This paper describes the positive and challenging aspects relating to the implementation of the SCERTS model in an English residential school for children on the autism spectrum, with a specific focus on the professionals’ involvement and on the process of enabling staff to improve the way they work as a team. The paper highlights how SCERTS can be used as a pedagogical framework for working with children on the autism spectrum in a multidisciplinary way, thus empowering the professionals and strengthening their ability to understand the perspective of the child with autism.
|Numero di pagine||12|
|Rivista||GIORNALE ITALIANO DELLA RICERCA EDUCATIVA|
|Stato di pubblicazione||Pubblicato - 2013|
- School inclusion
- Special Education