A teenager living with brain injury speaks to TAC Bulletin readers

Hi, my name is Charlotte and I suffered a brain haemorrhage in 2008. I was on holiday on the Isle of Wight at the time. My brain condition was very unique as it is very rare. I had a brain haemorrhage, an AVM (Arterio Venous Malformation) and an Aneurysm. I was only 11 when it happened. Altogether I

Seven good reasons for getting screens and radiation out of your Nursery. And a UK conference ‘Making Waves’

Dear Nursery Staff and Parents,

There is growing concern all around the world about the downside of all the new gadgets. Wouldn’t it be wonderful to give children a gadget-free nursery experience? Here are my seven reasons. You might have others.

- The Nursery will become a radiation-free zone for c

Children with disabilities and special needs really belong to their parents. Do service providers know this?

Editorial: I sometime wonder about this. I am sure many parents do too.

Two issues cause me concern about support for babies and young children:

The first is about asking parents how they experience the support that an agency provides for their child. The second is about involving local pare

How a genuinely whole-child approach can save ECI practitioners’ time & make better use of budgets. Part 3: Go where the child is. Do what the child does

Peter Limbrick writes: In parts 1 and 2 of this essay, I described collective competence and the consultant model within multidisciplinary and multiagency team work – the TAC approach.

When practitioners decide to join their efforts together around a child and family (remembering the parent is full

Out with the old (medical) and in with the new (educational) for babies and infants who have a multifaceted condition

‘How can we deliver our necessary expertise to help a baby or young child’s development and learning without all piling in separately?’

Does the cartoon excite you? It excites me because I love the idea of a small team observing a child closely and coming to a shared decision about how to he

How we get in the way between parents and infants with disabilities. Can you help?

'Why do we think it is OK to endanger attachment and bonding in our drive to offer multiple professionals and programmes?'

Peter Limbrick writes: Some babies and young children need a lot of support as they develop and learn. This might be because or prematurity, lack of oxygen at birth or an

How a genuinely whole-child approach can save ECI practitioners’ time and make better use of budgets. Part 4: ‘Love Me Do’ in 1962

‘I have not seen significant improvements in how we approach development and learning in an infant with a multifaceted condition’

Peter Limbrick writes: I hope you have seen in the first three parts of this 4-part essay that TAC is a very simple idea. It gives early childhood intervention (EC

How a genuinely whole-child approach can save early-childhood practitioners’ time and make better use of budgets. Part 2. Using the ‘consultant model’ of teamwork

The consultant model becomes a natural way forward when a child’s TAC wants to reduce the load being put on the child, the family and the child’s practitioners.

Peter Limbrick writes: In Part 1 (TAC Bulletin issue 208), I argued that we have to sometimes move beyond our professional compartme

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