SPECIAL EDUCATIONAL NEEDS

An evaluation of the TEACCH approach for children with significant Autism Spectrum Condition in Reception class

An evaluation of the TEACCH approach for children with significant Autism Spectrum Condition in Reception class

Introduction

The TEACCH approach includes a form of promotion, which affects the living environment and everyday life of the client. After the parents (or those directly affected) have contacted us, we arrange an initial meeting about one hour (TEACCH Model and Children With Autism. 2006). This we talk about what concerns they have regarding the promotion. We present our approach and discuss the possible shape of the measure. If the parents choose for this way, they may apply to the relevant cost units that measure. For this they receive a letter that they can resolve the complaint. If there is a guarantee of payment and an agreement is signed therapy can begin promoting.

At the start of each promotion is a detailed diagnostic support, which is the basis for planning the first steps. The further course out in an individual, depending on the problem and need. Since the support/advice is usually in the living environment of the child/client is taking place, so at home, in kindergarten, in school or at work, appointments are arranged with their respective significant others. Our focus is on providing advice and guidance to the caregivers who help implement and offers beneficial in everyday life (Kurt & Parsons, 2009). The frequency and intensity of contacts is therefore directed by what is necessary and appropriate at any given time; dates will be arranged by appointment. Regular appointments are only in exceptional cases.

Discussion & Analyses

For children with (or suspected) is an autism spectrum disorder, there is no exclusion criteria for promotion to the TEACCH approach. The funding objectives are developed for each client individually.Both their ages and the degree of disability are taken into account. The promotion team with autism is long term and not even limited time only. The intensity of it depends on the needs of the child/client and its environment (Panerai, Ferrante & Zingale, 2002). Experience has shown that this meant that take place at the beginning of promoting more frequent appointments at short intervals and the frequency decreases during the meeting. Our goal is to help the environment so and to guide citizens to acquire the skills caregivers in dealing with the child/client and no longer need our help.

Because of the TEACCH approach provides the funding to integrate into the everyday life of the child, a close cooperation in the development and implementation of funding objectives is essential. There is an explicit request that the accompanying caregivers attend therapy sessions are. You take an active part in promoting the process, they see a therapist and also practice their own new strategies. Parents and caregivers are encouraged to transfer to the conveyor units developed ideas into everyday life. This is not an intense workout that is performed by the parents, but for a carry into the family ...