A New Take on Language Function and Literacy: An Interview with Dr. Ellyn Lucas Arwood

“The bottom-line, is that the programs, materials, and curricula that are sound-based do not match with the way the children think to learn. So, teachers work harder but don’t always receive the positive success they deserve. Older students work harder to produce the sound-based patterns for tests, homework, and so forth without the conceptual learning. Working harder but not smarter stresses everyone–students, families, and teachers.”

December 14, 2010Arts therapies

JKP attends the 2010 American Music Therapy Association Conference (AMTA)

The 2010 American Music Therapy Association (AMTA) Conference took place at the Cleveland Renaissance Hotel in Cleveland, Ohio, USA, this year and JKP was, once…

December 13, 2010Autism

John Merges on Social Enjoyment Groups for young people with Autism Spectrum Disorders

“Social enjoyment, as both an important life and employment skill, needs to be taught and practiced as early as possible. We need to provide our young people with safe, predictable situations to practice enjoying a social interaction. The successes I’ve seen in my own work demonstrate that social enjoyment is indeed a skill – and thus, can be learned.”

December 13, 2010Adoption and Fostering

Autism and Animals: Community Opportunities for your Child

“Whatever your child’s level of verbal ability or behavior, don’t pass by the possibilities provided by animals. Non-verbal children are as capable as anyone of establishing a positive relationship with an animal. Your child may well surprise you with her compassion, connection and willingness to build a relationship with a non-human friend.”

December 8, 2010Autism

How Teachers and TAs can help Students with Asperger Syndrome access the curriculum in inclusive classrooms

By Gill D. Ansell, author of Working with Asperger Syndrome in the Classroom: An Insider’s Guide Being a Teaching Assistant is not what it once…

November 23, 2010Autism

Securing Appropriate Education Provision for Children with Autism Spectrum Disorders – An interview with author Allison Hope-West

“Evelyn often spoke to me about how after her son received his diagnosis that she expected the ‘autism fairy’ to arrive at her house and explain the implications of Jasper having autism to her, as well as helping her secure educational provision which met his needs. Other families also spoke about how prior to diagnosis they were labelled as being bad parents and told that it was their fault that their child was not behaving in school. Almost all stated that they had been through the most emotionally (and often financially) draining time of their lives to try and secure appropriate provision, and that little or no help or advice had been forthcoming…”

November 16, 2010Adoption and Fostering

Interest or a Perseveration? When an Autistic Child’s Special Interest Sabotages Community Inclusion

“As a parent, you are the best judge of whether a “passionate interest” is an interest or a perseveration. If it’s an interest, it’s a spring board for community inclusion. If it’s a perseveration, it’s not a springboard at all, but rather an anchor. As with all anchors, it has a useful place – but no boat can move forward with its anchor firmly stuck in the mud.”

November 9, 2010Autism

How Educators Can Help Students with Asperger Syndrome Relieve Anxieties at School (and Avoid Meltdowns at Home!)

By Gill D. Ansell, author of Working with Asperger Syndrome in the Classroom: An Insider’s Guide. Often, a child with Asperger Syndrome (AS) will seem…

November 8, 2010Adoption and Fostering

Kay and Haitham Al-Ghani on ‘Learning About Friendship’ – Stories to support social skills training for children with ASD in the classroom

“One small boy in my class was having great trouble going on school outings because he would not wear a seat belt. The bus driver came to tell me that he would not be allowed to go on any more trips. I thought this was rather harsh and so the very next day I told my class a story about Tedrick the teddy who would not wear a seat belt…We role-played the parts of the driver, the teachers and the other children on the bus. I emphasised how happy the driver was when all the children wore their seat belts and I asked the boy in question if he would mind taking Tedrick on the next trip. Guess what, that boy was the first one on the bus doing up his own and Tedrick’s seat belt!”

October 28, 2010Adoption and Fostering

‘Guerrilla Mum’ on Making Each Half-Term Count for Students with SEN

“It is already half term, and the end of the school year seems to be a long way off, as we plunge into a series of cold wet days. However, in terms of Individual Education Plans (IEPs) and statements of SEN the school year is approximately one sixth over. This is time we can never get back, and children with SEN need each half term to really count…”