
- 304 pages
- English
- ePUB (mobile friendly)
- Available on iOS & Android
About this book
Through her questioning of traditional approaches regarding autism, and with determination and patience, Florica Stone has been able to develop a satisfying and supportive two-way channel of communication with her once non-verbal and solitary autistic son. In Autism – The Eighth Colour of the Rainbow Florica shows how shared meanings can be learnt and expressed between autistic and non-autistic individuals, though they experience radically different perceptions of reality. Through interacting with and listening to her autistic friends and son, she began to understand the autistic learning style and to decipher the various behavioural needs that arise from their particular sensory processing.
In this inspiring, much-needed guide she presents ways of creating autistic-friendly environments, modifying traditional responses to autistic behaviour and using literal learning, and provides many useful examples and exercises. This book will help parents, teachers and professionals to learn how to interact meaningfully with autistic children, continuously enhance communication and bring about long-lasting changes.
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Information
Table of contents
- Cover Page
- Title Page
- Copyright
- Contents
- Dedication
- Acknowledgements
- Letter from a Loving Mother
- Why The Eighth Colour of The Rainbow?
- The Aim of this book
- 1. An overview of the autism continuum
- 2. Grieving
- 3. Learning and adapting
- 4. Autism: A way of being
- 5. Is my child being aloof?
- 6. Creating a shared sanctuary
- 7. The autistic-friendly environment
- 8. Sensory ‘mis-wiring’ and behaviour
- 9. Other behaviours
- 10. Real friendship: Why is it difficult to form relationships with age peers?
- 11. Life before verbal communication
- 12. Premises for social communication
- 13. Interaction: The gateway to shared meanings
- 14. Emotions, language, behaviour and social communication
- 15. Why perceive the language of autism as a foreign language?
- 16. Receptive language disorder
- 17. Self-exploratory exercises
- 18. Reasons behind repetitive behaviour: Facilitating change
- 19. Exploring emotions
- 20. Autistic communication and pragmatic learning style
- 21. Teaching to quantify
- 22. Converging parallel realities
- 23. Are social interaction and communication possible without a cure?
- 24. How to choose the right approach
- 25. Hope–TLC and the Year of Promise
- Postscript: An Open invitation to better the interaction process
- Appendix A: Frequently Asked Questions
- Appendix B: Linguistic Behaviour Assessment Table
- Appendix C: Pierce’s vocabulary after eight months of play
- Appendix D: The Autistic Perception
- Glossary
- References