Dépouillements

Editorial / Glenys JONES in Good Autism Practice - GAP, 23-1 (Spring 2022)

Public ISBD [article]  inGood Autism Practice - GAP > 23-1 (Spring 2022) . - p.2-4 Titre : Editorial Type de document : Texte imprimé et/ou numérique Auteurs : Glenys JONES, Auteur Article en page(s) : p.2-4 Langues : Anglais (eng) Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=493 [article] Editorial [Texte imprimé et/ou numérique] / Glenys JONES, Auteur . - p.2-4. Langues : Anglais (eng) in Good Autism Practice - GAP > 23-1 (Spring 2022) . - p.2-4 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=493

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

Using the Picture Exchange Communication System for developing communication in learners with Complex Learning Difficulties and Disabilities: a review / Kirsty WATTS in Good Autism Practice - GAP, 23-1 (Spring 2022)

Public ISBD [article]  inGood Autism Practice - GAP > 23-1 (Spring 2022) . - p.14-21 Titre : Using the Picture Exchange Communication System for developing communication in learners with Complex Learning Difficulties and Disabilities: a review Type de document : Texte imprimé et/ou numérique Auteurs : Kirsty WATTS, Auteur Article en page(s) : p.14-21 Langues : Anglais (eng) Résumé : The author is a qualified Special Educational Needs (SEN) teacher working within a Specialist SEN School for pupils aged of 3 to 19 years. She has a class of five pupils aged from 8 to 11 years, all of whom have Complex Learning Difficulties and Disabilities (CLLD). In this paper, she reviews the literature on Picture Exchange Communication System (PECS) and compares this with her own experience of using PECS with her class. She identifies many issues in using PECS which include staff training, the assessment of motivators, and the extent to which children with CLDD can benefit from PECS. Staff use other interventions to develop communication and the suggestion is that it may be better to focus on interactive interventions which lead to spontaneous communication and the development of cognitive skills, rather than using PECS, which for this group may be limited to requests in a rather formal manner. The Editor would be interested in having other papers on developing communication in learners with CLDD. Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=493 [article] Using the Picture Exchange Communication System for developing communication in learners with Complex Learning Difficulties and Disabilities: a review [Texte imprimé et/ou numérique] / Kirsty WATTS, Auteur . - p.14-21. Langues : Anglais (eng) in Good Autism Practice - GAP > 23-1 (Spring 2022) . - p.14-21 Résumé : The author is a qualified Special Educational Needs (SEN) teacher working within a Specialist SEN School for pupils aged of 3 to 19 years. She has a class of five pupils aged from 8 to 11 years, all of whom have Complex Learning Difficulties and Disabilities (CLLD). In this paper, she reviews the literature on Picture Exchange Communication System (PECS) and compares this with her own experience of using PECS with her class. She identifies many issues in using PECS which include staff training, the assessment of motivators, and the extent to which children with CLDD can benefit from PECS. Staff use other interventions to develop communication and the suggestion is that it may be better to focus on interactive interventions which lead to spontaneous communication and the development of cognitive skills, rather than using PECS, which for this group may be limited to requests in a rather formal manner. The Editor would be interested in having other papers on developing communication in learners with CLDD. Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=493

Autistic students' views on their first year at a specialist secondary school / Sarah MCNAMARA in Good Autism Practice - GAP, 23-1 (Spring 2022)

Public ISBD [article]  inGood Autism Practice - GAP > 23-1 (Spring 2022) . - p.22-35 Titre : Autistic students' views on their first year at a specialist secondary school Type de document : Texte imprimé et/ou numérique Auteurs : Sarah MCNAMARA, Auteur Article en page(s) : p.22-35 Langues : Anglais (eng) Résumé : Gaining the voice of autistic students has been given increased attention over the last few years and many ways have been developed. In this paper, the teacher in charge of a Year 7 class of autistic students within a local authority, specialist school, explored their views on their first year at secondary school. She asked them to take photographs of places, people and items which made them feel safe and happy to scaffold their discussions. The findings show that autistic students are very capable of sharing their experiences of school in a way that is very helpful for staff to understand what the students view as important and why. The students reported challenges but also felt they were supported by particular members of staff to deal with these. Due to the success of this study, the school is now planning to use similar methods to inform other aspects of school policy and practice. Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=493 [article] Autistic students' views on their first year at a specialist secondary school [Texte imprimé et/ou numérique] / Sarah MCNAMARA, Auteur . - p.22-35. Langues : Anglais (eng) in Good Autism Practice - GAP > 23-1 (Spring 2022) . - p.22-35 Résumé : Gaining the voice of autistic students has been given increased attention over the last few years and many ways have been developed. In this paper, the teacher in charge of a Year 7 class of autistic students within a local authority, specialist school, explored their views on their first year at secondary school. She asked them to take photographs of places, people and items which made them feel safe and happy to scaffold their discussions. The findings show that autistic students are very capable of sharing their experiences of school in a way that is very helpful for staff to understand what the students view as important and why. The students reported challenges but also felt they were supported by particular members of staff to deal with these. Due to the success of this study, the school is now planning to use similar methods to inform other aspects of school policy and practice. Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=493

A life turned upside down at 10: my journey to being 18 / Hannah GREENSMITH in Good Autism Practice - GAP, 23-1 (Spring 2022)

Public ISBD [article]  inGood Autism Practice - GAP > 23-1 (Spring 2022) . - p.36-43 Titre : A life turned upside down at 10: my journey to being 18 Type de document : Texte imprimé et/ou numérique Auteurs : Hannah GREENSMITH, Auteur Article en page(s) : p.36-43 Langues : Anglais (eng) Résumé : The format of this paper differs from other GAP papers in that it takes the form of an autobiographical story. It is written by Hannah who is 18 years old and autistic. Although mostly confined to her bedroom, she maintains hopes of regaining enough health to pursue her dreams. She wrote this as part of a fundraising campaign to enable her to have an extended stay at Center Parcs, a place she loves and where she feels she could start to move forward again into her hoped for future. She writes vividly about what she was like and her passions before she became ill, following a fall in the garden aged 10. Her story illustrates how hospital admissions and interventions can sometimes exacerbate situations, leading to serious consequences for emotional and physical wellbeing. Hannah describes her parents as her superheroes and as the people who have helped her the most. The lessons within her story are to really listen with an open mind to children and their parents; not to go on doing things that aren't working, even if they usually do work for other people, and that if a person has a strongly held belief as to what might help them, even if it is outside the usual provision offered, to give it genuine consideration. Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=493 [article] A life turned upside down at 10: my journey to being 18 [Texte imprimé et/ou numérique] / Hannah GREENSMITH, Auteur . - p.36-43. Langues : Anglais (eng) in Good Autism Practice - GAP > 23-1 (Spring 2022) . - p.36-43 Résumé : The format of this paper differs from other GAP papers in that it takes the form of an autobiographical story. It is written by Hannah who is 18 years old and autistic. Although mostly confined to her bedroom, she maintains hopes of regaining enough health to pursue her dreams. She wrote this as part of a fundraising campaign to enable her to have an extended stay at Center Parcs, a place she loves and where she feels she could start to move forward again into her hoped for future. She writes vividly about what she was like and her passions before she became ill, following a fall in the garden aged 10. Her story illustrates how hospital admissions and interventions can sometimes exacerbate situations, leading to serious consequences for emotional and physical wellbeing. Hannah describes her parents as her superheroes and as the people who have helped her the most. The lessons within her story are to really listen with an open mind to children and their parents; not to go on doing things that aren't working, even if they usually do work for other people, and that if a person has a strongly held belief as to what might help them, even if it is outside the usual provision offered, to give it genuine consideration. Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=493

Heads, shoulders, knees and toes: what about the rest? Relationships and sex education for students with severe learning difficulties / Jessica SWAN in Good Autism Practice - GAP, 23-1 (Spring 2022)

Public ISBD [article]  inGood Autism Practice - GAP > 23-1 (Spring 2022) . - p.44-48 Titre : Heads, shoulders, knees and toes: what about the rest? Relationships and sex education for students with severe learning difficulties Type de document : Texte imprimé et/ou numérique Auteurs : Jessica SWAN, Auteur Article en page(s) : p.44-48 Langues : Anglais (eng) Résumé : In this paper, Jessica Swan, a teacher within a special school, reviews the literature on Relationships and Sex Education (RSE) for students with severe learning difficulties. She finds limited research on this topic and few materials or resources for teaching staff or parents to use with this group of students. She points to some examples of good practice and describes what her own school does to teach RSE. This important work is very much in its infancy and the Editor welcomes other papers from readers which illustrate how RSE is taught effectively in other settings. Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=493 [article] Heads, shoulders, knees and toes: what about the rest? Relationships and sex education for students with severe learning difficulties [Texte imprimé et/ou numérique] / Jessica SWAN, Auteur . - p.44-48. Langues : Anglais (eng) in Good Autism Practice - GAP > 23-1 (Spring 2022) . - p.44-48 Résumé : In this paper, Jessica Swan, a teacher within a special school, reviews the literature on Relationships and Sex Education (RSE) for students with severe learning difficulties. She finds limited research on this topic and few materials or resources for teaching staff or parents to use with this group of students. She points to some examples of good practice and describes what her own school does to teach RSE. This important work is very much in its infancy and the Editor welcomes other papers from readers which illustrate how RSE is taught effectively in other settings. Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=493

What are the challenges and successes reported by autistic students at university?: a literature review / Brian IRVINE in Good Autism Practice - GAP, 23-1 (Spring 2022)

Public ISBD [article]  inGood Autism Practice - GAP > 23-1 (Spring 2022) . - p.49-59 Titre : What are the challenges and successes reported by autistic students at university?: a literature review Type de document : Texte imprimé et/ou numérique Auteurs : Brian IRVINE, Auteur ; Andrea MACLEOD, Auteur Article en page(s) : p.49-59 Langues : Anglais (eng) Résumé : Brian Irvine is a PhD student at the University of Birmingham researching Specialist (Autism) Mentoring at HE and Dr Andrea MacLeod is his supervisor. This paper is part of the literature review that Brian created to inform his thesis on the experience of autistic students at university. It reviews 78 papers in which autistic students give their first-hand accounts of life at university. It identifies which aspects are a challenge and the benefits and successes reported by some of the students. From their accounts, recommendations are made as to what universities can do to enhance the life of autistic students and, in doing so, improve the experience for all. Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=493 [article] What are the challenges and successes reported by autistic students at university?: a literature review [Texte imprimé et/ou numérique] / Brian IRVINE, Auteur ; Andrea MACLEOD, Auteur . - p.49-59. Langues : Anglais (eng) in Good Autism Practice - GAP > 23-1 (Spring 2022) . - p.49-59 Résumé : Brian Irvine is a PhD student at the University of Birmingham researching Specialist (Autism) Mentoring at HE and Dr Andrea MacLeod is his supervisor. This paper is part of the literature review that Brian created to inform his thesis on the experience of autistic students at university. It reviews 78 papers in which autistic students give their first-hand accounts of life at university. It identifies which aspects are a challenge and the benefits and successes reported by some of the students. From their accounts, recommendations are made as to what universities can do to enhance the life of autistic students and, in doing so, improve the experience for all. Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=493

Sharing good practice within specialist settings: two case studies / Oriana DAVIES in Good Autism Practice - GAP, 23-1 (Spring 2022)

Public ISBD [article]  inGood Autism Practice - GAP > 23-1 (Spring 2022) . - p.60-64 Titre : Sharing good practice within specialist settings: two case studies Type de document : Texte imprimé et/ou numérique Auteurs : Oriana DAVIES, Auteur ; Susan HATTON, Auteur ; Jock ANDREW, Auteur ; Becky JAMES, Auteur ; Sarah RUSSELL, Auteur ; Lucy STRUDWICK, Auteur Article en page(s) : p.60-64 Langues : Anglais (eng) Résumé : In the research on what makes an effective setting, one of the key elements identified is that staff create ways and time to share and discuss issues and practice. This paper is written by staff working in an organisation that provides specialist education and care for children and adults, some of whom are autistic. They set up a mechanism for staff to share examples of success so that others might learn from these. Two examples of what they consider best practice are given, one detailing the transition of a 12 year old autistic boy and the other giving details of the review process for a 31 year old woman in one of their residential homes. They argue that the key to their success is to create the time to effectively consult with all the key people, particularly the individual themselves, their family and key staff. As is often reported, the wellbeing of all concerned can change markedly when plans are rooted in evidence from past and present experiences and focus on strengths and interests and the perspective of the person at the centre of the plan. Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=493 [article] Sharing good practice within specialist settings: two case studies [Texte imprimé et/ou numérique] / Oriana DAVIES, Auteur ; Susan HATTON, Auteur ; Jock ANDREW, Auteur ; Becky JAMES, Auteur ; Sarah RUSSELL, Auteur ; Lucy STRUDWICK, Auteur . - p.60-64. Langues : Anglais (eng) in Good Autism Practice - GAP > 23-1 (Spring 2022) . - p.60-64 Résumé : In the research on what makes an effective setting, one of the key elements identified is that staff create ways and time to share and discuss issues and practice. This paper is written by staff working in an organisation that provides specialist education and care for children and adults, some of whom are autistic. They set up a mechanism for staff to share examples of success so that others might learn from these. Two examples of what they consider best practice are given, one detailing the transition of a 12 year old autistic boy and the other giving details of the review process for a 31 year old woman in one of their residential homes. They argue that the key to their success is to create the time to effectively consult with all the key people, particularly the individual themselves, their family and key staff. As is often reported, the wellbeing of all concerned can change markedly when plans are rooted in evidence from past and present experiences and focus on strengths and interests and the perspective of the person at the centre of the plan. Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=493

Autism or ADHD or both in adults: a literature review on the prevalence, issues and challenges / Ian UNITT in Good Autism Practice - GAP, 23-1 (Spring 2022)

Public ISBD [article]  inGood Autism Practice - GAP > 23-1 (Spring 2022) . - p.65-75 Titre : Autism or ADHD or both in adults: a literature review on the prevalence, issues and challenges Type de document : Texte imprimé et/ou numérique Auteurs : Ian UNITT, Auteur Article en page(s) : p.65-75 Langues : Anglais (eng) Résumé : This paper is written by a specialist nurse, Ian Unitt, who works in a team which assesses adults for autism and/or Attention Deficit Hyperactivity Disorder (ADHD). He reviews the most recent literature on the overlap and differences between the two conditions. It is argued that often the two conditions co-occur, but if autism is diagnosed, then ADHD may be missed and vice versa. There are different subtypes of ADHD and autism is more commonly found in some subtypes than others. Reference is made to the diagnostic criteria for both and the diagnostic assessment methods often used. The literature shows there is less known about females and people from diverse communities. There is also evidence that some treatments for ADHD may be less effective for autistic people with ADHD. More research is needed to ascertain the benefits of having a dual diagnosis and of the approaches that enhance quality of life. The Editor invites readers to submit papers on this. Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=493 [article] Autism or ADHD or both in adults: a literature review on the prevalence, issues and challenges [Texte imprimé et/ou numérique] / Ian UNITT, Auteur . - p.65-75. Langues : Anglais (eng) in Good Autism Practice - GAP > 23-1 (Spring 2022) . - p.65-75 Résumé : This paper is written by a specialist nurse, Ian Unitt, who works in a team which assesses adults for autism and/or Attention Deficit Hyperactivity Disorder (ADHD). He reviews the most recent literature on the overlap and differences between the two conditions. It is argued that often the two conditions co-occur, but if autism is diagnosed, then ADHD may be missed and vice versa. There are different subtypes of ADHD and autism is more commonly found in some subtypes than others. Reference is made to the diagnostic criteria for both and the diagnostic assessment methods often used. The literature shows there is less known about females and people from diverse communities. There is also evidence that some treatments for ADHD may be less effective for autistic people with ADHD. More research is needed to ascertain the benefits of having a dual diagnosis and of the approaches that enhance quality of life. The Editor invites readers to submit papers on this. Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=493

The autism-friendly guide to periods / Robyn STEWARD in Good Autism Practice - GAP, 23-1 (Spring 2022)

Public ISBD [article]  inGood Autism Practice - GAP > 23-1 (Spring 2022) . - p.76-76 Titre : The autism-friendly guide to periods Type de document : Texte imprimé et/ou numérique Auteurs : Robyn STEWARD, Auteur Article en page(s) : p.76-76 Langues : Anglais (eng) Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=493 [article] The autism-friendly guide to periods [Texte imprimé et/ou numérique] / Robyn STEWARD, Auteur . - p.76-76. Langues : Anglais (eng) in Good Autism Practice - GAP > 23-1 (Spring 2022) . - p.76-76 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=493

Accredited courses on autism in Good Autism Practice - GAP, 23-1 (Spring 2022)

Public ISBD [article]  inGood Autism Practice - GAP > 23-1 (Spring 2022) . - p.77-80 Titre : Accredited courses on autism Type de document : Texte imprimé et/ou numérique Article en page(s) : p.77-80 Langues : Anglais (eng) Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=493 [article] Accredited courses on autism [Texte imprimé et/ou numérique] . - p.77-80. Langues : Anglais (eng) in Good Autism Practice - GAP > 23-1 (Spring 2022) . - p.77-80 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=493