Engagement for Learning Framework resources
The Engagement for Learning tools below are free to download, and are updated versions of the original 2011 documents created by members of the Complex Learning Difficulties and Disabilities (CLDD) Research Project team. If you have any problems downloading them, please get in touch with us via the Contact page.
Below you will find links to the Engagement for Learning Framework resources, as well as to articles written by the E4L team and their colleagues.
Engagement for Learning Framework Guide
This resource provides detailed user guidance and examples for three of the Engagement for Learning Framework resources – the Engagement Profile, the Engagement Scale and the Engagement Ladder.
The Engagement Profile is used to describe a child’s ‘highest possible engagement for learning’ behaviours during their ‘most absorbing interest’ activity or activities. These may be observed in any environment (e.g. school, home, therapies, community activities, etc.).
The Engagement Scale allows assessment and documentation of a child’s progress on a journey from minimal engagement in a priority learning activity to high engagement as a result of adjustments made by educators.
The Engagement Ladder helps educators to identify a priority learning focus for children with CLDD.
Creating a graph from CLDD Data
This download includes step-by-step instructions and illustrations on creating a ‘progress graph’ with Excel’
Early Inclusion Through Learning From Each Other – CLDD Briefing Sheets
11 Briefing Sheet Downloads available from Early Inclusion Through Learning From Each Other.
Our Resource Book
Engaging Learners with Complex Learning Difficulties and Disabilities.
Our resource book for teachers and teaching assistants, the 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.