First Published in 1998. The authors' aim in editing Interaction in Action is to follow up on the thinking and practical guidance contained in their previous work on Intensive Interaction: They hope to illustrate that Intensive Interaction is not just something that goes on in hospital schools. Here we see the approach used not only by teachers, but also by speech therapists, occupational therapists, social workers, psychologists and parents. We see the approach used in people's homes as well as in education and day centres. The contributors have been asked to share their insights, the way…mehr
First Published in 1998. The authors' aim in editing Interaction in Action is to follow up on the thinking and practical guidance contained in their previous work on Intensive Interaction: They hope to illustrate that Intensive Interaction is not just something that goes on in hospital schools. Here we see the approach used not only by teachers, but also by speech therapists, occupational therapists, social workers, psychologists and parents. We see the approach used in people's homes as well as in education and day centres. The contributors have been asked to share their insights, the way they think about Intensive Interaction as well as the way that they 'do' it. This means that the chapters contain both reflective analysis and vivid description. The contributions illustrate how Intensive Interaction has grown and developed as an educational approach and as a way of being with people, and they illustrate the impact on all those involved.
Chapter 1 Introduction: Recent Developments in Interactive Approaches DaveHewett MelanieNind; Chapter 2 Chapter 2 Using Intensive Interaction with Pupils who have Multi-Sensory Impairment ChrisAddis; Chapter 3 Chapter 3 Jamie's Story: Intensive Interaction in a College of Further Education ChristineSmith; Chapter 4 Chapter 4 Sabrina's Story: Curriculum in the Early Years CarolPeters; Chapter 5 Chapter 5 Commentary One: Practice and Progress DaveHewett MelanieNind; Chapter 6 Chapter 6 Addressing the Needs of Adults with Profound and Multiple Learning Disabilities in Social Services Provision CathIrvine; Chapter 7 Chapter 7Introducing Intensive Interaction for People with Profound Learning Disabilities Living in Small Staffed Houses in the Community JudithSamuel JaquiMaggs; Chapter 8 Chapter 8 The Gradual Development of Intensive Interaction in a School Setting ValStothard; Chapter 9 Chapter 9 Commentary Two: Getting Intensive Interaction Established in Different Settings - Institutional Issues MelanieNind DaveHewett; Chapter 10 Chapter 10 Ben's Story: Developing the Communication Abilities of a Pupil with Autism LynneKnott AngelaCurtis RuthKennedy; Chapter 11 Chapter 11 Gary's Story: Parents Doing Intensive Interaction BethTaylor SteveTaylor; Chapter 12 Chapter 12 Francesca's Story: Facilitating the Earliest Developments IanBruce AntonellaBruce DaveHewett; Chapter 13 Chapter 13 Commentary Three: Learners with Autism. Parents Doing Intensive Interaction MelanieNind DaveHewett; Chapter 14 Chapter 14 Future Developments DaveHewett MelanieNind; Index; Subject Index;
Chapter 1 Introduction: Recent Developments in Interactive Approaches DaveHewett MelanieNind; Chapter 2 Chapter 2 Using Intensive Interaction with Pupils who have Multi-Sensory Impairment ChrisAddis; Chapter 3 Chapter 3 Jamie's Story: Intensive Interaction in a College of Further Education ChristineSmith; Chapter 4 Chapter 4 Sabrina's Story: Curriculum in the Early Years CarolPeters; Chapter 5 Chapter 5 Commentary One: Practice and Progress DaveHewett MelanieNind; Chapter 6 Chapter 6 Addressing the Needs of Adults with Profound and Multiple Learning Disabilities in Social Services Provision CathIrvine; Chapter 7 Chapter 7Introducing Intensive Interaction for People with Profound Learning Disabilities Living in Small Staffed Houses in the Community JudithSamuel JaquiMaggs; Chapter 8 Chapter 8 The Gradual Development of Intensive Interaction in a School Setting ValStothard; Chapter 9 Chapter 9 Commentary Two: Getting Intensive Interaction Established in Different Settings - Institutional Issues MelanieNind DaveHewett; Chapter 10 Chapter 10 Ben's Story: Developing the Communication Abilities of a Pupil with Autism LynneKnott AngelaCurtis RuthKennedy; Chapter 11 Chapter 11 Gary's Story: Parents Doing Intensive Interaction BethTaylor SteveTaylor; Chapter 12 Chapter 12 Francesca's Story: Facilitating the Earliest Developments IanBruce AntonellaBruce DaveHewett; Chapter 13 Chapter 13 Commentary Three: Learners with Autism. Parents Doing Intensive Interaction MelanieNind DaveHewett; Chapter 14 Chapter 14 Future Developments DaveHewett MelanieNind; Index; Subject Index;
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