University of Northampton Research Explorer
Not a member yet
20168 research outputs found
Sort by
Observational assessment of play
No full textAutistic children often demonstrate different patterns of visual attention when compared with neurotypical children. For example, in a study, they demonstrated a higher visual preference towards trains than faces. Even though initially it was assumed that this preference had to do with a lack of interest in faces, it is now understood that this preference is linked with personal interests (Alcañizm et al., 2021). In fact, some studies suggest that both neurodivergent and neurotypical children show a visual preference for trains over faces, driven by personal interests as opposed to avoidance of faces (Scheerer et al., 2021), which goes against the traditional view of faces being something that babies and young children are naturally drawn to. Eye-tracking devices have also revealed different patterns of eye gaze in autistic children, such as, for example, looking more at bodies than faces. Similarly, instead of interpreting this as a lack of interest in social interactions, it is understood that autistic individuals process social information differently (Alcañizm et al., 2021). This reveals that autistic children have a different way of engaging with the world. Our assumptions about typical developmental patterns have led to pathologising any deviations from the norm and the overwhelming dominance of a medical perspective on different processing styles in education. This suggests that the lens through which we observe and assess children’s play and social interactions during play may be unhelpful and damaging to the children’s progress. In this chapter, the focus will be on the assessment of play using different lenses and approaches. This chapter aims to challenge assumptions related to the hierarchy of play types through the exploration of processing styles that deviate from the assumed ‘mainstream norm.’ This should form the start of a much-needed discussion around what we value as educators and how we can aspire to learn from the children under our care and help them grow both in confidence and in academic achievement. <br/
Experiences of ex-service personnel before contact with the criminal justice system
No full textThis report provides background and wider context to the experiences of ex-service personnel who have come into contact with the CJS, to complement the main report Ex-service personnel in the criminal justice system: Barriers to identification and uptake of support which can be found at nacro.org.uk/exservicepersonnel. We hope that this additional context builds an increased understanding of the life course and experiences of ex-service personnel who come into contact with the CJS and helps in the development of policy at different stages of the Armed Forces journey
Guidance of key practices for multi-agency whole systems working
Full text linkNeed for the Guidance:• Implementation of a ‘whole systems approach’ is becoming the norm across every priority of ‘Live Your Best Life.’• We are still trying to understand how to implement a whole systems approach in Northamptonshire.What this Guidance offers:• A narrative summary of existing learning and guidance from evaluations of successful whole systems approaches in the UK.• A collection of existing research and evaluation so you can read the high-level summary of each whole systems working project.How to use the Guidance:• Space for regular reflection and learning as a partnership is a core component of whole systems working to break down ‘assumptions’ of understanding about what ‘the problem is’ and how to address ‘the problem’.• Use this Guidance to structure your reflections and seek solutions to current challenges
Data sources:
Access Repository Dashboard
Do you manage University of Northampton Research Explorer? Access insider analytics, issue reports and manage access to outputs from your repository in the CORE Repository Dashboard!