[article]
| Titre : |
Transforming the practice of teachers within a mainstream school setting using Appreciative Inquiry and Transactional Supports from the SCERTS model |
| Type de document : |
Texte imprimé et/ou numérique |
| Auteurs : |
Lilith MACKDONALD, Auteur |
| Article en page(s) : |
p.77-98 |
| Langues : |
Anglais (eng) |
| Index. décimale : |
PER Périodiques |
| Résumé : |
The author of this study was the Lead Teacher of an Autism Provision (AP) in a mainstream primary school. She worked with three teachers in the main school to enhance their autism practice. Using an Appreciative Inquiry approach, the staff reflected on their current practice with the author and set goals to develop this, using the Transactional Supports advocated within the SCERTS model. This led to positive changes in their understanding and the strategies they used. The author makes the point that focusing on changing the actions of the staff rather than changing the children was important. As the founders of SCERTS and other practitioners maintain, this is easier, more respectful and likely to be more effective. |
| Permalink : |
https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=438 |
in Good Autism Practice - GAP > 21-2 (October 2020) . - p.77-98
[article] Transforming the practice of teachers within a mainstream school setting using Appreciative Inquiry and Transactional Supports from the SCERTS model [Texte imprimé et/ou numérique] / Lilith MACKDONALD, Auteur . - p.77-98. Langues : Anglais ( eng) in Good Autism Practice - GAP > 21-2 (October 2020) . - p.77-98
| Index. décimale : |
PER Périodiques |
| Résumé : |
The author of this study was the Lead Teacher of an Autism Provision (AP) in a mainstream primary school. She worked with three teachers in the main school to enhance their autism practice. Using an Appreciative Inquiry approach, the staff reflected on their current practice with the author and set goals to develop this, using the Transactional Supports advocated within the SCERTS model. This led to positive changes in their understanding and the strategies they used. The author makes the point that focusing on changing the actions of the staff rather than changing the children was important. As the founders of SCERTS and other practitioners maintain, this is easier, more respectful and likely to be more effective. |
| Permalink : |
https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=438 |
|
Transforming the practice of teachers within a mainstream school setting using Appreciative Inquiry and Transactional Supports from the SCERTS model in Good Autism Practice - GAP, 21-2 (October 2020)