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| The Manual | |
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| Introduction | |
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| Introduction | |
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| Origins and background | |
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| Further development of the workbook 'I am Special' | |
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| Important notes | |
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| Copying the workbook | |
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| Education and training | |
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| They are special | |
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| Introducing people with autism to their disability | |
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| Explaining autism to a person with autism | |
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| When? | |
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| At what age? | |
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| Who? | |
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| The various stages of the process | |
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| Special attention to self-esteem | |
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| An adapted communication style | |
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| Reactions to the diagnosis | |
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| Getting started with I am Special | |
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| Target group | |
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| Conditions and indications | |
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| General indication | |
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| General criteria | |
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| Additional conditions for the section on autism | |
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| Collaboration with parents | |
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| Before the sessions | |
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| During the sessions | |
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| After the sessions | |
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| Frequency and duration of the sessions | |
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| The assistant or counsellor (guidance) | |
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| Location and materials | |
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| Group sessions | |
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| Criteria for participants in group sessions | |
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| Preparation of the group assistant | |
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| Selection, composition and size of the group | |
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| Making clear agreements beforehand | |
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| Introduction to the person with autism | |
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| Overview of the themes | |
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| Giving the workbook a place | |
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| Page numbering | |
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| Moving, omitting, or adding worksheets | |
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| Inductive and deductive use of the worksheets | |
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| Checking the objectives | |
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| Evaluation | |
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| Possible effects | |
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| Use with other target groups | |
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| Guidelines to the worksheets | |
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| I am unique: My outside | |
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| Objectives of these sessions | |
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| Procedure and points of interest | |
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| First page | |
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| My personal details | |
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| My outside | |
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| I look different from other people | |
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| My outside is unique! | |
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| Materials | |
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| Variations and suggestions for additional activities | |
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| I am unique: My inside | |
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| Objectives of these sessions | |
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| Procedure and points of interest | |
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| My inner self | |
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| My interests and preferences | |
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| My nature | |
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| My talents | |
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| This is what others find special about me | |
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| My not so strong points | |
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| This is what others consider to be my not so strong points | |
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| My personality: My inner self is unique | |
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| I am unique | |
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| Materials | |
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| Variations and suggestions for additional activities | |
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| My body | |
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| Objectives of this session | |
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| Procedure and points of interest | |
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| My body: The outside | |
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| My body: The inside | |
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| Functions of the different parts of the body | |
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| My brain | |
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| Types of intelligence | |
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| My intelligence | |
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| We need our body | |
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| Materials | |
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| Variations and suggestions for additional activities | |
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| Being different | |
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| Objectives of this session | |
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| Procedure and points of interest | |
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| Illness | |
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| Disorder | |
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| Disability (versus illness) | |
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| Types of disability | |
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| Solutions and aids | |
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| Special education and assistance | |
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| An adapted environment | |
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| An additional remark | |
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| People with a disability can be talented too | |
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| People with a disability are different | |
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| Materials | |
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| Variations and suggestions for additional activities | |
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| Autism: A special disability | |
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| Objectives of this session | |
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| Procedure and points of interest | |
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| Autism (summary sheet) | |
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| FAQ about autism | |
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| Autism is the result of a brain disorder | |
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| The cause of autism | |
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| Autism is a disability | |
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| What is more difficult because of autism? | |
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| People with autism are different: The autistic spectrum | |
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| Asperger Syndrome | |
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| Autism is invisible... but not entirely invisible | |
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| Autism cannot be cured... | |
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| Still, something can be done about autism | |
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| People with autism have got talents too! | |
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| I am special and unique | |
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| Right or wrong? | |
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| Variations and suggestions for additional activities | |
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| My suggestions | |
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| The Worksheets | |