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|Title:||Problem behaviour or just a communication breakdown?||Contributor(s):||Tait, Kathleen (author)||Publication Date:||2007||Handle Link:||https://hdl.handle.net/1959.11/3612||Abstract:||Ashley is a young child of 4 years of age who had received a confirmed diagnosis of cerebral palsy from a paediatrician. As a result of his physical impairment, Ashley required a wheelchair for mobility. He had also been diagnosed with epilepsy and a mild visual impairment. Ashley lived at home with his mother, father, and 6-month-old sister. He attended a local non-government preschool with 19 other children, 3 mornings per week, and also received monthly therapy services from a community service agency. The preschool was set up as a two classroom unit. That is, there were two separate classes, each with a teacher and a teacher assistant. Ashley was enrolled in Miss B's class. Although Ashley's teacher had been working at this unit for the past 5 years, she had had no experience with a child with a severe communication impairment. Nonetheless, Miss B had happily accepted Ashley into her class.||Publication Type:||Journal Article||Source of Publication:||Special Education Perspectives, 16(1), p. 10-17||Publisher:||Australian Association of Special Education Inc||Place of Publication:||Newcastle, Australia||ISSN:||1038-6475||Field of Research (FOR):||130312 Special Education and Disability||HERDC Category Description:||C1 Refereed Article in a Scholarly Journal||Other Links:||http://search.informit.com.au/fullText;dn=162457;res=AEIPT||Statistics to Oct 2018:||Visitors: 123
|Appears in Collections:||Journal Article|
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