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Remediating the thinking of pupils with Autism: Principles into practice

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Abstract

We take previously developed principles of a problem-solving approach to teaching pupils with (Jordan & Powell, 1990a, 1990b, 1991), and analyze their application within the normal teaching routine of a specialist school for such pupils. We note the kinds of pedagogical judgment made, and the structures needed by individual pupils to enable them to function as problem solvers. We identify reflection as a key factor in enhancing the potential of pupils as learners and discuss ways of increasing pupils' awareness of their own ways of handling learning situations. The study is set against the background of issues concerned with possibilities of developing a ‘theory of mind’ in pupils with autism.

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References

  • Baron-Cohen, S. (1988). Social and pragmatic deficits in autism: Cognitive or affective?Journal of Autism and Developmental Disorders, 18, 379–402.

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Authors and Affiliations

  1. School of Humanities and Education, Hatfield Polytechnic, Wall Hall Campus, WD2 8AT, Aldenham, Hertfordshire

    Stuart D. Powell & Rita R. Jordan

Authors
  1. Stuart D. Powell
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  2. Rita R. Jordan
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Additional information

Parts of the study on which this paper is based, including video material, were presented at the Conference, “Therapeutic Approached to Autism: Research and Practice,” held at Durham University, 1991. The authors acknowledge the staff of Radlett Lodge School, Hertfordshire, without whom this paper would not have been possible.

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Powell, S.D., Jordan, R.R. Remediating the thinking of pupils with Autism: Principles into practice. J Autism Dev Disord 22, 413–418 (1992). https://doi.org/10.1007/BF01048243

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  • DOI: https://doi.org/10.1007/BF01048243

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