Intensive Interaction in the mainstream classroom : evaluating staff attitudes towards an inclusive socio-communicative intervention
By: Lloyd, Eleanor M.
Series: Good Autism Practice 16 (2) October 2015: 49-68. 2015Content type: text Media type: unmediated Carrier type: volume Subject(s): AUTISM
| INCLUSIVE EDUCATION | INTENSIVE INTERACTION | CURRICULUM POLICY | COMMUNIPLAYSummary: Addressed the effective, ethical inclusion of pupils with autism, aged 5 to 7 years, in mainstream education. It evaluated a group intervention designed to enable both class teachers and teaching assistants to use Intensive Interaction daily within the classroom. However, it was found to be impractical due to the demands of the National Curriculum on staff time. Makes some observations on this state of affairs.
| Item type | Current library | Call number | Status | Date due | Barcode | Item holds | |
|---|---|---|---|---|---|---|---|
| Article Research | IHC Library | Article (Browse shelf(Opens below)) | Available (Article available on request) | W007250 |
Total holds: 0
Addressed the effective, ethical inclusion of pupils with autism, aged 5 to 7 years, in mainstream education. It evaluated a group intervention designed to enable both class teachers and teaching assistants to use Intensive Interaction daily within the classroom. However, it was found to be impractical due to the demands of the National Curriculum on staff time. Makes some observations on this state of affairs.
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