A case study of two autistic children supported by the Accept Approach: a new acceptance based strategy / Aaron YORKE in Good Autism Practice - GAP, 22-2 (October 2021)

Public ISBD [article]  inGood Autism Practice - GAP > 22-2 (October 2021) . - p.21-31 Titre : A case study of two autistic children supported by the Accept Approach: a new acceptance based strategy Type de document : Texte imprimé et/ou numérique Auteurs : Aaron YORKE, Auteur Article en page(s) : p.21-31 Langues : Anglais (eng) Index. décimale : PER Périodiques Résumé : The author is a specialist teacher and autism advisor for Local Authorities in the West Midlands. He was diagnosed autistic at 30 years old and is a proud parent of two autistic children. In 2019, he began developing 'the Accept Approach' which is a new acceptance based approach aimed at helping to support autistic children and young people who do not respond to traditional autism strategies. This paper reflects on the impact that the Accept Approach had with two autistic children who were not attending school due to high levels of anxiety. Both children responded well and returned to education and feedback was positive from their parents. Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=460 [article] A case study of two autistic children supported by the Accept Approach: a new acceptance based strategy [Texte imprimé et/ou numérique] / Aaron YORKE, Auteur . - p.21-31. Langues : Anglais (eng) in Good Autism Practice - GAP > 22-2 (October 2021) . - p.21-31 Index. décimale : PER Périodiques Résumé : The author is a specialist teacher and autism advisor for Local Authorities in the West Midlands. He was diagnosed autistic at 30 years old and is a proud parent of two autistic children. In 2019, he began developing 'the Accept Approach' which is a new acceptance based approach aimed at helping to support autistic children and young people who do not respond to traditional autism strategies. This paper reflects on the impact that the Accept Approach had with two autistic children who were not attending school due to high levels of anxiety. Both children responded well and returned to education and feedback was positive from their parents. Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=460

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

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