ABSTRACT
Relational, play-based approaches and child-centred learning have become the focus for supporting children’s learning and behaviour, replacing more behaviourist philosophies. Intensive Interaction is beautifully simple, but sadly it is too often assumed that staff can simply get on with it. This introduction presents an overview of the key concepts discussed in the subsequent chapters of this book. The book focuses upon different areas – working from Early Years Foundation Stages to Post-16 provision, including describing the use of Intensive Interaction throughout an all-age school, and management issues around its implementation. It explores the approach with autistic students, pupils with complex needs, severe learning difficulties, and profound and multiple learning disabilities. The chapter explores Intensive Interaction and play; considerations around touch; and using Intensive Interaction as a way of developing an individualised, process-central curriculum and integrating the approach into an established holistic curriculum.
