Abstract
'Structured Teaching', as advocated by the TEACCH approach (Treatment and Education of Autistic and related Communication handicapped CHildren) is widely used to promote independence and facilitate teaching and learning for individuals with autistic spectrum disorders (ASD). Key principles underpinning the approach include assessment and individualisation. As a result Structured Teaching is a flexible approach which can be adapted to meet a variety of individual needs, regardless of the age or cognitive ability of the learner. The components of Structured Teaching, physical structure, schedules, work systems and visual structure, combine to provide structure that is tailor-made for the individual. For those with sensory impairments, assessment of preferred sensory modalities enables us to develop a 'multi-sensory approach to Structured Teaching'. This paper reflects upon acknowledged practice of the approach for individuals with ASD and its potential use for those with a visual impairment, with the intention of stimulating further discussion.
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