What is Structured TEACCHing?
Structured TEACCHing, also known as the TEACCH Program (Treatment and Education of Autistic and Communication related handicapped Children), is a non-directive educational and therapeutic approach to working with individuals with pervasive developmental disorders within the autism spectrum (ASD/Asperger’s). Structured TEACCHing is more of a philosophy than a specific method of work. It is also an attempt at a more holistic view of autism and other neurodevelopmental disorders within the autism spectrum. The TEACCH Model uses methods supporting people with ASD (autism spectrum disorder) based on the theoretical assumptions of the cognitive and humanistic-developmental approach. The key elements of the TEACCH Model are: Compromise + Tolerance + Acceptance. An important aspect of this model is connected with teaching independence, among others through appropriate organization of work, time, place, and space. Another major emphasis in this model is placed on cooperation between parents and professionals. The TEACCH Program was initiated in the United States (The University of North Carolina TEACCH Autism Program) by E. Shopler & G. Mesibov in the 1960-70s. It is currently continued in many countries around the world, from Japan to Western Europe. More information about the TEACCH Model can be also found at: https://structuredteacching.pl.
What is the purpose of Structured TEACCHing?
Structured TEACChing is aimed at supporting the development of people with ASD/Asperger’s in a conscious and constructive way. At the Non-Public Primary School Structured TEACCHing, we believe that our overriding goal as therapists and caregivers should be to create a space (both in the physical and relational sphere) ensuring people with ASD/Asperger’s the maximum sense of security. At the heart of the TEACCH philosophy lies the belief that only properly arranged and safe environment provides optimal conditions for the further development of people with ASD/Asperger’s. In our opinion, in everyday life they already experience enough difficulties resulting from the lacking sense of both security and influence over the surrounding reality. Therefore, our role as therapists should be to provide people with ASD/Asperger’s with appropriate tools (e.g., through proper arrangement of the environment), rather than trying to change their perspective of the world. Below we present some examples of our proprietary visual aids (Visual Structures/AAC) used on a daily basis at the Non-Public Primary School Structured TEACCHing in Ciechanów.
