Technology for Learners with Autism Spectrum Disorders provides readers with an in-depth look at the characteristics of learners with ASD and explains how different forms of technology can be used to create learning opportunities for autistic students. The book is both academic and practical to appeal to multiple audiences: academicians, parents, teachers and therapists. Currently, there is scant literature speaking to the types of academic activities that should be developed and used to help children with ASD gain skills in academic areas: reading, writing, effective communication and mathematics. This book fills that void by including sample academic activities, explaining strategies for working with children diagnosed with ASD and examining ways a variety of technology tools can be used. All of the activities are visually appealing and they have been used with learners diagnosed with ASD.

Talkabout for Teenagers is a bestselling professional workbook supporting educators and therapists who deliver social and relationship skills groups for older children and young adults with social, emotional or behavioural difficulties. It is a complete group work resource that offers a hierarchical approach, with ready-made material to assist teaching social and relationship skills specifically to older children and young adults. Resources include: an assessment framework planning and evaluation forms 37 structured session guides focussing on self-awareness and self-esteem, body language, conversational skills, friendship skills and assertiveness all the supplementary handouts and images needed to deliver the sessions. This second edition is presented with full-colour illustrations and handouts, and includes a new introduction by Alex Kelly reflecting on her own experiences of using the resources since they were first developed.

Contents:
Author's note Foreword by Lorna Wing Introduction 1. The Variable Picture of Autism 2. The History of Autism 3. What Causes Autism? 4. Problems of Diagnoses 5. Understanding Autism: Assessing the Autistic Child 6. Practical Considerations - Management and Counselling 7. Speech and Language: Communication Development in Autistic Children 8. Educating Autistic Children 9. Growing up - What lies Beyond? 10. A Postscript - Alternative Treatments and Cures for Autism? Appendices References and Further Reading Index

Anyone meeting a young child with autism for the first time will find this fully revised edition of a classic text invaluable. The authors provide parents and professionals with an insight into the nature and educational implications of autism, particularly in very young children. In a clear and sensitive style the authors: outline the characteristics of autism as they present themselves in the early years; consider the nature of autism and the issues surrounding assessment and diagnosis; offer practical strategies for effective and realistic intervention both at home and in a variety of early years settings; suggest ways to promote learning, social development, communication and appropriate behaviour; explore possibilities for enhancing access to the early years curriculum. This updated second edition includes new material relating to new statutory requirements such as Every Child Matters and Disability Equality Duty, as well as updates to different approaches to autism, assessment and behavioural issues. The authors outline the principal themes and objectives of the Early Years Foundation Stage and the Inclusion Development Programme. Autism in the Early Years: A Practical Guide (Second Edition) provides accessible material, support and advice for parents, teachers and professionals who are working together in an unfamiliar area following early diagnoses of autism in young children.

Autism is a variable and complex development disorder which frequently goes unrecognised, or else is misunderstood by both parents and professionals. This new edition of the Handbook of Autism brings up to date the relevant and practical information of the best selling first edition, with updated research and new case-studies to reflect the extent of the autistic continuum. It dispels many of the myths associated with this puzzling condition and provides readers with up-to-date information that makes sense. Practical in its approach, it will be essential reading for parents of autistic children and for all professionals involved in their education and welfare.

An award-winning bestseller gets even better! Every parent, teacher, social worker, therapist, and physician should have this succinct and informative book in their back pocket. Framed with both humor and compassion, the book describes ten characteristics that help illuminate-not define-children with autism. Ellen's personal experiences as a parent of children with autism and ADHD, a celebrated autism author, and a contributor to numerous publications, classrooms, conferences, and websites around the world coalesce to create a guide for all who come in contact with a child on the autism spectrum. This updated edition delves into expanded thought and deeper discussion of communication issues, social processing skills, and the critical roles adult perspectives play in guiding the child with autism to a meaningful, self-sufficient, productive life.

Seeing Autism is a comprehensive but easy-to-understand guidebook for caretakers, parents, educators, counselors, therapists, and researchers on various aspects of rearing and supporting children with autism spectrum disorder. It provides textual and visual information on technology tools, symptoms, diagnosis, auditory, sensory, visual, physical, and educational issues, as well as strategies and practices to help children on the Autism Spectrum reach their potential. Seeing Autism uniquely capitalizes on sketchnotes, a visual thinking tool, to communicate information and practices. Sketchnotes provide a unique space that can help the reader think differently, generate a variety of ideas, explore alternatives, and develop constructive points for expressing ideas and developing visual communication aids. This book will assist parents, educators, and professionals in schools (counselors, school psychologists, librarians) who work with children diagnosed with ASD; it will help readers increase their knowledge of autism and gain an appreciation for evidence-based practices and forms of technology that can be used to support learners on the autism spectrum. "This book is a call to arms and is as much a resource for the family friend as it is for the provider coming to the home. In the book Seeing Autism, Dr. Demetria Ennis-Cole helps individuals gain an incredible perspective and learn the struggles, challenges and joys of families rearing children, teens and adults on the spectrum. This book covers the entire spectrum and is a fantastic mix of research, parent perspective, and even sketchnotes for visual learners. The material is well-balanced and is a great resource to support individuals on the spectrum at home, in the community or in the classroom." Brad McGarry Father, Speaker, Author and Director of the Autism Initiative at Mercyhurst University

First published in 1975, this book compiles a number of studies concerning institutional care and children, which address the question of why institutions that serve apparently similar functions differ so much. The book uses comparative methods such as measurement of different 'dimensions' of institutional care and analysis of interrelationships among specific structural and functional features which characterise particular institutions. As a result, the book draws broad conclusions about the importance of factors that have dynamic influence on the manner in which institutions function and the reasons why they differ. The editors reject the 'steampress' model which postulates that institutions are more or less alike. They discuss ideological and organisational variation, differences in staffing and the manner in which children respond to them, and consider these issues as factors that influence the way in which an institution functions 'as a whole'. Subsequent chapters describe comparative studies carried out in institutions for the mentally handicapped, approved schools, residential nurseries, probation hostels, other 'correctional' institutions and units for autistic children. The book enables the reader to appreciate achievements and shortcomings of contemporary research and thinking in this field.

Drawing together contributions from experts at the forefront of research in the field, Supporting Social Inclusion for Students with Autism Spectrum Disorders demonstrates that social inclusion is a defining feature of successful education of students with a spectrum disorder. Divided into three parts, this book begins by proposing a contemporary and operational definition of social inclusion that will help facilitate active engagement by all stakeholders involved in supporting social inclusion within educational settings. The relationship between well-developed social skills and positive social outcomes is also explored, and subsequent chapters explicate and contextualize social inclusion across a range of educational settings. The final chapters present case studies and viewpoints from stakeholders central to the successful social inclusion of students with the disorder. Through discussion of its findings, this book provides the reader with a deep understanding of social inclusion and confirms its importance in facilitating positive educational outcomes for students with Autism Spectrum Disorder. A unique contribution to the field, this book will be of key interest to postgraduates, researchers and academics in the area of inclusive education and Autism Spectrum Disorder. It will also appeal to those who research, study and work in the areas of special and inclusive education, and developmental psychology.

"Tustin deals very sensitively and sensibly with the knotty problem of parents' contribution to autistic development, providing a balanced interactive view which does not allocate blame. Her discussion of autistic objects and autistic shapes is illuminating and has widespread clinical applicability. This book is highly recommended reading" - Mary Boston, British Journal of Medical Psychology.

How an understanding of intellectual disability transforms the pleasures of reading Narrative informs everything we think, do, plan, remember, and imagine. We tell stories and we listen to stories, gauging their "well-formedness" within a couple of years of learning to walk and talk. Some argue that the capacity to understand narrative is innate to our species; others claim that while that might be so, the invention of writing then re-wired our brains. In The Secret Life of Stories, Michael Berube tells a dramatically different tale, in a compelling account of how an understanding of intellectual disability can transform our understanding of narrative. Instead of focusing on characters with disabilities, he shows how ideas about intellectual disability inform an astonishingly wide array of narrative strategies, providing a new and startling way of thinking through questions of time, self-reflexivity, and motive in the experience of reading. Interweaving his own stories with readings of such texts as Faulkner's The Sound and the Fury, Haddon's The Curious Incident of the Dog in the Night-Time, Kingston's The Woman Warrior, and Philip K. Dick's Martian Time-Slip, Berube puts his theory into practice, stretching the purview of the study of literature and the role of disability studies within it. Armed only with the tools of close reading, Berube demonstrates the immensely generative possibilities in the ways disability is deployed within fiction, finding in them powerful meditations on what it means to be a social being, a sentient creature with an awareness of mortality and causality-and sentience itself. Persuasive and witty, Michael Berube engages Harry Potter fans and scholars of literature alike. For all readers, The Secret Life of Stories will fundamentally change the way we think about the way we read.

Taking an innovative approach to autism and play, this practical text focuses on the particular form play and friendship takes for children with autism and their peers. Autistic children have clear preferences for play, with sensory-perceptual experience remaining a strong feature as they develop. Play and Friendship in Inclusive Autism Education offers a framework for supporting children's development through play, with step-by-step guidance on how to facilitate the playful engagement of children with autism. Up to date research findings and relevant theoretical ideas are presented in an accessible and practical way, highlighting what theory means to ordinary practice in schools, whilst focusing on practical knowledge in autism education. Split into five chapters, this book covers some of the main issues surrounding inclusive education and play: discourses and definitions of play the difference between play and playfulness autism, play and the inclusion agenda in education the nature of sensory-perceptual experience in children's play cultures effective ways of supporting children's friendships. With practical guidance on how to support children with autism through play, this book will be essential reading for teachers, learning support assistants, SENCos and play workers, as well as professionals working in an advisory capacity. Students studying courses that cover autism will also find Play and Friendship in Inclusive Autism Education a valuable resource.

Working with young children on the autistic spectrum and supporting them as they learn can be fascinating, challenging, often overwhelmingly difficult, but more than anything else, hugely rewarding. Strategies to Support Children with Autism and other Complex Needs bridges the gap between explaining what autism is and finding ways to interact through having a balance of play activities interspersed with more formal teaching of skills of everyday living. This highly practical text provides a bank of strategies that are specially designed to be matched to the developmental status of each child. These strategies are endorsed by academics who have monitored the children's responses in communicating, pretending, playing, moving, and singing and describe how the children have responded positively over time. This book covers a variety of topics such as: The importance of play for enhancing learning for children with autism and other complex needs Evaluating different ways of developing communication Transferring learning from one environment to another to aid memorizing. Understanding the impact of sensory hypo and hyperactivity on children's learning. Developing a 'Theory of Mind' The importance of movement, music and having fun Observation and assessment schedules are provided, along with clear and helpful evaluation forms which show staff in primary and early years settings how children on the autistic spectrum can be helped to make meaningful and encouraging progress. This text is an vital read for any practitioners working with children on the autistic spectrum or with complex learning difficulties.

Autism Spectrum Disorder (ASD) can cause significant social, communication and behavioural challenges. Introducing Therapeutic Robotics for Autism is the first book to explore the use of Robot Assisted Therapies (RAT) for children with ASD. Raheel Nawaz and Sara Ali present a holistic picture, exploring state-of-the-art robot assisted therapies available for supporting children with ASD, the impact of various robot assisted therapies on different communication skills, and challenges with robotic therapies. The book concludes with policy recommendations for parents, psychologists, therapists, and roboticists working in the domain. Written accessibly from the user's perspective, Introducing Therapeutic Robotics for Autism is a must read for researchers from related disciplinary backgrounds including robotics, educational psychology, cognitive sciences, and ASD.

This brand new edition of Accessing the Curriculum for Learners with Autistic Spectrum Disorders will provide educators with the principles and practices of Structured Teaching and how to apply these to enable learners to access the curriculum, whatever that curriculum may be. This unique resource is intended to be essential reading for schools and settings who are keen to implement Structured Teaching as an approach to including learners on the autism spectrum in teaching and learning. With a wide range of helpful advice and support, this book: demonstrates how to make use of the approach to address diverse needs, overcome barriers to learning and achieve successful differentiation; uses case studies and examples that illustrate how the approach is applicable across Early years, Primary, Secondary and vocational curricula; provides the physical structure, schedules, work systems and visual information necessary to illustrate use of these components to promote curriculum access, with an emphasis on understanding and meaning. This new edition is fully updated to include examples of new technologies and is suitable for use in a range of international educational contexts. It also includes a brand new chapter on blending Structured Teaching.

This practical resource contains a wealth of valuable advice and tried-and-tested strategies for identifying children and young people with Autistic Spectrum Disorders (ASD). This fully updated text describes the different types of difficulties experienced by pupils with ASD and helps practitioners to understand their diverse needs. This fully updated new edition explores key topics, including: organizing the classroom and support staff home-school liaison and working with siblings transition to adulthood independence skills whole school implications. Now fully updated in line with the SEND 2014 Code of Practice, this invaluable guide provides guidance and practical strategies for teachers and other professionals, helping them to feel more confident, and be more effective in supporting learners in a variety of settings. For professional development, this book also provides materials for in-house training sessions, and features useful checklists, templates and photocopiable/downloadable resources.

Written to meet the needs of teaching assistants and learning support assistants, this book provides a practical toolkit for supporting students on the autistic spectrum in mainstream primary schools. The book offers a clear, jargon free explanation of autism spectrum conditions and examines the difficulties arising from these conditions and how they can impact on students' learning. Addressing issues which arise on a daily basis, it is full of practical advice and strategies for supporting students socially and academically across all areas of the curriculum. Features include: * advice on supporting students through examinations * examples and case studies to illustrate how the strategies described work in practice * forms to help with information collection and evaluation * templates to scaffold students' comprehension and learning in different subject areas Packed with photocopiable resources that can be adapted to suit individual students' needs, this book is essential reading for teaching assistants that want to help their students' on the autism spectrum to reach their full potential.

This practical, highly accessible guide answers parents' and professionals' questions about teaching children with autism spectrum disorders at home. The book helps parents decide whether to homeschool and guides them through the process of beginning and maintaining an effective homeschool program. All the essential questions are addressed, such as:

How do you know if homeschooling is right for you and your child?

Which homeschool program is best for the child's learning style and needs?

How should a family get started?

What is the best way to address social, behavioral, and organizational skills when teaching a child with ASD?

When should you transition back to a traditional public school setting?

The book also contains tips and suggestions from real-life parents who have successfully homeschooled their children with ASD and includes lists of helpful resources for homeschoolers.

Praise for Homeschooling the Child with Autism

"Practical advice and a wealth of resources. This book provides a beacon of hope to families struggling with educational options for their child."
--Sally Ozonoff, Ph.D., endowed professor, University of California, Davis, M.I.N.D. Institute

"A must-read for parents and teachers who need guidance and encouragement while teaching children with ASD."
--Cathy Stenzel, mother of a son with autism

During the first years in school children need to learn reading, writing and arithmetic, but it seems equally important to develop social and communicative skills and good values. While there are plenty of teaching programs on the "Three Rs" it is not easy to find curricula for social behavior and character development. This workbook provides a clear teaching sequence on eight long-term objectives, such as being reliable, authentic, empathetic, self-controlled and a good team player. In 130 cartons daily problem situations are pictured and possible solutions are presented. While making good value choices children learn at the same time to become competent communicators. Typical as well as special needs students are encouraged to pro-social behaviors which are a solid foundation for school, social and future professional success.

Teaching Children with High-Level Autism combines the perspectives of families and children with disabilities and frames these personal experiences in the context of evidence-based practice, providing pre- and in-service teachers and professionals with vital information on how they can help children with high-level autism reach their full potential. Many children with high-level autism are capable of regulating their behaviors given the right interventions, and this cutting edge text explores multiple methods for helping such children succeed academically, socially, and behaviorally. The book: * draws from interviews with twenty families who have middle- and high-school-aged children with high functioning autism or Aspergers syndrome; * presents a synthesis of the most cutting-edge research in the field; * provides practical advice for educating children with high-level autism; * is authored by two special education professors who are also both the parents of children with disabilities. Teaching Children with High-Level Autism is essential reading for anyone who works or plans to work with children on the upper range of the autism spectrum.

The PEERS (R) Curriculum for School-Based Professionals brings UCLA's highly acclaimed and widely popular PEERS program into the school setting. This sixteen-week program, clinically proven to significantly improve social skills and social interactions among teens with autism spectrum disorder, is now customized for the needs of psychologists, counselors, speech pathologists, administrators, and teachers. The manual is broken down into clearly divided lesson plans, each of which have concrete rules and steps, corresponding homework assignments, plans for review, and unique, fun activities to ensure that teens are comfortable incorporating what they've learned. The curriculum also includes parent handouts, tips for preparing for each lesson, strategies for overcoming potential pitfalls, and the research underlying this transformative program.

This practical guide provides a complete picture of how non-physical and physical interventions can be used to manage behaviour and keep children with autism spectrum disorders or emotional, social and behavioural difficulties safe. With clear advice and strategies that can be easily implemented in practice, Steve Brown explores various options and interventions, and explains how professionals can manage the behaviour of children (aged 3-18) in the safest possible way, promoting assertiveness and confidence. He includes a range of de-escalation and behaviour management strategies, information on risk assessments and legalities, advice on how to create safe spaces, insight into non-verbal communication and positive listening, and an honest and open discussion about the important role of physical interventions and positive handling techniques. Providing clarity and insight into this complex subject, this book will allow professionals working with children and young people with ASD or ESBD to use non-physical interventions with confidence and understand the role of physical interventions as a last resort, within a legal framework.

Play-Based Interventions for Children and Adolescents with Autism Spectrum Disorders explores the most recognized, researched, and practical methods for using play therapy with the increasing number of children diagnosed with Autism Spectrum Disorders (ASDs), and shows clincians how to integrate these methods into their practices. Using a diverse array of play-based approaches, the book brings together the voices of researchers and practicing clinicians who are successfully utilizing play and play-based interventions with children and adolescents on the autism spectrum. It also examines the neurobiological underpinnings of play in children on the autism spectrum and the overall effect of play on neuro-typical and neuro-atypical development. Finally, through careful integration of theory with real- world clinical case application, each chapter also shows clinicians how to incorporate a particular treatment approach and make it a viable and effective part of their work with this challenging clinical population.

As a parent you want to ensure that your bright child with Autism Spectrum Disorder will have a bright future! And you are not alone. According to an Easterseals survey, parents of children who have ASD were most worried about their children having independence in adulthood. Quality of life, fitting into society, and employment were also top concerns. Your knowledge of your child, your devotion and your many varied experiences with your child, make you the ideal coach. This book was written to help you, the parent, to raise your child with the foundational skills he or she will need for the future.

Winner of an iParenting Media Award, this book uses photographs of students engaging in a variety of real-life social situations. The realistic format plays to the visual strengths of children with ASD to teach appropriate social behaviors. Color photographs illustrate the 'right way' and 'wrong way' to approach each situation - and the positive/negative consequences of each. A facilitator - parent, teacher, etc. - is initially needed to explain each situation, and ask questions such as 'What is happening here?' Children role-play skills until confident enough to practice them in real-life interactions.