Abstract
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.
| Lingua originale | English |
|---|---|
| pagine (da-a) | 83-94 |
| Numero di pagine | 12 |
| Rivista | GIORNALE ITALIANO DELLA RICERCA EDUCATIVA |
| Volume | 1 |
| Stato di pubblicazione | Pubblicato - 2013 |
| Pubblicato esternamente | Sì |
Keywords
- Autism
- School inclusion
- Special Education
- Teamwork