Responding to individual with severe learning difficulties and stereotyped behaviour: challenges for an inclusive era
Nind, Melanie and Kellett, Mary (2002) Responding to individual with severe learning difficulties and stereotyped behaviour: challenges for an inclusive era. European Journal of Special Needs Education, 17, (3), 265-282. (doi:10.1080/08856250210162167).
Full text not available from this repository.
Traditionally, professionals working with individuals with severe learning difficulties who demonstrate stereotyped behaviours, such as rocking and hand-flapping, have viewed such behaviours as undesirable, inappropriate and in need of reduction or elimination. This perspective is influenced by notions of readying those individuals for mixed settings, educating, training or modifying them to help gain their acceptance. Intensive Interaction is an alternative approach for working with individuals with complex difficulties that responds positively to them and their stereotyped behaviours, sometimes using these as a point of connection. Intensive Interaction sets out to enhance social and communication abilities and not to reduce stereotyped behaviours. However, findings from two studies of Intensive Interaction that show some reduction in stereotyped behaviours are reported and discussed. The authors consider the way in which more inclusive thinking connects with changes in thinking about stereotyped behaviour and the individuals who engage in them.
|Digital Object Identifier (DOI):||doi:10.1080/08856250210162167|
|Keywords:||stereotyped behaviour, severe learning difficulties, Intensive Interaction, inclusion, rights|
|Subjects:||L Education > LC Special aspects of education
L Education > L Education (General)
|Divisions :||University Structure - Pre August 2011 > School of Education > Professional Practice & Pedagogy
|Accepted Date and Publication Date:||
|Date Deposited:||20 Oct 2004|
|Last Modified:||31 Mar 2016 11:13|
|RDF:||RDF+N-Triples, RDF+N3, RDF+XML, Browse.|
Actions (login required)