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Teachers give autistic students extra time to answer when they ask them a question. Autistic children take time to process information but they are listening and will respond. Schools dedicated to being autism friendly, like Pathlight School in Singapore, designed their campus to offer students "dignity" in an autism-friendly environment. There ...
Although the prescribed format was meant for high functioning people with basic communication skills, the format was adapted substantially to suit individuals with poor communication skills and low level functioning (e.g. children who are struggling with understanding social situations or when coping with change [2]). The evidence shows that ...
Some people consider it best to use person-first language, for example "a person with a disability" rather than "a disabled person." [1] However identity-first language, as in "autistic person" or "deaf person", is preferred by many people and organizations. [2] Language can influence individuals' perception of disabled people and disability. [3]
In children, incorporating a child's special interest into their education has been shown to improve learning outcomes, [30] [28] increase attention on learning topics [31] and teach behaviours such as sportsmanship. [32] Students have been shown to write better when writing about their special interest compared to a control topic. [33]
The current view is that the disorder has more to do with communication and information processing than language. For example, children with semantic-pragmatic disorder will often fail to grasp the central meaning or saliency of events. This then leads to an excessive preference for routine and "sameness" (seen in autism spectrum disorder ...
Recommendations and explanations to use person-first language date back as early as around 1960. In her classic textbook, [3] Beatrice Wright (1960)[3a] began her rationale for avoiding the dangers of terminological short cuts like "disabled person" by citing studies from the field of semantics that "show that language is not merely an instrument for voicing ideas but that it also plays a role ...
For example, they may struggle with putting sentences together, understanding speech from other people or using the correct grammar, [30] which are some language skills that typically developing children possess. Autism. There is strong evidence that autism is commonly associated with language delay.
With improvements, children with apraxia may be transitioned into group therapy settings. Therapeutic exercises must focus on planning, sequencing, and coordinating the muscle movements involved in speech production. Children with developmental verbal dyspraxia must practice the strategies and techniques that they learn to improve.