Dancing with the daffodils: using a Shared Reading approach to explore autistic identity / Clare LAWRENCE in Good Autism Practice - GAP, 23-1 (Spring 2022)

Public ISBD [article]  inGood Autism Practice - GAP > 23-1 (Spring 2022) . - p.5-13 Titre : Dancing with the daffodils: using a Shared Reading approach to explore autistic identity Type de document : Texte imprimé et/ou numérique Auteurs : Clare LAWRENCE, Auteur Article en page(s) : p.5-13 Langues : Anglais (eng) Résumé : In this paper, the author questions the studies on autism which refer to deficits, with particular reference to an autistic individual's impaired ability to understand figurative language. Together with her autistic co-researchers, she challenges this notion by using a Shared Reading approach. Two poems were shared online with two groups (six parents of autistic children and six autistic adults). These poems were read aloud and discussion of the images and meanings that arose were shared and discussed further. The study shows that autistic people are very capable of taking meaning from the lines and relating this to their own experiences. In addition to questioning the conclusions of previous published studies, sharing the poems served as a catalyst to talking about their lives and perspective. It also brings to mind a paper published in the GAP Journal in May 2021, written by an English teacher, Isabelle Finn-Kelcey, who felt her autistic students were down graded because the examiners did not appreciate or understand autistic writing. Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=493 [article] Dancing with the daffodils: using a Shared Reading approach to explore autistic identity [Texte imprimé et/ou numérique] / Clare LAWRENCE, Auteur . - p.5-13. Langues : Anglais (eng) in Good Autism Practice - GAP > 23-1 (Spring 2022) . - p.5-13 Résumé : In this paper, the author questions the studies on autism which refer to deficits, with particular reference to an autistic individual's impaired ability to understand figurative language. Together with her autistic co-researchers, she challenges this notion by using a Shared Reading approach. Two poems were shared online with two groups (six parents of autistic children and six autistic adults). These poems were read aloud and discussion of the images and meanings that arose were shared and discussed further. The study shows that autistic people are very capable of taking meaning from the lines and relating this to their own experiences. In addition to questioning the conclusions of previous published studies, sharing the poems served as a catalyst to talking about their lives and perspective. It also brings to mind a paper published in the GAP Journal in May 2021, written by an English teacher, Isabelle Finn-Kelcey, who felt her autistic students were down graded because the examiners did not appreciate or understand autistic writing. Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=493

How to Make School Make Sense / Clare LAWRENCE

Public ISBD Titre : How to Make School Make Sense : A Parents'Guide to Helping the Child with Asperger Syndrome Type de document : Texte imprimé et/ou numérique Auteurs : Clare LAWRENCE, Auteur ; Tony ATTWOOD, Auteur Editeur : Londres [Angleterre] : Jessica Kingsley Publishers Année de publication : 2008 Importance : 128 p. Format : 23,4cm x 15,6cm x 0,5cm ISBN/ISSN/EAN : 978-1-84310-664-7 Note générale : Index Langues : Anglais (eng) Index. décimale : ASP-K ASP-K - Asperger - Scolarité Résumé : Every child's education relies on a partnership between parents, professionals and, of course, the child. This book gives parents of children with Asperger syndrome (AS) practical advice on how to make the most of this important partnership and work with schools to ensure their child's needs are being met. The book explores how parents can prepare their child for school life and how they can work with teachers to improve the classroom environment, as well as the school environment as a whole, for their child and consequently for the benefit of all pupils. Strategies include peer education, the use of visual cues and rules and effective communication between parents, teachers and support staff. This clear, accessible book will be an invaluable guide for parents of children with AS and will also be of interest to the teachers and educational professionals who work with them. [Résumé d'Auteur/Editeur] Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=947 How to Make School Make Sense : A Parents'Guide to Helping the Child with Asperger Syndrome [Texte imprimé et/ou numérique] / Clare LAWRENCE, Auteur ; Tony ATTWOOD, Auteur . - Londres [Angleterre] : Jessica Kingsley Publishers, 2008 . - 128 p. ; 23,4cm x 15,6cm x 0,5cm. ISBN : 978-1-84310-664-7 Index Langues : Anglais (eng) Index. décimale : ASP-K ASP-K - Asperger - Scolarité Résumé : Every child's education relies on a partnership between parents, professionals and, of course, the child. This book gives parents of children with Asperger syndrome (AS) practical advice on how to make the most of this important partnership and work with schools to ensure their child's needs are being met. The book explores how parents can prepare their child for school life and how they can work with teachers to improve the classroom environment, as well as the school environment as a whole, for their child and consequently for the benefit of all pupils. Strategies include peer education, the use of visual cues and rules and effective communication between parents, teachers and support staff. This clear, accessible book will be an invaluable guide for parents of children with AS and will also be of interest to the teachers and educational professionals who work with them. [Résumé d'Auteur/Editeur] Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=947

Exemplaires (1)

Code-barres	Cote	Support	Localisation	Section	Disponibilité
DOC0001103	ASP-K LAW	Livre	Centre d'Information et de Documentation du CRA Rhône-Alpes	ASP - Syndrome d'Asperger - Autisme de haut niveau	Disponible

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