ABSTRACT
Accountability for Intensive Interaction is not a new concern. In the early exploratory stage in which Intensive Interaction was developed staff were conscious of this issue. The 1980s were a different era in terms of the pressures for accountability, and in the hospital setting accountability to parents took on a very different feel from today’s efforts for increased partnership with parents and their new roles as active consumers of education. Nonetheless, we were acutely aware of our accountability – to our students, primarily, but also to managers, parents, employers and governors. In Access to Communication (Nind and Hewett 1994) we stressed the need to show that Intensive Interaction was much more than ‘having a good time’. This reflected the contrast for us from highly structured work offering the security of prescribed objectives and tick-list records, and perhaps also some guilt at the pleasure we felt in working in this way.
