Children and young people with Complex Learning Difficulties and Disabilities (CLDD) have co-existing and overlapping conditions which can manifest in complex learning patterns, extreme behaviours and a range of socio-medical needs which are new and unfamiliar to many educators. Their combination of issues and layered needs - mental health, relationship, behavioural, physical, medical, sensory, communication and cognitive - mean they often disengage from learning and challenge even our most experienced teachers.

This book provides school practitioners and leaders with an approach and resources to engage this often disenfranchized group of children in learning. The Engagement for Learning Framework has been developed and trialled by over 100 educational settings (both special and mainstream) with learners from early years to post-16. It gives practitioners from a range of disciplines a shared means of assessing, recording and developing personalized learning pathways and demonstrating progression for these children. The focus on inquiry means that however complex a young person's needs, educators will be able to apply the approach.

This practical and engaging book provides literature, tools and case study examples outlining who children and young people with CLDD are, why their engagement for learning is important and how the Engagement for Learning Framework can be used effectively by teachers and other professionals to ensure the best possible outcomes for these children.

This practical and engaging book provides literature, tools and case study examples outlining who children and young people with complex learning difficulties and disabilities are, why their engagement for learning is important, and how the Engagement for Learning Resource Framework can be used effectively by teachers and other professionals to ensure the best possible outcomes for these students.

'The book is arranged to present the urgency of the issues facing educators, which Professor Carpenter describes 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 described 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 forLearning' for children 'who do not fit neatly into an understandable category.' These learners are described 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 "In the light of Government reforms in the assessment of children with SEND this is extremely timely. The book is profoundly significant in that it does what teaching was meant for and that is to place the child at the heart of learning." - Diane Rochford, Executive Headteacher, John F Kennedy Academy and Chair of the Rochford Review