The CASTLE study is focused on rolandic epilepsy which is the most common type of epilepsy – affecting about one-sixth of all children with epilepsy in the UK. To guide, inform and support all of this research, children with rolandic epilepsy and parents of children with rolandic epilepsy will have an opportunity to play a meaningful role in the research process.
This resource draws together the key findings from a large-scale investigation to find out ‘what works’ in SEN support. It accompanies the ‘SEN support: research evidence on effective approaches and examples of current practice in good and outstanding schools and colleges’ resource and is designed to inform the decisions leaders make about supporting learners with SEN in their settings.
The International Journal of Nurture in Education aims to attract papers that explore themes related to the effectiveness of nurture groups, nurture in education, whole-school approaches to nurture and related subjects.
The current issue is a special edition focusing on the unique and valuable viewpoint of the reflective practitioner researcher. It is devoted to those who are backing up practice with their own school and classroom based research, often as part of a further research degree.
In 2016 our research coordinator Sarah Hogan DPhil, CS (Audiology), PGDip Auditory Verbal Therapy, LSLS Cert. AVT® presented findings from a ten year audit of outcomes for pre-school children in the UK. She discussed findings that showed approximately 80% of the children who were on the Auditory Verbal programme at Auditory Verbal UK for two years or more graduated with age appropriate language (AAL) by five years of age. This poster summaries the research.
Centre for the Advancement of PBS Practice Paper 2 in a series of 12 practice papers commissioned by the CAPBS to provide a reference point and discussion tool for teams wishing to develop their positive behaviour practice.
This paper provides a focus for facilitated discussion for improving staff practice through the development and exercise of practice leadership by practitioners. Practitioners, includes frontline support and senior support staff, team leaders and frontline managers in an educational, housing
or social care setting. Senior (strategic) managers who do not focus upon actual practice should consider how they can become so. This paper is focussed upon people with learning disabilities.