Eugene
I can't find any in literature on autistic children. One possible route
would perhaps be to find the distinguishing criteria in V's original works.
It may not be easy though, because the diagnosis is relatively new, and as
you know, the diagnosis is more and more common. One hypothesis is the
effects of electro-magnetic radiation/refuse, whih of course didn't apply
earlier.
Carol
On 12/02/07, Eugene Matusov <ematusov@udel.edu> wrote:
>
> Dear colleagues-
>
>
>
> I'm looking for literature on dialogic pedagogy for autistic children. Has
> anybody come across such literature? Did somebody discuss limitations of
> dialogic pedagogy of working with mentally handicapped students? Any help
> and guidance are welcomed.
>
>
>
> Thanks,
>
>
>
> Eugene Matusov
>
>
>
> ---------------------
>
> Eugene Matusov, Ph.D.
>
> Associate Professor of Education
>
> School of Education
>
> University of Delaware
>
> Newark, DE 19716, USA
>
>
>
> email: ematusov@udel.edu
>
> fax: 1-(302)-831-4110
>
> website: http://ematusov.soe.udel.edu
>
> publications: http://ematusov.soe.udel.edu/vita/publications.htm
>
> ---------------------
>
>
>
>
>
>
>
> From: Kathy von Duyke [mailto:kvonduyke@comcast.net]
> Sent: Monday, February 12, 2007 2:31 PM
> To: 'Eugene Matusov'
> Subject: RE: Handicap kids and dialogic pedagogy
>
>
>
> Hi Eugene,
>
> I have a high functioning autistic seven year old boy joining our parent
> co-op. He is really a mixed bag more than one syndrome. He is
> exceptionally bright, willful and can become violent and angry if
> disturbed.
> I am thinking that developing a dialogic approach to his work, coupled
> with
> our Montessori constructivist, and "follow the child" environment may help
> him be able to protect his need to concentrate, and then help him
> "normalize" as M. Montessori called it. I am trying to construct the
> boundaries so that we will make less issues have to be addressed around
> his
> will, and then be firm when we must cross him. If he makes makes funny
> noises or movements during class time, we don't try to stop him, and the
> kids don't laugh. If he does act out, I am attempting to give him a safe
> place and the freedom to do that. Currently, if he needs to yell or
> punch,
> as long as it is just me or his mom, I am not stopping him. On the other
> hand when it is time to leave, I am pushing in his pressure points in his
> armpits if he lays down because his mom is petite and he is large. So
> far,
> this seems successful without him snapping out too much. We had a good
> day
> today. His mom, who is naturally dialogic with him, worked with him for
> about 1/2 hour in the room with the rest of the older children, then they
> had a 20 minute recess outside. He was fine. He left easily today, and I
> told him I looked forward to him coming tomorrow.
>
>
>
> If anyone knows of some literature on dialogic pedagogy and this kind of
> child I would appreciate it, or any other words of wisdom for me.
>
>
>
> Thank you,
>
>
>
> Katherine S. von Duyke
>
>
>
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