Addressing the complex issue of what constitutes a communication enabling environment for children with autism who use little or no speech, Potter and Whittaker show that the communication of these children can be significantly affected by a range of social and environmental influences. As well as providing an overview of the theoretical issues involved, Enabling Communication in Children with Autism provides detailed practical advice. Key elements of the recommended approach include
* the use of minimal speech
* proximal communication
* the use of appropriate systems of communication including multipointing
* providing many and varied opportunities for communication.
Arguing that encouraging spontaneous communication should be viewed as a major educational goal for these children, Potter and Whittaker demonstrate that these children can and do communicate in enabling environments and provide practical, proven strategies for creating such environments.
* the use of minimal speech
* proximal communication
* the use of appropriate systems of communication including multipointing
* providing many and varied opportunities for communication.
Arguing that encouraging spontaneous communication should be viewed as a major educational goal for these children, Potter and Whittaker demonstrate that these children can and do communicate in enabling environments and provide practical, proven strategies for creating such environments.
