This paper describes a study exploring the parental response to the diagnosis of their child's developmental disability. A classic grounded theory methodology was used to analyse data comprising 19 interviews and 11 memoirs written by parents. The theory explains how parents adjust to champion their child, who has been identified as having a developmental challenge. At the heart of becoming a champion is a psychological process in which parents refine their perspectives on disability awareness, their aspirations and parenting capacity as they develop their championing skills. Refining perspectives and championing are influenced by two factors: the nature of the child's challenges and service factors. The theory of Confident Championing offers a multivariant model that explains the dynamic nature of the adjustment process, capturing both the stress and the fulfilment and sense of purpose that parents experience.

A massive reappraisal of the curriculum has been forced upon all schools and teachers are wary about the effects of the introduction of Local Management of Schools and increased use of their new powers by parents and governing bodies. The genesis of the National Curriculum may be traced back to a Labour Prime Minister, James Callaghan, who launched the ' Great Debate' about education at Ruskin College, Oxford in 1976. With the stress in the National Curriculum on a differentiated curriculum all teachers need to be aware of the individual learning needs of pupils in their classes. A driving force in the traditional design of the special education curriculum has been the goal of personal autonomy for each pupil. The National Curriculum poses a major challenge to all teachers, particularly those who serve the educational needs of pupils with learning difficulties.

In this paper, the debates and discourse between Classic GT or Constructivist GT are explored. The aim of this paper is to evaluate the various claims in a critical manner by revisiting the original discourse outlining these approaches. The importance of maintaining a reflective, neutral stance while examining the arguments and evidence for the claims on both sides of this debate is emphasized. In the final analysis, the view taken by these researchers was that valid arguments could be made to support Classic and Constructive GT approaches. The rationale for choosing a Classic GT methodology is outlined. Guidelines to support novice researchers in their task of choosing the most appropriate GT approach are suggested.

Purpose Based on a literature and practice review, the purpose of this paper is to examine the theoretical and clinical basis for using wordless books with patients who have intellectual disabilities (ID) and/or autism. Design/methodology/approach A literature review identified seminal peer-reviewed English language articles relating to the neuroscience of information and emotion processing for adults with ID and/or autism. In addition to published examples, illustrative case examples were contributed by clinicians regularly using wordless books. Findings Many people, including those with ID, selectively attend to visual information. Minimising the cognitive load by using wordless pictorial narrative reduces anxiety, and empowers the patient. Clinicians using such resources describe positive clinical outcomes. Only the Beyond Words wordless books have been identified in published clinical trials. Research limitations/implications Although existing evidence suggests a strong positive impact, further research into the use of wordless books for people with ID is needed. Practical implications Wordless books are reported to help develop staff skills and empathy for supporting adults with ID. The books facilitate some legally required reasonable adjustments to increase service access. Staff training is needed for effective use of wordless books. Originality/value Wordless books specifically designed with and for adults with word processing difficulties, ID and/or autism to enhance health literacy and explore their own narratives and emotional responses around health experiences and personal traumas are a unique approach. This paper may also offer the first exploration of their neuropsychological underpinnings.

Purpose – The purpose of this paper is to describe and illustrate the use of the Engagement for Learning Framework developed through the Complex Learning Difficulties and Disabilities (CLDD) Research Project (2009-2011). The resources support mainstream and special educators to extend the engagement of learners with CLDD. Design/methodology/approach – In total, 95 educational settings and 224 students took part across three phases of research (November 2009-March 2011) comprising a resource development phase and two trial phases in mainstream and special schools. The researchers used an exploratory, multiple case study approach and action research methodologies. A recent case study from Hamilton School, Birmingham, illustrates the Engagement for Learning Framework. Findings – The resulting Engagement Profile and Scale data showed increases in engagement for similar proportions of the student cohort. Across the three phases, 81-85 per cent (mean: 83 per cent) increased their levels of engagement for learning, 2-9 per cent (mean: 5.3 per cent) showed no change, while 5.5-16 per cent (mean: 11.6 per cent) showed decreased levels of engagement. Descriptive data corroborated these scores. Originality/value – This original research added value to existing work by developing resources for educators that enabled them to adapt activities to encourage students’ engagement in seven engagement areas (awareness, curiosity, investigation, discovery, anticipation, persistence and initiation). The resources enabled educators to score learner engagement over time to show progress and collected associated descriptive data.

Purpose The purpose of this paper is to introduce the social and scientific rationale for book clubs, whose members read wordless books together, and give examples of storytelling with picture books in libraries and other community settings for people with intellectual disabilities and autism. Design/methodology/approach The authors consider the impact of book clubs reading picture books without words, alongside an understanding of the underlying neuroscience (see Table I for search strategy). The authors compare differences in the neuroscience of information and emotion processing between pictures and words. Accounts from book club facilitators illustrate these differences in practice. Findings Many readers who struggle with reading and comprehending words, find pictures much easier to understand. Book clubs support community inclusion, as for other people in society. A focus on visual rather than word literacy encourages successful shared reading. Research limitations/implications No research has been published about the feasibility and effectiveness of wordless books in community book clubs or shared reading groups. There is very little research on the impact of accessible materials, despite a legal requirement for services to provide reasonable adjustments and the investment of time and resources in developing storylines in pictures, or “translating” information into easy read formats. Practical implications Book clubs whose members read picture books without words are growing in number, especially in public libraries in the UK. Expansion is dependent on funding to pay for training for librarians and volunteer facilitators. Social implications There is a shortage of fully accessible activities for adults with intellectual disabilities in mainstream community settings with a primarily social purpose. Originality/value To the authors’ knowledge, this is the first paper describing the theory and impact of wordless book clubs for people who find pictures easier to understand than words.

The association between alcohol use in pregnant mothers and poor outcomes for children and young people has been recognized for centuries, from Plato (429-347 bc; see University of Chicago 2009) to Bacon (1627) and Sullivan (1899). However, it is only in recent years that researchers and professionals have begun to understand the full impact of a mother’s alcohol use on her developing baby in the womb.

Section 1: Introduction 1. A Brief Introduction to Fetal Alcohol Spectrum Disorders Barry Carpenter, Carolyn Blackburn And Jo Egerton 2. International Overview: the Challenges in Addressing Fetal Alcohol Spectrum Disorders Elizabeth J. Elliott 3. Fetal Alcohol Syndrome: the Causal Chain from Disadvantage to Birth Defect Ron Gray 4. Women's Alcohol Consumption in the UK Moira Plant Section 2: Families - Living With FASDs 5. Fetal Behaviour and the Effect of Maternal Alcohol Consumption Peter G. Hepper 6. Parenting in the Early Years Simon Brown And Julia Brown 7. Life As We Know It - A Perfectly Normal Family Sarah Muir and John Timmins 8. Fetal Alcohol Spectrum Disorders and Children in Care: Good Care Makes a Difference Kevin Williams Section 3: Education 9. Fetal Alcohol Spectrum Disorders: Knowledge and Referral Pathways in Early Childhood Settings in Western Australia Kate Frances 10. Walking Through a Moonless Night: Fetal Alcohol Spectrum Disorders and Early Childhood Intervention Carolyn Blackburn 11. Evolving Pedagogy for Children and Young People with Fetal Alcohol Spectrum Disorders Barry Carpenter 12. A Step in Time: Fetal Alcohol Spectrum Disorders and Transition to Adulthood Jo Egerton Section 4: Interdisciplinary Perspectives 13. Fetal Alcohol Spectrum Disorders: Diagnosis and Complexities Raja A.S. Mukherjee 14. Building a Community of Care through Diagnosis of Fetal Alcohol Spectrum Disorders in New Zealand Christine Rogan and Andi Crawford 15. The Baby Bundle Project: Midwives on the Front Line of Fetal Alcohol Spectrum Disorders Prevention Susan Fleisher 16. Fetal Alcohol Spectrum Disorders and Criminal Responsibility Julian Killingley 17. Social Care and Fetal Alcohol Spectrum Disorders in the UK Alison McCormick 18. The Effects of Prenatal Alcohol Exposure on Brain and Behavior Tanya T. Nguyen and Edward P. Riley 19. Developmental Psychiatric Disorders in Children, Adolescents and Young Adults with Fetal Alcohol Spectrum Disorders: A Transgenerational Approach to Diagnosis and Management Kieran D. O'Malley Section 5: International Perspectives 20. North American Perspectives on Fetal Alcohol Spectrum Disorders Therese M. Grant And Sterling K. Clarren 21. Fetal Alcohol Spectrum Disorders: European Perspectives Diane Black 22. Fetal Alcohol Spectrum Disorders: The Current Situation in South Africa Denis Viljoen 23. Fetal Alcohol Spectrum Disorders: Australian Perspectives Elizabeth J. Elliott 24. The Way Forward for Fetal Alcohol Spectrum Disorders: Diverting Bleak Outcomes Barry Carpenter, Carolyn Blackburn and Jo Egerton Epilogue - Finding Inspiration: 'I Will', a poem written by Jennifer Woodward who is diagnosed with a Fetal Alcohol Spectrum Disorder Jennifer Woodward

An educational research project, which investigated ways of personalising learning for children with complex learning difficulties and disabilities found that engagement was critical to effective learning.

The range of learning difficulties associated with children who have fetal alcohol spectrum disorders (FASDs) has been highlighted as an emerging but little understood area of Special Educational Needs. This engaging, timely, and highly practical book will raise awareness about FASDs and their associated difficulties across the entire education workforce. It provides a range of specialist, practical tried-and-tested teaching and learning strategies, from which teachers and support staff may construct personalised learning plans for students with FASDs, and will help improve outcomes for all their children. It also: explains the impact that FASDs can have on the child's brain; discusses the overlapping and co-existing disorders, such as ADHD and autism spectrum disorders; shows how to support and empower teachers; provides ready-to-use teaching resources and strategies that can be used directly in the classroom. Informed by the very latest research and written by leading experts in the field, Educating Children and Young People with Fetal Alcohol Spectrum Disorders will prove invaluable for experienced teachers and teaching assistants who are engaging in Continuing Professional Development, as well as newly qualified and training Initial Teacher Training students.