The Engagement for Learning Framework: connecting with learning and evidencing progress for children with autism spectrum conditions

Abstract

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.

Citation

Carpenter, B., Carpenter, J., Egerton, J. and Cockbill, B. (2016), "The Engagement for Learning Framework: connecting with learning and evidencing progress for children with autism spectrum conditions", Advances in Autism, Vol. 2 No. 1, pp. 12-23. https://doi.org/10.1108/AIA-10-2015-0021