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Sutherland
House School Publications and Policies
An Interactive Approach to Language
and Communication for Non-speaking Children,
Phil Christie, Elizabeth Newson, John Newson and Wendy Prevezer, 1992
The interactions between mothers and babies can be shown to take the
form of dialogues with a distinct turn-taking character. The disability
of autism may prevent the child from taking full advantage of this
communication practice; and the paper discusses how best to help such
children communicate effectively, bringing together what we understand
about the roots of verbal and non-verbal communication.
Antecedents to Behaviour: some basic
principles of teaching and learning,Phil
Christie, 2000
This paper was produced in consultation with staff at Sutherland House
School. It discusses the core principles of working with children in
such a way that reduces anxiety and consequent behavioural
difficulties.
Musical Interaction: an introduction,
Rhian Lewis, Wendy Prevezer and Ruth Spencer: Sutherland House School,
2000
This very practical paper discusses the rationale behind musical
interaction therapy and sets out clearly the ways it can be used in a
school setting. The whole process is described so that teachers, speech
therapists and parents can take from it ideas for adapting their own
play interactively with the child, even where a music therapist is not
available.
Entering into Interaction,
Wendy Prevezer, 2002
This booklet was originally written for speech and language therapists,
but is relevant to anyone working or living with a young child with
autism. For use with children at a pre-verbal stage and those already
using some language, with some reference to higher level language
skills. It draws on ideas and strategies developed within ‘Musical
Interaction’ sessions at Sutherland House School, but aims to make this
way of working accessible to those in less specialised settings,
without a musician. The emphasis is on detailed practical strategies
for enabling communication, such as following the child (ie
non-directive techniques), and using songs and musical games as
frameworks.
Policy on Educational Approach and
Curriculum, Sutherland House School
Part of Sutherland House School Information Manual, this document
(which is updated annually) considers the implications of autism for
the educational approach and curriculum. It discusses what is taught at
the school (Curriculum Content), how it is taught (Teaching Style and
Approach) and where it is taught (Context of Teaching and Learning).
(Updated annually)
A Continuum of Provision for a
Continuum of Need, Phil Christie and Ruth
Fidler, 2001
A paper outlining the way a specialist school for children with autism
can be part of inclusive educational provision. It contains examples of
strategies for supporting pupils in mainstream schools. Published in
Good Autism Practice.
Mealtimes and Eating Difficulties,
prepared by the staff at Sutherland House School, 2003
This document was produced following an inset day involving staff from
Sutherland House School in Nottingham. The paper gives careful
consideration to issues arising from eating and mealtimes within a
school setting, but will prove useful to anyone working with children
with specific problems in this area. It includes discussion of topics
such as ‘Choice - what constitutes realistic choice?’ and ‘Mealtimes -
social settings’ and offers practical guidelines and procedures under
each heading.
The Impact of High-tech Augmentative
and Alternative Communication (AAC) on the Language and Communication
of Students with Autism, Rebecca Checkley,
2006
Published in Good Autism Practice by Rebecca Checkley, a paediatric
speech and language therapist working at Sutherland House School. This
paper presents evidence in support of the use of high-tech aids to
develop communication and presents examples of work with two children
from the school
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