Papers and publications
Publications
The Bat Detector by Elizabeth Barrett
Wrecking Ball Press
The Bat Detector, Elizabeth Barrett's second collection of poetry, is published by Wrecking Ball Press (September 2005). Elizabeth, the mother of a severely autistic child, published her first book in 1998 to acclaim from the autism community as well as praise from reviewers. Communication, the official journal of the National Autistic Society, described Walking on Tiptoe, the collection's title poem, as 'moving free-verse reliving the unforgettable pain of knowledge, the blow in the heart' and described Barrett as 'a poet writing true to the experience, marrying emotion with poise.' Reviews in the mainstream poetry press referred to Walking on Tiptoe as 'a collection of high intelligence, intelligence of both mind and heart' (Poetry Nottingham) and 'full of controlled emotion which in lesser talents too easily tips into stale rhetoric or sentimentality.' (Prop)
A number of poems in Barrett's new collection, which was completed with the support of an Arts Council of England Award and a grant from the Society of Authors, continue the focus on autism. Contact e.barrett@shu.ac.uk
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'Partners' is the second publication in a series from Sheffield Hallam Autism Resource Exchange.
Series Editor: Nick Hodge
This 26-minute video features Isabel working with Paul Glancy who is on the autistic spectrum. It explores using body and voice to establish a connection between these two people. A pamphlet accompanies the video which explains the principles behind the work and identifies the 8-step process involved in establishing successful communication. Partners is a valuable resource for all those interested in autism and is available from Perpetuity Press priced £15.
'...a fascinating account of two people ... exploring and developing their relationship using body and voice to make connection.' Stephanie Lord (Good Autism Practice, 1, 2, 2000)
To order email info@perpetuitypress.co.uk or phone 0116 221 7778. |
Papers
Please note that the authors give their permission for these papers to be downloaded and photocopied for personal use but not for sale.
Peer Communication use of Personal Statements |
Enabling transition into higher education for students with Asperger's Syndrome
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REAL services to assist students who have Asperger syndrome
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ACPECT Consultancy Report
A national report on the needs of adults with Aspergers Sydrome. Compiled by Luke Beardon and Genevieve Edmonds, 2007.
View the executive summary (144 KB PDF file) >
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'Is Autism a Disorder' Luke Beardon 2007
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Sheffield Hallam University's strategic plan for enabling equality of provision and services for disabled people.
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Implications of the Impairment of Social Communication on the Management of Young Adults with an Autistic Spectrum Disorder by Andrew Thurm.
Andrew wrote this paper as an assignment for the Module 'Principles and Practice in working with Individuals with ASD', level 6, for St. Martin's College, University of Lancaster. In it, Andrew considers the impact of autism on communication, the relationship between that and challenging behaviour and how consideration of this has developed his own professional practice.
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Interactive Play for Children with Autism by Diana Seach.
In this paper Diana identifies the principles guiding her work in encouraging interactive play with children with autism.
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How might sensory experience differ for those with ASDs from those without? What use can educators make of this information to improve the educational experience of children with ASDs?
This paper was written by Joanna Baker-Rogers for the postgraduate sensory module for the MA in the Education of Children and Young People with Autism at Sheffield Hallam University. In it Joanna considers how sensory experiences differ for those with ASDs from those without. She also considers what use educators can make of the information to improve the educational experience of children with ASDs.
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In What Ways do Children with Autistic Spectrum Disorders (ASDs) Develop Socialisation Skills, Differently to Children without ASDs. How Can We Best Support Development of These Skills?
This paper was witten by Penelope Frost for her assignment on the Development of Children with ASDs as part of her undergraduate course at Sheffield Hallam University. In it she considers in what ways children with ASDs develop socialisation skills differently to children without ASDs, and how can the children with ASDs be best supported.
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How might the Sensory Profile of a young person with Autistic Spectrum Disorders provide meaningful information for their educators?
This paper was written by Hazel King for the postgraduate sensory module for the MA in the Education of Children and Young People with Autism. In it, Hazel considers how a sensory profile of a young person with autistic spectrum disorders might provide meaningful information for their educators.
View the paper (68KB Word document) > |
What can they do about it? Using the example of a family, of someone with an ASD, facing a particular issue. Explain how, as a family advisor, you would support them. Why might you need to proceed with care?
This paper was written by Claire Cumberlidge as part of her undergraduate course at Sheffield Hallam University, on the topic of Families Living with Autism. In it, she explains how, as a family adviser, she could offer support to families.
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What can they do about it?
This paper was written by Catherine Holme as part of her undergraduate course at Sheffield Hallam University on the topic of families living with autism. In it, she outlines what support and advice she could give to families and the problems inherent in offering such advice.
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In what ways do children with autism spectrum disorders (ASDs) develop, in the area of play, differently to people without ASDs? How might we best support development of skills in this area?
This paper was written by Catherine Holme as part of her undergraduate course at Sheffield Hallam University on the the topic of play and children with ASDs. In it, she explores how children with ASDs develop in the area of play, differently to people without ASDs and how best this development can be supported.
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Personal reflections of a man with Asperger Syndrome.
P.J. is a 33 year old man who was diagnosed with Asperger Syndrome at age 30. He describes some of his experiences and perceptions of Asperger Syndrome. |
Communication in children with Autism Spectrum Disorders (ASDs): An inquiry, by means of a case study, into how a pre-school specialist provision for children with ASDs interprets theoretical models of practice.
This paper was written by Dimitra Tavulari for her dissertation on the MA (Autism) course at Sheffield Hallam. In it, Dimitra identifies how one early years provision, for children with ASDs, interprets the principles of good practice with reference to the development of communication skills.
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Coping strategies.
Luke Beardon explores the strategies people with autistic spectrum disorders might use to cope with stress and anxiety.
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Questions to ask yourself when dealing with behaviour which challenges you.
Nick Hodge, senior lecturer in Autism at Sheffield Hallam University discusses the questions he asks himself when trying to manage an incident of challenging behaviour. This will be relevant both for parents and professionals. |
'Keep your clothes on'
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Communication and behaviour: a case study example in a mainstream school.
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A summary of the autismconnect question and answer session with Robert Hubbard on Educational Interventions.
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