By Donald N. Cardinal
Facilitated conversation is a reason behind nice controversy on the planet of certain schooling. Proponents declare that the means of permitting individuals with autism, Downs syndrome, and different pervasive developmental issues to variety their concepts on a working laptop or computer keyboard makes it possible for the discharge of formerly unknown intelligence and communicative skills; detractors declare that it's a hoax whose validity is but to be confirmed. With this publication, Douglas Biklen and Donald Cardinal current a suite of stories supplying proof in help of facilitated conversation, together with a research performed via somebody who makes use of facilitated conversation, Eugene Marcus, a tender guy with autism. different individuals contain: Darlene Hanson, John Wakeham, Shaswati Saha, Chris Kliewer, Stacey Baldac, Carl Parsons, Marjorie Olney, Mayer Shevin, Michael J. Salomon Weiss, Sheldon H. Wagner, and Rosemary Crossley.
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Extra info for Contested Words, Contested Science: Unraveling the Facilitated Communication Controversy (Special Education Series)
Example text
How do you feel about school? Why don't you speak? In other words, some questions called for specific naming and others for explanations and statements. The facilitators were blinded to the questions; they wore headphones transmitting white noise. The students actually did less well in the pretest with facilitation than in the baseline test without it. , 1993, p. 526). The researchers expressed strong pessimism about the method, declaring that "there has not been one scientifically valid confirmatory finding supporting the claims that FC produces independent client-generated communication" (p.
66). Page 11 Oppenheim's description of Don is no less dramatic and also no less turbulent. He, too, was viewed as competent, then retarded, then competent again. His mother was the first to recognize his reading, writing, and calculation skills. When he was 6½ years old, his school confirmed her assessment, reporting that he was capable of abstract reasoning at the high school level or above. He was "able to solve problems in probability in a second year high school algebra book" (p. 70). Yet, at the end of the school year in which he was 16, at a different school from the one that had assessed him competent, he was found to "display little ability to conceptualize or use reasoning ability" (p.
When he was 6½ years old, his school confirmed her assessment, reporting that he was capable of abstract reasoning at the high school level or above. He was "able to solve problems in probability in a second year high school algebra book" (p. 70). Yet, at the end of the school year in which he was 16, at a different school from the one that had assessed him competent, he was found to "display little ability to conceptualize or use reasoning ability" (p. 72). His conceptual deficits were deemed so pronounced that it was impossible to distinguish them from possible perceptual deficits.