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Addressing the complex issue of what constitutes a communication enabling environment for children with autism who use little or no speech, Potter and Whittaker show that the communication of these children can be significantly affected by a range of social and environmental influences. As well as providing an overview of the theoretical issues involved, Enabling Communication in Children with Autism provides detailed practical advice. Key elements of the recommended approach include * the use of minimal speech * proximal communication * the use of appropriate systems of communication…mehr
Addressing the complex issue of what constitutes a communication enabling environment for children with autism who use little or no speech, Potter and Whittaker show that the communication of these children can be significantly affected by a range of social and environmental influences. As well as providing an overview of the theoretical issues involved, Enabling Communication in Children with Autism provides detailed practical advice. Key elements of the recommended approach include
* the use of minimal speech
* proximal communication
* the use of appropriate systems of communication including multipointing
* providing many and varied opportunities for communication.
Arguing that encouraging spontaneous communication should be viewed as a major educational goal for these children, Potter and Whittaker demonstrate that these children can and do communicate in enabling environments and provide practical, proven strategies for creating such environments.
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Carol Potter, BA(Hons), PGCE, M.Ed, has worked extensively in the field of autism as teacher, lecturer, consultant and researcher. She currently combines teaching with independent research and freelance staff training consultancy. Chris Whittaker, DAES, M.Ed, has taught, lectured and published in the field of special education for the last thirty years, with a particular interest in children with complex learning disabilities and autism. He is currently a Research Fellow at the University of Durham, and also works as a freelance consultant through CIRA-UK.
Inhaltsangabe
Introduction. 1. The research: Approaches and findings. 2. A minimal speech approach. 3. Proximal communication: An autism specific interactional approach. 4. Prompting for spontaneous communication. 5. Developing early communication systems. 6. Creating communication rich environments. 7. Facilitating interaction between children with autism. 8. Enabling styles of classroom management. 9. Communication within the curriculum. 10. Conclusions and ways forward. Appendix. References. Index.
Introduction. 1. The research: Approaches and findings. 2. A minimal speech approach. 3. Proximal communication: An autism specific interactional approach. 4. Prompting for spontaneous communication. 5. Developing early communication systems. 6. Creating communication rich environments. 7. Facilitating interaction between children with autism. 8. Enabling styles of classroom management. 9. Communication within the curriculum. 10. Conclusions and ways forward. Appendix. References. Index.
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