Offering nine descriptions of the day-to-day work of staff and parents working with people with severe and complex learning difficulties, this book aims to help the reader appreciate the purpose and applications of "intensive interaction". It also outlines the principles of the approach and the basic, practical techniques. The editors reflect on the issues which arise from these accounts and consider developments in interactive approaches.
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Inside This Book
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First Sentence:
Most readers of this book will already be familiar with Intensive Interaction, through reading, staff development or practice. Read the first page Key Phrases - Statistically Improbable Phrases (SIPs): (learn more)
small staffed houses, intensive interaction, imputing intentionality, multiple learning difficulties, mainstream nursery, profound learning disabilities, complex learning difficulties, interaction sessions, anticipation games, statementing process, severe learning difficulties, age appropriateness, stereotypical behaviour, interactive approaches, residential staff Key Phrases - Capitalized Phrases (CAPs): (learn more)
David Fulton, New York, Special Needs School, Dave Hewett, Val Stothard, Lynne Knott, National Curriculum, Coupe O'Kane, Melanie Nind, Cath Irvine, Educating Children, Antonella Bruce, Chris Addis, Mental Retardation, Christine Smith, Local Authority, Six Acres, Nursery Nurse, Richard Robinson, Whose Choice, Beth Taylor, Croom Helm, Taking Control, The Foundation of Experience, American Journal New!
Books on Related Topics | Concordance | Text Stats Browse Sample Pages:
Front Cover | Table of Contents | First Pages | Index | Back Cover | Surprise Me!
Most readers of this book will already be familiar with Intensive Interaction, through reading, staff development or practice. Read the first page Key Phrases - Statistically Improbable Phrases (SIPs): (learn more)
small staffed houses, intensive interaction, imputing intentionality, multiple learning difficulties, mainstream nursery, profound learning disabilities, complex learning difficulties, interaction sessions, anticipation games, statementing process, severe learning difficulties, age appropriateness, stereotypical behaviour, interactive approaches, residential staff Key Phrases - Capitalized Phrases (CAPs): (learn more)
David Fulton, New York, Special Needs School, Dave Hewett, Val Stothard, Lynne Knott, National Curriculum, Coupe O'Kane, Melanie Nind, Cath Irvine, Educating Children, Antonella Bruce, Chris Addis, Mental Retardation, Christine Smith, Local Authority, Six Acres, Nursery Nurse, Richard Robinson, Whose Choice, Beth Taylor, Croom Helm, Taking Control, The Foundation of Experience, American Journal New!
Books on Related Topics | Concordance | Text Stats Browse Sample Pages:
Front Cover | Table of Contents | First Pages | Index | Back Cover | Surprise Me!
Citations (learn more)
This book cites 40
books:
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20
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- Access to Communication: Developing the Basics of Communication with People with Severe Learning Difficulties Through Intensive Interaction by Melanie Nind on 7 pages
- Taking Control: Enabling People with Learning Difficulties by Judith Coupe-O'Kane on 4 pages
- Mental Retardation by Journal on 4 pages
- Cognitive-Behaviour Therapy for People with Learning Disabilities by Biza Stenfert Kroese on page 176, page 184, and page 185
- Touch: The Foundation of Experience (Clinical Infant Reports) by Kathryn E. Barnard on page 182, page 184, and page 185
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- Implementing Intensive Interaction in Schools: Guidance for Practitioners, Managers and Co-ordinators by Mary Kellett on 9 pages
- Access to Communication: Developing the Basics of Communication with People with Severe Learning Difficulties Through Intensive Interaction by Melanie Nind on 5 pages
- A Framework for Learning: For Adults with Profound and Complex Learning Difficulties by Caroline Allen on page 16, Back Matter (1), and Back Matter (2)
- Equality, Participation and Inclusion 2: Diverse Contexts (Inclusive Education) by Jonathan Rix on page 201, and page 246
- Approaches to Communication through Music by Margaret Corke in Back Matter (1), and Back Matter (2)
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