By Kate Wall
This source bargains recommendation in response to the author's personal event as a practitioner and offers the reader with sound wisdom of the world to aid and tell perform.
Read Online or Download Autism and Early Years Practice: A Guide for Early Years Professionals, Teachers and Parents PDF
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Extra resources for Autism and Early Years Practice: A Guide for Early Years Professionals, Teachers and Parents
Such attitudes can have significant effects on all family members and, whilst it is hoped that as a society we are moving towards greater acceptance of difference, there are still many who will find this difficult. If this is further exacerbated by the child screaming or hand-flapping and rocking, members of the public can react negatively, through their ignorance. Parents may choose to avoid such trips by leaving one adult at home with the child whilst the rest of the family go out. Brothers and sisters may feel embarrassed and uncomfortable and not wish to go out, whilst others may develop mature levels of understanding, support and protective qualities towards not only their sibling, but also the parent who is bearing the brunt of the problems.
Knowledge of a family’s culture and value systems is necessary to ensure the appropriateness of tasks offered to the child and of discussions that may occur with all the children attending the setting. As examples, differences may occur in the festivals celebrated by the family, language(s) spoken at home, attitudes to and responses to behaviour, dress, foods and meals. If practitioners do not have knowledge of the relevant cultural beliefs and traditions, then they may inadvertently offend the family or embarrass the child.
In addition Sue’s relationship with her husband had deteriorated as the pressures of caring for Oliver took precedence over most other family and relationship issues. Mike resented the lack of time with Sue and the general problems of living with a young child with autism that did not respond to him in any way. He was in denial about the severity of Oliver’s difficulties and was certain that once he started mainstream school everything would ‘slot into place’. 35 9087 Chapter 2 p27-46 26/2/04 8:43 am Page 36 ▼ AUTISM AND EARLY YEARS PRACTICE Sue had a feeling that Oliver might be autistic but neither the family doctor nor health visitor would confirm this.