This paper describes the positive and challenging aspects relating to the implementation of the RTS 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.
Autore: Paola Molteni; Karen Guldberg
Anno: 2013
