Including a Child who is Selectively Mute in a Primary Classroom

Authors

  • Paula Henry
  • Michael Shevlin

Keywords:

Selective Mutism, Primary Classroom, Intervention, Communication, Mainstream

Abstract

Knowledge, empathy and careful planning are essential factors in successful intervention with children with selective mutism. This case study outlines some of the important steps involved in helping a young child to communicate with his teacher and peers in a mainstream classroom.

References

American Psychiatric Association (1994) Diagnostic and Statistical Manual of Mental Disorders (4th ed), Washington DC: APA.

Bassey, M. (1999) Case Study Research in Educational Settings, Buckingham: Open University Press.

Cline, T. and Baldwin, S. (1994) Selective Mutism in Children, London: Whurr.

Johnson, M. and Wintgens, A. (2001) The Selective Mutism Resource Manual, Oxon: Speechmark Publishing Ltd.

Lebrun, Y. (1990) Mutism, London: Whurr.

O’Neill, F. (2005) Understanding and Supporting Children with Selective Mutism in the Primary School, REACH Journal of Special Needs Education in Ireland, Vol. 19 (1), 45-56.

Pionek-Stone, B., Kratochwill, T., Sladezcek, I. and Serlin, R. (2002) Treatment of Selective Mutism: A Best-Evidence Synthesis, School Psychology Quarterly, Vol. 17(2), 168-190.

Websites accessed:

www.selectivemutism.org (19th April 2003).

www.asha.org/speech/disabilities/Selective-Mutism.cfm (19th April 2003).

www.acposb.on.ca/mutism.html (25th April 2003).

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Published

2021-01-24

How to Cite

Henry, P., & Shevlin, M. (2021). Including a Child who is Selectively Mute in a Primary Classroom. REACH: Journal of Inclusive Education in Ireland, 20(1), 45–54. Retrieved from https://reachjournal.ie/index.php/reach/article/view/135

Issue

Vol. 20 No. 1 (2006)

Section

Articles

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