Search results for ‘Subject term:"learning disabilities"’ Sort:
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Working with people with autism: the autistic perspective
- Author:
- SOCIAL CARE INSTITUTE FOR EXCELLENCE
- Publisher:
- Social Care Institute for Excellence
- Publication year:
- 2014
- Pagination:
- 11 minutes 56 seconds
- Place of publication:
- London
- Edition:
- Revised
In this film, we see how Scott, a man with autism and learning disabilities, and Marie, a professor with Asperger’s Syndrome, learn to make sense of society, with the support of colleagues and family members. Scott’s parents speak of the rituals he employs to cope with daily life and the behaviours that are triggered when the world does not make sense to him. Marie talks of the challenges she faces in learning the rules of professional communication and the techniques she uses to interact with others and manage her anxieties. She makes the point, however, that these anxieties come about because society does not yet understand people with autism, and disables them as a result.
Communication issues in autism and Asperger syndrome: do we speak the same language?
- Author:
- BOGDASHINA Olga
- Publisher:
- Jessica Kingsley
- Publication year:
- 2005
- Pagination:
- 288p.,bibliog.
- Place of publication:
- London
Providing a theoretical foundation for understanding communication and language impairments specific to autism, the author explores the effects of different perceptual and cognitive styles on the communication and language development of autistic children. She stresses the importance of identifying each autistic individual's nonverbal language, which can be visual, tactile, kinaesthetic, auditory, olfactory or gustatory – with a view to establish a shared means of verbal communication. She offers an explanation of why certain approaches, might work with some autistic children but not others. The ‘What They Say' sections of the book enable the reader to see through the eyes of autistic individuals and to understand their language differences first hand. ‘What We Can Do to Help' sections throughout the book give practical recommendations on what to do in order to help autistic individuals use their natural mechanisms to learn and develop social and communicative skills. The final chapters are devoted to assessment and intervention issues with practical recommendations for selecting appropriate methods and techniques to enhance communication, based on the specific mode of communication a person uses.
Employment for individuals with Asperger Syndrome or non-verbal learning disability: stories and strategies
- Author:
- FAST Yvona
- Publisher:
- Jessica Kingsley
- Publication year:
- 2004
- Pagination:
- 336p.,bibliog.
- Place of publication:
- London
Most people with Non-Verbal Learning Disorder (NLD) or Asperger Syndrome (AS) are underemployed. This book sets out to change this. With practical and technical advice on everything from job hunting to interview techniques, from ‘fitting in’ in the workplace to whether or not to disclose a diagnosis, this book guides people with NLD or AS successfully through the employment field. There is also information for employers, agencies and careers counsellors on AS and NLD as ‘invisible’ disabilities, including an analysis of the typical strengths of somebody with NLD or AS, and how to use these positively in the workplace. Practical information and lists of career resources are supported by numerous case studies to inspire and advise. An essential resource for people with NLD or AS seeking or in employment and their existing or potential employers.
Learning and behavior problems in Asperger Syndrome
- Editor:
- PRIOR Margaret
- Publisher:
- Guilford Press
- Publication year:
- 2003
- Pagination:
- 326p.,bibliog.
- Place of publication:
- London
This volume provides research-based, practical information on managing the challenges that Asperger syndrome (AS) presents in everyday life and in the classroom. Current knowledge is reviewed on the core learning, behavioral, emotional, social, and communication difficulties associated with this complex disorder. Hurdles facing children with AS and their parents and teachers are clearly identified, and effective assessment and intervention approaches described. Special features include firsthand accounts from an adult with AS and a teacher with extensive experience in the area, as well as numerous illustrative vignettes and classroom examples.
Social skills training for adolescents with general moderate learning difficulties
- Authors:
- CORNISH Ursula, ROSS Fiona
- Publisher:
- Jessica Kingsley
- Publication year:
- 2004
- Pagination:
- 128p.
- Place of publication:
- London
Based on a multi-sensory cognitive-behavioural approach, these training sessions cover pre- and post-intervention evaluation schedules, interview and observation tools, and specification of materials that can be used and adapted by teachers. With links to the four main stages of development at Key Stages 3 and 4 of the National Curriculum, especially PSHE (Personal Social and Health Education), the training sessions form an effective tool to help teenagers develop skills in social interaction, communication and conflict resolution and to build their confidence and self-esteem. The ten detailed session plans incorporate role play, discussion and rehearsal to equip participants with the ability to interpret other people’s body language, control their own feelings, express views, ask for support and show concern for others.
Ignored or ineligible: the reality for adults with autism spectrum disorders
- Authors:
- BARNARD Judith, et al
- Publisher:
- National Autistic Society
- Publication year:
- 2001
- Pagination:
- 28p.,tables,bibliog.
- Place of publication:
- London
Argues that people with autism or Asperger syndrome suffer from social exclusion and barriers to accessing services. Surveys problems relating to their rights to assessment and support; the difficulties they experience in maintaining independent living; their lack of choice in employment and housing; their exclusion from social relationships; and the consequences for them in impaired mental health. Makes recommendations for improved practice, particularly the breaking down of eligibility criteria which may exclude them from learning disability services, and the improvement of transition plans for young people moving into adulthood.