ABSTRACT
Process-central curriculum access was a journey of discovery, grounded in Intensive Interaction but one that led the reader into new and unexpected terrain. Just as in Intensive Interaction, the power of social interaction as a vehicle for learning meant that the ride on the magic carpet was not one that a student could take by themselves. In this chapter, the authors detail how to get the carpet flying, starting first with initial observations before discussing the creation of reactive enabling environments and how to develop play skills. They focus on reactive enabling environments and play skills because these are a concrete place to begin. Observation always begins with the student, observing for the following: preferences for objects or activities; student strengths, likes, and interests; and links to possible underlying schema. Intensive Interaction takes the infant/caregiver model and analyses and hones it to create the social ecology for developing the Fundamentals of Communication.
