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Historical
Interest
Over a number of years staff involved with the
centre have written or circulated a number of other publications, many
of which may now be rather dated. However, these can still be obtained
from the centre by special request.
Now All I’ve Got Left Is Myself:
autobiographical poems, David Miedzianik,
1997
David, who suffers from Asperger syndrome, has earned international
recognition for both his autobiography and his poetry. His
autobiography and first volume of poetry, ‘Taking the Load off my
Mind’, are both out of print, but this second volume impresses, as
always, by the painful honesty of his work. He is an accomplished
writer, and his unedited books allow us to follow David through times
of both elation and depression as he ‘tells it like it is’.
Questions for Parents to Consider
When Visiting Schools and Units, Glenys
Jones, 1994
Practical Guidelines for Working with
Children who have Autism, Glenys Jones, 1994
Parental Involvement in Educational
Programmes and Therapy: what do parents value? Glenys
Jones and Emma Meldrum, 1992
Learning to Sleep: a guide for parents of children
with learning difficulties, Lyn Quine,
Kirsten Wade and Rosalind Hargraves, 1991
There is a particularly high prevalence of problematic sleeping
patterns in children with severe mental and physical disabilities. This
article outlines a set of behavioural techniques which helps to instil
good bedtime behaviour (from ‘The Nursing Times’ in 1991).
Making Sense of Autism,
Elizabeth Newson, circa 1985
As the title suggests, this article discusses the confusions that have
developed, over the years, about autism. It gives a detailed and
comprehensive account of the fundamental, defining characteristics of
this complex communication disorder, with many examples, and includes a
summary of the direct educational implications arising from these
features.
Diagnostic Assessment and the
Clinical Interview, with Special Reference to Autism, Elizabeth
Newson, circa 1985
This paper considers the overall aims of the diagnostic assessment. It
describes what happens in play-based assessment, and the diagnostic
categories used. Play-based assessment is criterion-referenced, and
therefore leads directly into specific recommendations for remediation,
as well as providing enough information to make a ‘diagnostic map’ of
the child’s difficulties and strengths. It does not discuss PDA, but
the principles of diagnosis are similar, obviously using a different
set of criteria (see free fact sheets).
Notes on Play-based Assessment,
Elizabeth Newson, 1979
These are playroom notes for the use of anyone carrying out a
play-based assessment. They include a description of the possible toys
and activities that aid in the assessment of the ‘whole child’.
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