Learning With a Visual Brain in an Auditory World: Visual Language Strategies for Individuals With Autism Spectrum Disorders. Este artículo no está disponible.Learning With a Visual Brain in an Auditory World: Visual Language Strategies for Individuals With Autism Spectrum Disorders

Children diagnosed with an autism spectrum disorder (ASD) often present parents and educators with perplexing symptoms. This book presents strategies that are based on the language of the way individuals with ASD learn.

Carole Kaulitz, M.Ed.,CCC/SLP, is currently self-employed as a Speech-Language Pathologist/Autism Consultant. She has worked in many public schools systems over the past 32 years in a variety of roles related to working with students with autism spectrum disorders. Her expertise centers on developing a collaboration/consultation communication model for educators working with students with autism spectrum disorders of all ages and language/learning levels with a focus on visual strategies and social communication. Carole has extensive training in multi-methodologies related to autism, and has presented numerous workshops about Visual Learning Systems, Language/Learning Assessments, and Strategies for Learning with a Visual Brain to interested professionals and parents throughout the State of Washington and parts of Oregon and California.Carole lives in Washington State with Don, her husband of 32 years, and her son, David, and daughter, Sarah, who are learning to navigate the adult world.Dr. Ellyn Lucas Arwood, a speech-language pathologist, educator and special educator for the past 35 years. She began working with children with autism in 1972. Shortly after that, she engaged in application research for children who would be diagnosed today as having autism spectrum disabilities. In 1975, she began her doctoral work with a dissertation in speech for children with autism spectrum disabilities, referred to as emotionally disturbed children in the era. Since then she is the author of five textbooks; numerous articles, chapters, and monographs, Dr. Arwood began using drawing with nonverbal students in 1971, developing it into drawn pictures, event-based pictures, cartoons and flowcharts.