Dépouillements

Editorial in Good Autism Practice - GAP, 24-2 (October 2023)

Public ISBD [article]  inGood Autism Practice - GAP > 24-2 (October 2023) . - p.2-4 Titre : Editorial Type de document : Texte imprimé et/ou numérique Année de publication : 2023 Article en page(s) : p.2-4 Langues : Anglais (eng) Index. décimale : PER Périodiques Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=540 [article] Editorial [Texte imprimé et/ou numérique] . - 2023 . - p.2-4. Langues : Anglais (eng) in Good Autism Practice - GAP > 24-2 (October 2023) . - p.2-4 Index. décimale : PER Périodiques Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=540

The autism worldview dilemma: to normalise or not to normalise, that is the question / Nick CHOWN in Good Autism Practice - GAP, 24-2 (October 2023)

Public ISBD [article]  inGood Autism Practice - GAP > 24-2 (October 2023) . - p.5-12 Titre : The autism worldview dilemma: to normalise or not to normalise, that is the question Type de document : Texte imprimé et/ou numérique Auteurs : Nick CHOWN, Auteur ; Shona MURPHY, Auteur ; Elsa SUCKLE, Auteur Année de publication : 2023 Article en page(s) : p.5-12 Langues : Anglais (eng) Index. décimale : PER Périodiques Résumé : All three authors are members of the Independent Autism Research Group. Nick Chown has undertaken extensive autism research. Shona Murphy is a graduate teaching assistant at Edge Hill University and is researching autistic parental experiences of being accused of fabricated or induced illness. Elsa Suckle is a lecturer in SpLD/Dyslexia and Inclusion at Bath Spa University and has extensive experience supporting neurodivergent students in Higher and Further Education. This paper should be read by all who live and work with autistic children and adults. It serves to question the perspective we take and the potential outcomes. Three perspectives or paradigms are described – the medical model, radical behaviourism and the neurodivergent-affirmative model. Each derives from a different view of autism and so differ in their methods, with little common ground, termed by the authors as the 'autism worldview dilemma.' The authors argue that the most respectful and positive paradigm in terms of process and outcome is the neurodivergent perspective. This is gathering momentum as autistic communities and other neurodivergent groups take to social media and have greater visibility in research and the workplace. There is also now more effective and frequent consultation with autistic people on decisions which affect them. The Editor welcomes papers from those who have changed their perspective over the years giving their rationale and commentary for the journey they have taken. Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=540 [article] The autism worldview dilemma: to normalise or not to normalise, that is the question [Texte imprimé et/ou numérique] / Nick CHOWN, Auteur ; Shona MURPHY, Auteur ; Elsa SUCKLE, Auteur . - 2023 . - p.5-12. Langues : Anglais (eng) in Good Autism Practice - GAP > 24-2 (October 2023) . - p.5-12 Index. décimale : PER Périodiques Résumé : All three authors are members of the Independent Autism Research Group. Nick Chown has undertaken extensive autism research. Shona Murphy is a graduate teaching assistant at Edge Hill University and is researching autistic parental experiences of being accused of fabricated or induced illness. Elsa Suckle is a lecturer in SpLD/Dyslexia and Inclusion at Bath Spa University and has extensive experience supporting neurodivergent students in Higher and Further Education. This paper should be read by all who live and work with autistic children and adults. It serves to question the perspective we take and the potential outcomes. Three perspectives or paradigms are described – the medical model, radical behaviourism and the neurodivergent-affirmative model. Each derives from a different view of autism and so differ in their methods, with little common ground, termed by the authors as the 'autism worldview dilemma.' The authors argue that the most respectful and positive paradigm in terms of process and outcome is the neurodivergent perspective. This is gathering momentum as autistic communities and other neurodivergent groups take to social media and have greater visibility in research and the workplace. There is also now more effective and frequent consultation with autistic people on decisions which affect them. The Editor welcomes papers from those who have changed their perspective over the years giving their rationale and commentary for the journey they have taken. Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=540

Neurodiverse students within higher education: initial thoughts from a collaborative project / Barbara SANDLAND in Good Autism Practice - GAP, 24-2 (October 2023)

Public ISBD [article]  inGood Autism Practice - GAP > 24-2 (October 2023) . - p.13-22 Titre : Neurodiverse students within higher education: initial thoughts from a collaborative project Type de document : Texte imprimé et/ou numérique Auteurs : Barbara SANDLAND, Auteur ; Andrea MACLEOD, Auteur ; Neil HALL, Auteur Année de publication : 2023 Article en page(s) : p.13-22 Langues : Anglais (eng) Index. décimale : PER Périodiques Résumé : An increasing number of neurodiverse students attend Higher Education and many continue with postgraduate and doctoral studies. This short paper explores current terms in the field of neurodiversity and presents the findings of a scoping review designed to inform the next stage of the project which is to consider the specific needs of neurodiverse doctoral students in relation to the Viva Voce examination. The authors identify some of the issues in addressing the needs of this group in relation to preferring a difference not a deficit model, the need for disclosure if a neurodiverse student requires specific support and the reluctance to disclose, by some. Knowing the type of neurodivergence that a diagnosis gives is a helpful signpost to guide advice, but if it is not available or not known, then having a universal means of ascertaining what adjustments might help a student at any point in their studies is likely to help all students who study within HE. The authors refer to using a Universal Design model as proposed by Sanger and Gleason (2020). Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=540 [article] Neurodiverse students within higher education: initial thoughts from a collaborative project [Texte imprimé et/ou numérique] / Barbara SANDLAND, Auteur ; Andrea MACLEOD, Auteur ; Neil HALL, Auteur . - 2023 . - p.13-22. Langues : Anglais (eng) in Good Autism Practice - GAP > 24-2 (October 2023) . - p.13-22 Index. décimale : PER Périodiques Résumé : An increasing number of neurodiverse students attend Higher Education and many continue with postgraduate and doctoral studies. This short paper explores current terms in the field of neurodiversity and presents the findings of a scoping review designed to inform the next stage of the project which is to consider the specific needs of neurodiverse doctoral students in relation to the Viva Voce examination. The authors identify some of the issues in addressing the needs of this group in relation to preferring a difference not a deficit model, the need for disclosure if a neurodiverse student requires specific support and the reluctance to disclose, by some. Knowing the type of neurodivergence that a diagnosis gives is a helpful signpost to guide advice, but if it is not available or not known, then having a universal means of ascertaining what adjustments might help a student at any point in their studies is likely to help all students who study within HE. The authors refer to using a Universal Design model as proposed by Sanger and Gleason (2020). Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=540

Using an Acceptance-Based Curriculum to support autistic students, who have not engaged in the National Curriculum / Aaron YORKE in Good Autism Practice - GAP, 24-2 (October 2023)

Public ISBD [article]  inGood Autism Practice - GAP > 24-2 (October 2023) . - p.23-36 Titre : Using an Acceptance-Based Curriculum to support autistic students, who have not engaged in the National Curriculum Type de document : Texte imprimé et/ou numérique Auteurs : Aaron YORKE, Auteur Année de publication : 2023 Article en page(s) : p.23-36 Langues : Anglais (eng) Index. décimale : PER Périodiques Résumé : Aaron Yorke wrote an earlier paper published in the GAP Journal in October 2021 where he gave details of The Accept Approach™. He has continued to work on this approach with families and colleagues in local authorities and has now developed the Acceptance-Based Curriculum™ (ABC). In this paper, he describes this approach and uses two case studies of children who had stopped attending school and whose mental health was deteriorating. The Editor welcomes more papers from readers on understanding and support for children and young people who struggle to attend school and educational alternatives. Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=540 [article] Using an Acceptance-Based Curriculum to support autistic students, who have not engaged in the National Curriculum [Texte imprimé et/ou numérique] / Aaron YORKE, Auteur . - 2023 . - p.23-36. Langues : Anglais (eng) in Good Autism Practice - GAP > 24-2 (October 2023) . - p.23-36 Index. décimale : PER Périodiques Résumé : Aaron Yorke wrote an earlier paper published in the GAP Journal in October 2021 where he gave details of The Accept Approach™. He has continued to work on this approach with families and colleagues in local authorities and has now developed the Acceptance-Based Curriculum™ (ABC). In this paper, he describes this approach and uses two case studies of children who had stopped attending school and whose mental health was deteriorating. The Editor welcomes more papers from readers on understanding and support for children and young people who struggle to attend school and educational alternatives. Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=540

"Kids do well if they can" (Greene, 2014): a personal perspective on PDA / Finley CARROLL in Good Autism Practice - GAP, 24-2 (October 2023)

Public ISBD [article]  inGood Autism Practice - GAP > 24-2 (October 2023) . - p.37-43 Titre : "Kids do well if they can" (Greene, 2014): a personal perspective on PDA Type de document : Texte imprimé et/ou numérique Auteurs : Finley CARROLL, Auteur Année de publication : 2023 Article en page(s) : p.37-43 Langues : Anglais (eng) Index. décimale : PER Périodiques Résumé : This paper was written by Finley as an Extended Project Qualification during his last year of sixth form and it has been modified for inclusion in the GAP Journal. Finley is autistic and PDA (Pathological Demand Avoidance). He previously published a paper in the GAP Journal in 2019 on supporting students in mainstream schools. In this paper, he describes some of the main features of PDA and considers how schools can be more effective in supporting PDA students with the academic and social aspects of school. He identifies issues for staff in adopting these strategies and how these might be addressed. In August this year, he gained 3 A*s in his A levels. He attended mainstream schools throughout, and currently holds an offer from the University of Manchester, to be enrolled in 2024. Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=540 [article] "Kids do well if they can" (Greene, 2014): a personal perspective on PDA [Texte imprimé et/ou numérique] / Finley CARROLL, Auteur . - 2023 . - p.37-43. Langues : Anglais (eng) in Good Autism Practice - GAP > 24-2 (October 2023) . - p.37-43 Index. décimale : PER Périodiques Résumé : This paper was written by Finley as an Extended Project Qualification during his last year of sixth form and it has been modified for inclusion in the GAP Journal. Finley is autistic and PDA (Pathological Demand Avoidance). He previously published a paper in the GAP Journal in 2019 on supporting students in mainstream schools. In this paper, he describes some of the main features of PDA and considers how schools can be more effective in supporting PDA students with the academic and social aspects of school. He identifies issues for staff in adopting these strategies and how these might be addressed. In August this year, he gained 3 A*s in his A levels. He attended mainstream schools throughout, and currently holds an offer from the University of Manchester, to be enrolled in 2024. Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=540

Supporting a child with severe learning difficulties after a family bereavement / Jessica SWAN in Good Autism Practice - GAP, 24-2 (October 2023)

Public ISBD [article]  inGood Autism Practice - GAP > 24-2 (October 2023) . - p.44-50 Titre : Supporting a child with severe learning difficulties after a family bereavement Type de document : Texte imprimé et/ou numérique Auteurs : Jessica SWAN, Auteur Année de publication : 2023 Article en page(s) : p.44-50 Langues : Anglais (eng) Index. décimale : PER Périodiques Résumé : In this paper, Jessica Swan who teaches children and young adults with severe learning difficulties and profound and multiple learning disabilities examines the literature on supporting children through a family bereavement. She also interviews four of the teaching staff who have had this experience. What is clear is that there is a lack of guidance and resources for staff and they often have to create ideas and materials themselves from scratch. A related and similarly neglected topic is how staff respond when a child at the school dies. While each child and family is different and support has to be customised, having guidance on key issues arising and a bank of materials that can be revised to suit the particular needs of the child and family would be very beneficial. The Editor welcomes more papers on good practice on this topic. Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=540 [article] Supporting a child with severe learning difficulties after a family bereavement [Texte imprimé et/ou numérique] / Jessica SWAN, Auteur . - 2023 . - p.44-50. Langues : Anglais (eng) in Good Autism Practice - GAP > 24-2 (October 2023) . - p.44-50 Index. décimale : PER Périodiques Résumé : In this paper, Jessica Swan who teaches children and young adults with severe learning difficulties and profound and multiple learning disabilities examines the literature on supporting children through a family bereavement. She also interviews four of the teaching staff who have had this experience. What is clear is that there is a lack of guidance and resources for staff and they often have to create ideas and materials themselves from scratch. A related and similarly neglected topic is how staff respond when a child at the school dies. While each child and family is different and support has to be customised, having guidance on key issues arising and a bank of materials that can be revised to suit the particular needs of the child and family would be very beneficial. The Editor welcomes more papers on good practice on this topic. Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=540

Alleviating the fear of the unknown: how Artificial Intelligence apps can support autistic people with anxiety / Sarah DANDY in Good Autism Practice - GAP, 24-2 (October 2023)

Public ISBD [article]  inGood Autism Practice - GAP > 24-2 (October 2023) . - p.51-54 Titre : Alleviating the fear of the unknown: how Artificial Intelligence apps can support autistic people with anxiety Type de document : Texte imprimé et/ou numérique Auteurs : Sarah DANDY, Auteur Année de publication : 2023 Article en page(s) : p.51-54 Langues : Anglais (eng) Index. décimale : PER Périodiques Résumé : Sarah is an autistic person who loves to travel but who finds travelling by plane very anxiety-provoking. In this short paper, she describes the value she has found in using an Artificial Intelligence app (Aidan) to reduce some of her anxieties. She then goes on to discuss other potential applications of AI to address a number of other areas of life which may be helpful to autistic individuals. The Editor welcomes other papers on AI which readers have found useful. Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=540 [article] Alleviating the fear of the unknown: how Artificial Intelligence apps can support autistic people with anxiety [Texte imprimé et/ou numérique] / Sarah DANDY, Auteur . - 2023 . - p.51-54. Langues : Anglais (eng) in Good Autism Practice - GAP > 24-2 (October 2023) . - p.51-54 Index. décimale : PER Périodiques Résumé : Sarah is an autistic person who loves to travel but who finds travelling by plane very anxiety-provoking. In this short paper, she describes the value she has found in using an Artificial Intelligence app (Aidan) to reduce some of her anxieties. She then goes on to discuss other potential applications of AI to address a number of other areas of life which may be helpful to autistic individuals. The Editor welcomes other papers on AI which readers have found useful. Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=540

Developing new staff by practice leadership to support autistic adults living in individual occupancy, community housing / Roy DEVEAU in Good Autism Practice - GAP, 24-2 (October 2023)

Public ISBD [article]  inGood Autism Practice - GAP > 24-2 (October 2023) . - p.55-62 Titre : Developing new staff by practice leadership to support autistic adults living in individual occupancy, community housing Type de document : Texte imprimé et/ou numérique Auteurs : Roy DEVEAU, Auteur ; Adam HOLLAND, Auteur ; Debbie AUSTIN, Auteur Année de publication : 2023 Article en page(s) : p.55-62 Langues : Anglais (eng) Index. décimale : PER Périodiques Résumé : Roy Deveau is an Honorary Research Fellow at the Tizard Centre, University of Kent, whose interests include leadership and management and the use of restrictive practices within services for adults with intellectual disabilities. Adam Holland has an autistic brother and graduated from the University of Kent with a postgraduate degree in Autism studies in 2018. He now works as a SEND coordinator at The Sheffield College. Debbie Austin has a 14-year-old autistic daughter with a severe learning difficulty and works with the Challenging Behaviour Foundation. Since the Transforming Care report, there has been an increase in the provision of single occupancy housing for autistic adults. This brings challenges in terms of practice leadership (i.e.the professional development and supervision of staff). In this paper, the authors report on the findings from interviews with 15 staff working in five different single occupancy houses. The staff were asked about sources of support they received and valued from their managers, other staff, family members and service-users. As managers often have to oversee several services, the most frequent support is found from other staff. Some staff interviewed also greatly valued support from family members and drew on ideas they gleaned from talking to and/or observing the service user. The authors asked Debbie Austin to comment on the paper (see Part Two). She makes a clear case for working together with staff in gaining knowledge about the service-user and what is likely to lead to good outcomes. At present it is likely that how and when staff work together with families and service-users (i.e.experts by experience) more often depends on individual staff rather than this being formalised by policy-makers or service-providers. Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=540 [article] Developing new staff by practice leadership to support autistic adults living in individual occupancy, community housing [Texte imprimé et/ou numérique] / Roy DEVEAU, Auteur ; Adam HOLLAND, Auteur ; Debbie AUSTIN, Auteur . - 2023 . - p.55-62. Langues : Anglais (eng) in Good Autism Practice - GAP > 24-2 (October 2023) . - p.55-62 Index. décimale : PER Périodiques Résumé : Roy Deveau is an Honorary Research Fellow at the Tizard Centre, University of Kent, whose interests include leadership and management and the use of restrictive practices within services for adults with intellectual disabilities. Adam Holland has an autistic brother and graduated from the University of Kent with a postgraduate degree in Autism studies in 2018. He now works as a SEND coordinator at The Sheffield College. Debbie Austin has a 14-year-old autistic daughter with a severe learning difficulty and works with the Challenging Behaviour Foundation. Since the Transforming Care report, there has been an increase in the provision of single occupancy housing for autistic adults. This brings challenges in terms of practice leadership (i.e.the professional development and supervision of staff). In this paper, the authors report on the findings from interviews with 15 staff working in five different single occupancy houses. The staff were asked about sources of support they received and valued from their managers, other staff, family members and service-users. As managers often have to oversee several services, the most frequent support is found from other staff. Some staff interviewed also greatly valued support from family members and drew on ideas they gleaned from talking to and/or observing the service user. The authors asked Debbie Austin to comment on the paper (see Part Two). She makes a clear case for working together with staff in gaining knowledge about the service-user and what is likely to lead to good outcomes. At present it is likely that how and when staff work together with families and service-users (i.e.experts by experience) more often depends on individual staff rather than this being formalised by policy-makers or service-providers. Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=540

Book review in Good Autism Practice - GAP, 24-2 (October 2023)

Public ISBD [article]  inGood Autism Practice - GAP > 24-2 (October 2023) . - p.63-64 Titre : Book review Type de document : Texte imprimé et/ou numérique Année de publication : 2023 Article en page(s) : p.63-64 Langues : Anglais (eng) Index. décimale : PER Périodiques Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=540 [article] Book review [Texte imprimé et/ou numérique] . - 2023 . - p.63-64. Langues : Anglais (eng) in Good Autism Practice - GAP > 24-2 (October 2023) . - p.63-64 Index. décimale : PER Périodiques Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=540

Accredited courses on autism in Good Autism Practice - GAP, 24-2 (October 2023)

Public ISBD [article]  inGood Autism Practice - GAP > 24-2 (October 2023) . - p.65-70 Titre : Accredited courses on autism Type de document : Texte imprimé et/ou numérique Année de publication : 2023 Article en page(s) : p.65-70 Langues : Anglais (eng) Index. décimale : PER Périodiques Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=540 [article] Accredited courses on autism [Texte imprimé et/ou numérique] . - 2023 . - p.65-70. Langues : Anglais (eng) in Good Autism Practice - GAP > 24-2 (October 2023) . - p.65-70 Index. décimale : PER Périodiques Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=540