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Dr. Olga Bogdashina
Professor, Author, Lecturer and Consultant in Autism
Dr. Olga Bogdashina

Professor, Author, Lecturer and Consultant in Autism 

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Dr. Olga Bogdashina, Ph.D. (linguistics), MSc (Psychology), MA (Teaching methods) MA Ed (Autism), Honorary Professor, Honorary Doctor, KSPU.

 

Olga is the Co-founder of the International Autism Institute, and Programme Leader (Autism courses), Chief Research Fellow and Lecturer at the International Autism Institute, KSPU; Visiting lecturer in Autism Studies, co-founder of the International Consortium of Autism

 

She is all an Associative Consultant to ICEP Europe at ICEP Europe. 

Since 1994, she has been the Director of the first Day Centre for autistic children in Ukraine and the President of the Autism Society, Ukraine. She is currently a Visiting Lecturer at Birmingham University and Consultant Psychologist for Services for Adults with Autism, Doncaster, UK. 

Olga has worked extensively in the field of autism as a teacher, lecturer and researcher with a particular interest in sensory-perceptual and communication problems in autism.  

 

At present, she is Visiting Professor in Autism Studies at universities around the world, develops university (Autism Study) courses and training programmes for professionals and parents. She presents at national and international autism conferences and is an autism consultant for services for children and adults.

She is the author of 9 books (some are translated into 12 languages). 

Olga lives in Yorkshire, the UK. She has a son (32) with classic autism and a daughter (29) with Asperger syndrome. 

 

Dr. Bogdashina is also the author of nine books (some are translated into 13 languages) that reflect her specific interest in autism research sensory perception, cognitive functioning, communication and language development in autism, and spirituality in autism – reflected in the books, including:

- Sensory perceptual Issues in Autism and Asperger Syndrome (2013). 2nd (revised) edition, London & New York: Jessica Kingsley Publishers;

- Communication Issues in Autism and Asperger Syndrome (2004). London & Philadelphia: Jessica Kingsley Publishers; 

- Theory of Mind and the Triad of Perspectives on Autism and Asperger Syndrome (2005). London & Philadelphia: Jessica Kingsley Publishers;

- Autism and the Edges of the Known World: Sensitivities, Language and Constructed Reality (2010) London & Philadelphia: Jessica Kingsley Publishers.

- Autism and Spirituality: Psyche, Self and Spirit in People on the Autism Spectrum (2013). London & Philadelphia: Jessica Kingsley Publishers.

- Autism: Becoming a Professional Parent (1) (2020) International Autism Institute

ABOUT DR. OLGA BOGDASHINA'S PRESENTATION

Language and Communication Issues in Autism. Let's Talk About Talking.  

Difficulties with language and communication are one of the defining features of autism. 

We’ll investigate language peculiarities and development in autism from the perspective of different sensory perceptual processes and cognitive styles; then we can see that people with autism do communicate (though sometimes their attempts to transmit information are unnoticed by their non-autistic communicative partners); they do not lack communicative intent but rather often use unconventional means of communication

 

The sensory perceptual experience of the world of autistic people differs from that of non-autistic individuals, and their original internal language (as a tool of formulating and expressing thoughts) is consisted of ‘sensory perceptual words’.

 

This ‘language’ becomes central to their intellectual, emotional and social development. It is important to identify each autistic individual’s non-verbal language – which can be visual, tactile, kinaesthetic, etc. – in order to establish a shared means of verbal communication.  

 

To communicate successfully, we have to speak the same language. Teaching autistic individuals ‘our’ language is not good enough; we have to learn ‘their’ language(s) and communication systems as well.

 

We’ll explore the effects of different perceptual and cognitive styles on language and communication development, and discuss the importance of identifying each autistic individual’s nonverbal language – which can be visual, tactile, kinaesthetic, auditory, olfactory or gustatory – with a view to establish a shared means of verbal communication. 

 

We’ll see why certain approaches, for example, PECS, might work with some autistic individuals but not others.

 

We will consider assessment and intervention issues with practical recommendations for selecting appropriate methods and techniques to help autistic individuals use their natural mechanisms to learn and develop social and communication skills to enhance communication, based on the specific mode of communication a person uses.

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