One of the most popular, practical, and trusted books on inclusive education, this bestselling guide is now in a fully updated third edition—perfect for K–12 educators teaching the growing number of students on the autism spectrum. Created by Paula Kluth, a former teacher and celebrated inclusion expert who works with teachers and families nationwide, this book gives educators sensitive new ways to see autistic students and instantly useful strategies for teaching and welcoming them in general education classrooms.Both pre- and in-service educators will find the up-to-date research and ready-to-use tips they need to make schools safe, accessible, and appropriately challenging for learners on the autism spectrum. Drawing on decades of experience, Paula Kluth offers a comprehensive, real-world guide to supporting autistic students—from big-picture guidance on the law, planning, and collaboration to the practical details of classroom arrangement, teaching strategies, and positive behavior supports. With a clear focus on the strengths, gifts, and perspectives of autistic learners, the book prominently features the voices of autistic people and their families and includes their valuable ideas and insights. A professional resource and textbook that teachers will keep forever, this new edition of “You’re Going to Love this Kid!� is the ultimate guide to supporting autistic students and meeting each learner’s individual needs in the inclusive classroom. WHAT’S NEW All chapters thoroughly updated to reflect the latest research and recommended practices More insights from autistic people and their family members Engaging new features: learning objectives, bulleted organizers, and all-new discussion questions New and updated reproducible materials: includes 20 online forms, student worksheets, planning tools, activities, and checklists A new chapter co-author adding expert advice on making classrooms supportive for those with sensory needs Identity-first language that reflects the preferences of autistic people More graphics, photos, and artwork that illustrate and reinforce key points TOPICS COVERED INCLUDE: values and beliefs that support inclusive schooling definitions and characteristics of autism respectful partnerships with parents and caregivers classroom arrangement and sensory supports classroom community and social relationships communication tools and considerations effective literacy instruction respectful and effective responses to behavior lesson planning co-teaching and collaboration with team members federal laws related to special education

The authors of this book join a growing number of voices calling for teachers in diverse, inclusive schools to move beyond facilitating social participation in classroom activities and consider ways to intellectually engage ALL learners. They draw on emerging work linking critical theory with disability issues; work being done in curriculum studies around issues of social justice teaching, authentic instruction, service learning, and critical pedagogy; and the movement in the field of special education away from a deficit-driven model of education to an orientation that values students' strengths and gifts. "Access to Academics for ALL Students: Critical Approaches to Inclusive Curriculum, Instruction, and Policy: "
*examines the perceptions teachers hold about students with disabilities, students who are racially and ethnically diverse, students using English as a second language, students labeled "at risk," students placed in both "high" and "low" academic tracks, and students in urban schools;
*highlights how students who traditionally have been denied access to challenging work and educational opportunities can be supported to participate in academic instruction; and
*provides ideas for recognizing and challenging inequities, offers a framework for fostering access to academics for students with a range of strengths and needs, and explores pragmatic ways of increasing academic success for all learners.
This volume is appropriate for both undergraduate and master's level courses in curriculum and instruction, methods of teaching (special and general education), inclusive education, multicultural education, and cultural foundations of education. It will serve as a resource for elementary and secondary teachers, for school administrators, and for parents.

The authors of this book join a growing number of voices calling for teachers in diverse, inclusive schools to move beyond facilitating social participation in classroom activities and consider ways to intellectually engage ALL learners. They draw on emerging work linking critical theory with disability issues; work being done in curriculum studies around issues of social justice teaching, authentic instruction, service learning, and critical pedagogy; and the movement in the field of special education away from a deficit-driven model of education to an orientation that values students' strengths and gifts. Access to Academics for ALL Students: Critical Approaches to Inclusive Curriculum, Instruction, and Policy: examines the perceptions teachers hold about students with disabilities, students who are racially and ethnically diverse, students using English as a second language, students labeled "at risk," students placed in both "high" and "low" academic tracks, and students in urban schools; highlights how students who traditionally have been denied access to challenging work and educational opportunities can be supported to participate in academic instruction; and provides ideas for recognizing and challenging inequities, offers a framework for fostering access to academics for students with a range of strengths and needs, and explores pragmatic ways of increasing academic success for all learners. This volume is appropriate for both undergraduate and master's level courses in curriculum and instruction, methods of teaching (special and general education), inclusive education, multicultural education, and cultural foundations of education. It will serve as a resource for elementary and secondary teachers, for school administrators, and for parents.

Using case stories and recommendations based on the authors' research, this book helps teachers to think differently about the so-called ""unusual, repetitive, or severely limited activities and interests"" (Autism Fact Sheet, 2007) of children with autism.Many individuals with autism have deep interest in one or a variety of topics. Some interests are commonly seen across individuals with autism, others seem more unique to an individual person. While conducting their research in schools, the authors observed that plans and goals for students with autism are developed for the purpose of 'extinguishing' or severely limiting these areas of interest.From their observations, the authors concluded that if educators could reframe 'obsessions' as fascinations, passions, interests, or 'enthusiasms' and see these areas as potential tools for teaching and supporting, educators and their students with autism may potentially be more satisfied, calm, and successful. ""Just Give Him the Whale!"" was written to help teachers and others working with children with autism understand and work with children's fascinations instead of trying to change them.

In a Nutshell - This book helps in-service and pre-service teachers understand how students with mild to significant autism can be perceived as literate and then supported to participate in literacy activities both in and out of school.Synopsis - In addition to discussing reading and writing within the formal academic curricula, this practical volume considers how students with autism may use literacy to enhance other areas of their lives (e.g., to research and understand their own disability, to pursue social relationships online). Drawing upon classroom and school observations, the authors' own experiences as elementary and high school teachers, autobiographies of people with autism spectrum disorders, and recent research in the areas of significant disabilities and education, the book explores why students with these labels are often excluded and offers ideas for planning lessons, creating curricular adaptations, and designing a classroom environment that promotes literacy learning for students with autism.

Inclusion has been mandated for 30 years, yet many students with developmental and intellectual disabilities are still educated in separate classrooms or isolated settings for the majority of their school day. Some educators still feel overwhelmed when it comes to creating an inclusive learning environment for their students and do not know where to begin. This helpful handbook would provide important first steps to making inclusive education a reality, guiding teachers on how to include "one child at a time." The book begins with the basics, providing the rationale and benefits for inclusion as well as a list of concrete examples of what sucessful inclusive education looks like in the guide, "How You'll Know It When You See It." In the first chapter, educators learn to establish an inclusive, strenghs-based vision of each student's educational career and life after school. Building on this person-centered approach to planning a student's education and future, this book then provides strategies for each stage of including a child with disabilites. Teachers will learn how to presume and strengthen competence; write inclusive, standards-based IEPs; collaborate with other professionals; establish the student's valued membership in a general education classroom; improve social relationships; provide supports to promote learning and participation; assess the child's academic progress; help the student transition to the next grade, and ultimately plan for life after high school. The book concludes by acknowledging some of the common challenges that hinder inclusion, suggesting strategies for problem-solving each difficulty as a collaborative team. Practical features of this resource include vignettes woven throughout the chapters, checklists, tables, sample IEPS, further resources, and photocopiable forms to help implement inclusion. This book would serve as a guide for all who are new to inclusive education or are at any stage of including a student with developmental disabilities in the general education classroom.

This is a children's alphabet book focusing on railroads, the most common interest of children with autism spectrum disorders. While writing ""A Land We Can Share"", Paula became frustrated that essentially no books existed to foster early literacy for students with autism through the use of their fascinations, so she wrote this one. This alphabet book is intended to appeal particularly to children with autism by exploring a topic that many of them find fascinating. Trains are, according to Simon Baron-Cohen, the most common passion among children with autism, and a book that taps into this interest is a much-needed resource for educators and parents. A is for 'All Aboard' is written for children with autism of many reading levels, with vocabulary ranging from basic concepts (e.g., bridge) to special train jargon (e.g., idler car, unit train). The illustrations are designed to appeal to common sensory preferences of children with autism, and thus are generally free of visual clutter, while including a few entertaining details. This book is appropriate for all children, but is planned to be especially useful to children with autism and would be a good companion for 'A Land We Can Share'.