By Lorna Wing (auth.), Kathryn Ellis (eds.)
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This optimistic and inspiring booklet recognizes the anxieties and difficulties confronted through trainee lecturers in the united kingdom studying and talents quarter. It examines the questions of professionalism and values and ethics in the zone, utilizing numerous assorted theoretical views to probe those key issues.
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For the greater part of the day then, it is imperative to provide individual programmes. For this child, at this time, the chosen tasks, skills or occupation need to have value in themselves. What you teach is what the child learns. Be more than half-sure that the selected task can be performed. Do not put the child who is autistic in the position of the child who is blind with a picture book. Sadly, there are aspects of an ordinary childhood - like symbolic and imaginative play - which are frequently not within the child's reach, whereas putting on his or her socks or reading a sentence may be less than half a step away.
Moreover, many parents may see these behaviours as real and preferred choices, as something they do which is a positive way of giving to their young stranger. He may not want the newest and flashiest tricycle 33 THE EARLY YEARS available, but he does so love his old blue pyjama jacket on in the sand-pit. And why not? Awareness of the inflexibility of a child's behaviours may be revealed by probing questions or perhaps only after long months of trained observation. It may be a great problem, or something which can be used constructively, or merely a minor foible.
Someone needs to really like them. Someone needs to see that they are different and the staff as a group need to be quite clear that the environment is geared to striving for the best these children are capable of, at a pace to suit their needs. Being autistic means being highly individual. Scattered development alone means having a pattern of development which is not just different from the norm but is different from that of all other children who are autistic. There is seldom a time when any group of children with autism, however small and however carefully selected, can be usefully taught 'as a group'.
Autism: Professional perspectives and practice by Lorna Wing (auth.), Kathryn Ellis (eds.)