| Titre : |
Accessing the Curriculum for Pupils with Autistic Spectrum Disorders : Using the TEACCH Programme to Help Inclusion |
| Type de document : |
Texte imprimé et/ou numérique |
| Auteurs : |
Gary MESIBOV, Auteur ; Rita JORDAN, Préfacier, etc. ; Marie HOWLEY, Auteur |
| Editeur : |
London, [Angleterre] : Routledge |
| Année de publication : |
2003 |
| Importance : |
136 p. |
| Présentation : |
ill. |
| Format : |
21cm x 30cm x 1cm |
| ISBN/ISSN/EAN : |
978-1-85346-795-0 |
| Note générale : |
Bibliogr., Index |
| Langues : |
Anglais (eng) |
| Index. décimale : |
APP-C APP-C - TEACCH |
| Résumé : |
This book explains ways to open up the curriculum to pupils who have autistic spectrum disorders. The particular difficulties experienced by pupils are discussed in direct relation to specific areas of the curriculum, including: core and foundation subjects; PSHE; citizenship; and broader aspects such as break times and assemblies. Many pupils with autistic spectrum disorders (ASD) have difficulties accessing the curriculum due to problems including lack of understanding of meaning, organization, sequencing and problem-solving. They require consistency and structure to enable them to make sense of concepts such as what work, how much work, what to do and what is next regardless of the curriculum subject. Division TEACCH is North Carolina's statewide programme serving people with autistic spectrum disorders and the principles behind its intervention technique, called Structured Teaching, have been widely implemented throughout the world with great success. This book shows the reader how Structured Teaching can enable pupils with ASD to access the curriculum in a meaningful way and offers many practical strategies to facilitate this process.
The book should benefit those on specialist autism courses, all providers of autism-specific training and the many teachers and teaching assistants working with autistic pupils who are asking for this guidance. |
| Permalink : |
https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=445 |
Accessing the Curriculum for Pupils with Autistic Spectrum Disorders : Using the TEACCH Programme to Help Inclusion [Texte imprimé et/ou numérique] / Gary MESIBOV, Auteur ; Rita JORDAN, Préfacier, etc. ; Marie HOWLEY, Auteur . - London, [Angleterre] : Routledge, 2003 . - 136 p. : ill. ; 21cm x 30cm x 1cm. ISBN : 978-1-85346-795-0 Bibliogr., Index Langues : Anglais ( eng)
| Index. décimale : |
APP-C APP-C - TEACCH |
| Résumé : |
This book explains ways to open up the curriculum to pupils who have autistic spectrum disorders. The particular difficulties experienced by pupils are discussed in direct relation to specific areas of the curriculum, including: core and foundation subjects; PSHE; citizenship; and broader aspects such as break times and assemblies. Many pupils with autistic spectrum disorders (ASD) have difficulties accessing the curriculum due to problems including lack of understanding of meaning, organization, sequencing and problem-solving. They require consistency and structure to enable them to make sense of concepts such as what work, how much work, what to do and what is next regardless of the curriculum subject. Division TEACCH is North Carolina's statewide programme serving people with autistic spectrum disorders and the principles behind its intervention technique, called Structured Teaching, have been widely implemented throughout the world with great success. This book shows the reader how Structured Teaching can enable pupils with ASD to access the curriculum in a meaningful way and offers many practical strategies to facilitate this process.
The book should benefit those on specialist autism courses, all providers of autism-specific training and the many teachers and teaching assistants working with autistic pupils who are asking for this guidance. |
| Permalink : |
https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=445 |
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Faire une suggestion Affiner la rechercheAccessing the Curriculum for Pupils with Autistic Spectrum Disorders
Book Reviews in Autism, 1-2 (November 1997)
