme of early childhood intervention and proposes a number of key factors hat are crucial to the consolidation of the plethora of initiatives that have taken place in the UK in recent years. These include: early interventions that are delivered from the point of diagnosis; practice that is transdisciplinary; and high quality training for professionals. At the heart of this process, however, must be the voice of the family - guiding, informing, sharing, engaging. The key to successful early childhood intervention, Barry Carpenter argues, is responsivity - to society, to its families, but most of all to its children. [source]