The transition of a blind child with autism and severe learning difficulties from one classroom to another within a special school / Jennie COUSINS in Good Autism Practice - GAP, 14-1 (May 2013)

Public ISBD [article]  inGood Autism Practice - GAP > 14-1 (May 2013) . - p.34-36 Titre : The transition of a blind child with autism and severe learning difficulties from one classroom to another within a special school Type de document : Texte imprimé et/ou numérique Auteurs : Jennie COUSINS, Auteur Article en page(s) : p.34-36 Langues : Anglais (eng) Index. décimale : PER Périodiques Résumé : This paper explores what staff need to consider for an effective transition into a new class by a pupil on the autism spectrum who is blind and has severe learning difficulties. There s relatively little literature on this topic and the Editors hope that this paper will lead others to write about how they have adjusted home, school, college and working environments for individuals with autism who are blind or who have a visual impairment. Using auditory and tactile cues proved effective for this pupil within a special school in helping him to navigate the environment and to understand what was happening where and when. Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=200 [article] The transition of a blind child with autism and severe learning difficulties from one classroom to another within a special school [Texte imprimé et/ou numérique] / Jennie COUSINS, Auteur . - p.34-36. Langues : Anglais (eng) in Good Autism Practice - GAP > 14-1 (May 2013) . - p.34-36 Index. décimale : PER Périodiques Résumé : This paper explores what staff need to consider for an effective transition into a new class by a pupil on the autism spectrum who is blind and has severe learning difficulties. There s relatively little literature on this topic and the Editors hope that this paper will lead others to write about how they have adjusted home, school, college and working environments for individuals with autism who are blind or who have a visual impairment. Using auditory and tactile cues proved effective for this pupil within a special school in helping him to navigate the environment and to understand what was happening where and when. Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=200

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