Addressing the complex issue of what constitutes a communication enabling environment for children with autism who use little or no speech, Potter and Whittaker show that the communication of these children can be significantly affected by a range of social and environmental influences. As well as providing an overview of the theoretical issues involved, Enabling Communication in Children with Autism provides detailed practical advice. Key elements of the recommended approach include
* the use of minimal speech
* proximal communication
* the use of appropriate systems of communication including multipointing
* providing many and varied opportunities for communication.
Arguing that encouraging spontaneous communication should be viewed as a major educational goal for these children, Potter and Whittaker demonstrate that these children can and do communicate in enabling environments and provide practical, proven strategies for creating such environments.
Publisher: Jessica Kingsley Publishers
Number of pages: 208
Weight: 318 g
Dimensions: 229 x 152 x 13 mm
This book is primarily aimed at professionals working with autistic children who use little or no speech. However, those working with older pupils and adults, as well as those with severe learning difficulties but without autism will find much that is useful. The discussion, advice and strategies here are useful for professionals involved in staff training and in providing whole school approaches to working with children with little or no speech. Useful chapters consider classroom management, deployment of staff and the prioritisation of communication in the curriculum and SCAA documentation-excellent advice for this complex area. The book is clear and accessible. The key research findings and actual scenarios are linked with the discussions and practical suggestions. Key points are summarised at each stage and there are helpful tables throughout the book. -- Bulletin
The authors of this book departed from previous approaches in that their focus was on spontaneous communication and the capacity of children with autism to initiate and approach others when presented with communication enabling environments. Apart from describing the research, the book has chapters on exactly what a minimum speech approach consists of with examples of how to use it. There is an excellent chapter on 'enabling styles of class-room management' which presents principles of good practice not only for class-rooms but for any service where there are individuals with significant learning difficulties. It is a book that I will be going back to and recommending to parents, teachers of young children, class-room assistants and speech and language therapists. -- The Frontline of Learning Disabilities
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