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.
Molteni, P., Guldberg, K., Promoting multidisciplinary teamwork for autism: an English school experience, <<GIORNALE ITALIANO DELLA RICERCA EDUCATIVA>>, 2013; 1 (1): 83-94 [http://hdl.handle.net/10807/47663]
Promoting multidisciplinary teamwork for autism: an English school experience
Molteni, Paola;
2013
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.
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