Completely revised and updated, the book focuses on the sensory perceptual phenomena in autism and Asperger syndrome, with explanations (backed up with the latest research) and suggestions for improving assessment and education with easy-to-implement practical solutions for addressing sensory issues.
Excerpts taken from Theo Peeter’s ‘Foreword’ to the 1st edition of ‘Sensory Perceptual Issues in Autism and Asperger Syndrome’ (2003)
“…Thirty years ago, when I became more and more interested in autism. I started (as everyone, I think) reading the scientific literature and learned a lot, in a rational way.
But when I listened to the stories parents told, I learned about aspects that were more or less neglected by the official literature. Whereas the first type of information hit my brain, the second hit my heart. And I think that real understanding should include heart and brain together.
[So] I thought: if people with autism find this so important and if we understand these problems so little, then I have to study sensory aspects in autism more and write about it. And then came along this book written by Olga Bogdashina (I do not have to write it anymore) and I like it so much that I’m a little bit jealous of not having written it myself…
It makes me happy when I read Olga’s analyses of so many sensory problems and how she shows (with the help of ‘the native experts’) how many behaviours have a protective function. Parents often say that the hardest thing to bear is that so many behaviours seem to have no meaning or function. Once they understand the cause of the behaviours they are less difficult to accept…
Though this book is not the first to be published on sensory issues, I consider Olga Bogdashina a pioneer. With a monk’s patience, she has puzzled together so many testimonies of high functioning people with autism, she gives so many deep insights… Some people may say that some of the information may not be scientifically validated yet, but do you blame Icarus for flying too high? And isn’t it important that someone brings together all of this information and intuition to be researched later on? If the need of this type for information is so urgent, then there is no time to lose, no time to wait until every little detail has been scientifically proven.
1st Edition ( English and translations)
Sensory Perceptual Issues in Autism and Asperger Syndrome
Le percezioni sensoriali nell’autismo e nella syndrome di Asperger
French, 1st ed.
Questions sensorielles et perceptives dans l’autisme et le syndrome d’Asperge
תויגוס לש הסיפת תישוח םזיטואב תנומסתבו רגרפסא :תויווח תוישוח תונוש ,תומלוע םייתסיפת םינוש )
Language & Communication
The book explores the effects of different perceptual and cognitive styles on the communication and language development of autistic children. It emphasises the importance of identifying each autistic individual’s nonverbal language – which can be visual, tactile, kinaesthetic, auditory or olfactory – with a view to establish a shared means of verbal communication. And it contains explanations of why certain approaches, e.g., PECS, might work with some autistic children but not others.
Offering real insights, the ‘What They Say’ sections enable the reader to see through the eyes of autistic individuals and to understand their language differences first hand. ‘What We Can Do to Help’ sections throughout the book give practical recommendations on what to do in order to help autistic individuals use their natural mechanisms to learn and develop social and communicative skills; with practical recommendations for selecting appropriate methods and techniques to enhance communication, based on the specific mode of communication a person uses.
Theory of Mind
Autistic individuals, parents and professionals are united in their concern with autism and Asperger Syndrome, but divided by their diverse perspectives. Using the concept of Theory of Mind (ToM) as a starting point we can consider the interplay between these three groups. Comparing and reconciling the different and often conflicting views on classifications, diagnosis, causes, development, theories and treatment, the book is aimed to bridge the gaps between autistic individuals, parents and professionals and help them understand and anticipate each other’s responses and behaviours.
Some people (including many professionals) deny even the possibility of spiritual or religious awareness in people with autism. they doubt that so-called low-functioning (LF) autistic individuals (esp. those whom Lorna Wing calls ‘aloof’ and ‘passive’ – living in their own world, unwilling or unable to start and maintain interaction with others) can be spiritual, because they do not seem to be aware of anything going on around them Then, those who are high-functioning (HF) seem to be too rigid and too literal to understand such abstract concepts as ‘religion’ and ‘spirituality’.
One of their arguments is that people with autism (esp. at the LF end of the spectrum) lack relationality and connectedness with others because they are seen as ‘not wanting’ (or ‘unable’) to relate and to communicate to others. However, it is a common mistake to interpret what we ‘see’ as what they feel or experience. In this particular case, the contrary seems to be true.
Becoming a professional parent
Though the series is based on my research and experience of working with autistic children, it is about my development as a mother of an autistic child – from a confused and helpless mother to a ‘professional parent’. The reader will find similarities and how the stories (in the first part of each chapter) relate to their own children or the children they know. Hopefully, they will find solutions to many problems (though these will bring more questions that will need answers – learning about autism never stops).
The book is about my development as a mother of an autistic child, about what I’ve learned from him and my students on the autism spectrum.
The idea’s come from my presentations at the conferences and training at schools – where I often illustrate the theoretical points with examples from my life with my children and my experience of working with autistic children and teenagers.
Данный онлайн курс разработан, с целью формирования у слушателей понимания природы нарушений аутистического спектра, основанных на классических и современных достижениях науки и практики. В ходе курсов у слушателей формируется представление о том, как аутичные дети чувствуют мир, развивают познавательное функционирование, язык и невербальные способы общаться; что даст способность проникновения в суть существующей практики и понимания диапазона подходов в обучении и работе с аутичными детьми и взрослыми. Также в курсе представлены стратегии работы с аутичными детьми, которые разработаны от знания природы нарушения.
Курс предназначен для профессионалов, работающих с аутичными детьми и/или взрослыми (учителя, психологи, логопеды, социальные работники, и т.д.); студентов и родителей детей с аутизмом. Полученные знания могут быть использованы слушателями для работы с детьми, страдающих нарушениями аутистического спектра в условиях Центров диагностики и коррекции, общеобразовательных и специальных (коррекционных) образовательных учреждениях, сфере дополнительного образования и др.
Russian, a course book for International Autism Insitute
Sensory perception problems in autism
Russian a course book for International Autism Insitute