Developing a Cognitive Curriculum for Individuals with Autism

Authors

  • Stuart Powell
  • Rita Jordan

Keywords:

Cognitive Curriculum, Educational Curriculum, Autism, ASD, Difficulties in Learning, Memory, Emotion, Provision, Support, Individualised Learning, IEP, Learning Styles, S.E.N., Special Educational Needs, Learning Difficulties

Abstract

Certain core features of autistic thinking lead to pervasive difficulties in learning; these features include problems of autistic memory and the role of emotion in those processes. These aspects can be identified and interpreted by the teacher in the context of a cognitive curriculum that seeks to remediate the thinking of pupils with autism while recognising and respecting the distinctiveness of their styles of thinking and learning. 

References

Dritschel, B.H., Williams, J.M.G., Baddeley, A.D. & Nimmo-Smith, I (1992). Autobiographical fluency: a method for the study of personal memory. Memory and Cognition, 20, 133-140.

Jordan, R.R. & Powell, S.D. (1991). Teaching Thinking - The Case for Principles European Journal of Special Needs Education, 6, 112-124.

Jordan, R.R. & Powell, S.D. (1992). Investigating Memory Processing in Children with autism. Paper presented at British Psychological Society, London Conference, (City University) December, 1992.

Lazarus, R.S. (1991). Emotion and Adaptation. Oxford: Oxford University Press.

Powell, S.D. & Jordan R.R. (1992). Using photographs to develop autobiographical memory in autistic children. Proceedings of the International Conference - Autism: Research and Practice (April, 1992). Sunderland, Sunderland Polytechnic.

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Published

1994-11-11

How to Cite

Powell, S., & Jordan, R. (1994). Developing a Cognitive Curriculum for Individuals with Autism. REACH: Journal of Inclusive Education in Ireland, 8(1), 9–17. Retrieved from https://reachjournal.ie/index.php/reach/article/view/409

Issue

Vol. 8 No. 1 (1994)

Section

Articles

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