New Generation of Complex Learning Difficulties and Disabilities

[bid]

My DH is a Head of Dept at a secondary school for complex learning difficulties, and yesterday he attended a Specialist Schools and Academies Trust conference on the new generation of complex learning difficulties and disabilities and the impact this will have on all schools.

 

Below is a link to a BBC article on the research behind this. The main speaker yesterday was the author of the report Prof Barry Carpenter.

 

http://www.bbc.co.uk/news/education-12841215

 

The above article doesn't make the point as clearly as the conference that according to the research, there is a clear link between this new generation of complex special needs and the increase in survival rates of extremely premature babies, plus a possible link with IVF.

 

50% increase in the number of children presenting with complex LDs in the last 5 years if prem by more than 4 weeks, with increasing incidence and increasing complexity going back to 23 weeks.

 

In addition to this there is a predicted minimum increase of 2% every year. This is due to the increased survival rates of prem babies.

 

One of the main areas of the research was that because of this link with prematurity, the disabilities starting to be seen are very much a new generation. In other words, the difficulties being presented are not the same as those identified in previous generations. Both the diagnostic models, and the educational models will need to be revised to accomodate this.

 

Can I just clarify that this research is talking about profound and complex disabilities, so while parenting always plays a part, these are not children whose difficulties can be solely placed at the door of poor parenting. These are children with fundamental, profound disabilities regardless of parenting. Just thought I'd highlight that in case we get side-tracked by that particular argument!

 

The thing that my DH found fascinating was that the research is showing that these difficulties are arising from a fundfamental disruption in the neurodevelopment of these children when they are babies because of their extreme prematurity, and as such it is something not seen before. So even difficulties that present in a similar way to, say, autism, appear to be caused by different neurodevelopment and as such don't necessarily respond to current therapies/teaching approaches. My DH noted the quote: 'We're not talking about the same but worse...we are talking about wired differently...' And a precis from DH: 'The 20th century toolkit is not sufficient for the 21st century complex learning difficulties (and it's scary).' DH further says: 'A central plank was that all educators at all levels will need to learn and/or be trained in the language of neuro-science.'

 

This research is arguing for a fundamental re-evaluation of diagnostic models and educational models.

 

Bid

 

CAVEAT: this is a summary by DH of 7 hours of conference. The research findings of this international project will be published online by SSAT supposedly 31.03. I've posted this because I thought it was incredibly interesting and very important...please could we avoid speculative arguments over research methodology...

Edited March 25, 2011 by bid

[Sally44]

I've watched science documentaries in the past saying about the same thing.

A similar thing is happening at the other age range ie. older people living until they are older and that they are not necessarily living healthier for longer, but living with bad health for longer.

 

It is heartbreaking to see these programmes where there are such tiny prem babies and the parents are hoping against hope that they survive, whilst the medical professionals know that there is a very good chance that even if they do survive that they will be special needs and the family will have to deal with that.

 

Don't think there is any other choice other thann to continue as we are. But, as your husband points out, there is going to be a huge increase in the number of children with complex learning difficulties and disabilities and where are they all going to go?

[coolblue]

I certainly agree that there's a need for a fundamental re-evaluation of diagnostic models and educational models, as the current ones we have are not, and have never been, fit for purpose. I wonder what they will recommend instead.

 

I haven't read the report obviously, but the press coverage looks a bit like the news items about the 'unprecedented' weather we had in the UK in the past winter. Yes, premature babies are surviving better and yes being born pre-term can lead to developmental problems, but I'd be interested to know what journalists think happened in the days before antibiotics and when 'childhood illnesses' were commonplace and left children deaf, blind and brain damaged on a regular basis.

 

cb

[bid]

I certainly agree that there's a need for a fundamental re-evaluation of diagnostic models and educational models, as the current ones we have are not, and have never been, fit for purpose. I wonder what they will recommend instead.

 

I haven't read the report obviously, but the press coverage looks a bit like the news items about the 'unprecedented' weather we had in the UK in the past winter. Yes, premature babies are surviving better and yes being born pre-term can lead to developmental problems, but I'd be interested to know what journalists think happened in the days before antibiotics and when 'childhood illnesses' were commonplace and left children deaf, blind and brain damaged on a regular basis.

 

cb

 

Answering your points Coolblue:

 

1. Prof Carpenter is a Neuroscientist, and his research has shown that extreme prematurity has a profound effect on the development of the brain, which in turn is having a profound effect on the nature of complex learning difficulties and disabilities, not seen before.

 

2. Prior to 1970, children who survived either birth trauma or childhood illnesses which left them with complex disabilities were simply declared 'ineducable' and either left at home or put in an institution with no education. Since 1970 there has been a developing drive to give all children an education.

 

Bid

[coolblue]

Answering your points Coolblue:

 

1. Prof Carpenter is a Neuroscientist, and his research has shown that extreme prematurity has a profound effect on the development of the brain, which in turn is having a profound effect on the nature of complex learning difficulties and disabilities, not seen before.

 

Are you sure, because the only Barry Carpenter I've been able to find involved in this field has had a career in education?

 

http://www.sst-inet.net/about_us/our_partners/academics/professor_barry_carpenter_-.aspx

 

Do you have a link to this guy?

 

2. Prior to 1970, children who survived either birth trauma or childhood illnesses which left them with complex disabilities were simply declared 'ineducable' and either left at home or put in an institution with no education. Since 1970 there has been a developing drive to give all children an education.

 

Bid

 

That means we've had 40 years of experience of educating children with complex disabilities. I'll be interested to see what's new about the new generation.

 

Sorry to be sceptical, but I get a bit suspicious when people start talking about brain 'wiring'.

 

cb

[bid]

Are you sure, because the only Barry Carpenter I've been able to find involved in this field has had a career in education?

 

http://www.sst-inet.net/about_us/our_partners/academics/professor_barry_carpenter_-.aspx

 

Do you have a link to this guy?

 

 

 

That means we've had 40 years of experience of educating children with complex disabilities. I'll be interested to see what's new about the new generation.

 

Sorry to be sceptical, but I get a bit suspicious when people start talking about brain 'wiring'.

 

cb

 

Apologies if I misinterpreted my DH. I think your link shows Prof Carpenter's credentials in the field of special education.

 

The conference was opened by the Minister of State for Children and Families. The significant thing about this conference is that the government is actively engaged in addressing this change in the incidence and complexity of complex learning difficulties and disabilities.

 

I don't know what you do or your background, but both my DH and myself work in special education. I won't speak anymore for my DH, but we are certainly starting to get children with more complex problems. I work with young people with some of the most profound learning difficulties and complex medical needs. I have worked with children who have compromised mobility, non-verbal, sight and hearing disabilities, profound physical feeding problems...all in one child. An increase in children with this level of disability is going to have an enormous impact on the education system.

 

Bid

Edited March 25, 2011 by bid

[coolblue]

I have read some of Barry Carpenter's thoughts on this previously, and I wholeheartedly agree with what he has to say about the SEN system (apart from maybe children with ASDs being 'visual learners')

 

I was aware that the number of children with complex difficulties was on the increase because of improved survival rates at birth (has been for some time). I'm just unclear as to what the differences are that he is talking about. For example he mentions children with foetal alcohol syndrome not having a parietal lobe. Given human nature I find it difficult to believe that foetal alchohol syndrome is anything new, and damage to the parietal lobe can arise due to hydrocephalus and epilepsy and strokes. I suppose I'll have to wait for the report. Thanks for letting us know it's coming out.

 

cb