By Val Cumine
1. Autism: an advent -- 2. review and analysis -- three. The function of oldsters and early years practitioners in aiding overview and prognosis -- four. Implications of present theories for intervention -- five. A framework for tutorial intervention -- 6. Differentiating the parts of studying -- 7. Intervention in the early years origin level -- eight. constructing play -- nine. Behavioural problems: from realizing to intervention -- 10. Behavioural problems: keys to prevention -- eleven. statement profile -- Appendix 1: Diagnostic standards for autism -- Appendix 2: Early studying pursuits; six parts of studying and develpoment
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Extra resources for Autism in the early years : a practical guide
Special Educational Needs (SEN) duties focus on making provision to meet the needs of all children. These two sets of duties dovetail. Early years settings that are not constituted as schools are covered by Part 3 of the DDA. This requires settings: ● ● not to treat children with disabilities ‘less favourably’; to make ‘reasonable adjustments’ for children with disabilities. There is no requirement on local authorities to have an accessibility strategy for early years settings, other than in relation to the schools maintained by them.
Together with a description of each scenario, there is guidance on: ● ● 20 what to look out for; how to extend the observation through intervention. The role of parents and EYPs 1 Sand/water tray What to look out for: ● Does the child tolerate other children standing beside him? Does he tolerate just one or two, but leave if more join in? ● Does he watch what the other children do and try to copy them? ● How does he respond if they try to talk to him? ● Does he strongly object to wearing an apron?
Russell et al. (1999) contend that difficulties with ‘theory of mind’ tasks can be explained by difficulties with the executive structure of the tasks. Ozonoff et al. (1991), finding that people with autism confuse fear and surprise when looking at an open-mouthed expression, suggest that this is due to an inability to retain a model of the emotional image. Other researchers have suggested that imitation difficulties stem from an inability to retain a mental model of the action to be copied, and that pretend-play deficits arise from a similar problem – that is, in responding to external rather than internal cues.