Intensive Interaction is an approach to teaching the fundamentals of communication to children and adults who have severe learning difficulties or autism, and who are still at an early stage of communication development. Its simplicity and effectiveness has been one of the major themes in the widespread practitioner dissemination that has taken place during the last twenty years. Despite the human simplicity of the approach, Intensive Interaction relates to, or is influenced in practice by, a wide range of interconnecting theories and academic standpoints. With contributions from leading authorities, Dave Hewett provides a comprehensive and detailed description of the theoretical landscape of a now established methodology. The most prominent related theories and issues are reviewed, with Intensive Interaction set within their contexts.  

Intensive Interaction for Inclusion and Development

Intensive interaction for inclusion and development

Chapter Overview

The establishment of a process of social inclusion through Intensive Interaction is, I believe, the starting point of a developmental process that is well grounded in contemporary learning theory. In this chapter I argue that a combination of research evidence and theoretical models of learning can help build a useful analytic insight into Intensive Interaction practice.

My introduction to Intensive Interaction came when I was teaching adults with severe learning difficulties and/or autism and had spent several years following an ‘asocial’ curriculum model that excluded any recognition of the students' own motivations and interests. I came to believe that this teaching method failed to address my students' primary learning needs, and also failed to ...

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