图书简介

Editors’ IntroductionRita Jordan \\ Part I: Learning Needs and Educational Responses \\ Chapter 1: Difference versus Disability: Implications of Characterisation of Autism for Education & SupportDamian Milton \\ Chapter 2: Particular Learning Needs of Individuals on the Autism SpectrumRita Jordan \\ Chapter 3: The History of Autism EducationAdam Feinstein \\ Chapter 4: Educational Structures: an International PerspectiveRita Jordan \\ Chapter 5: Systems and Politics of ProvisionSuzanne Carrington and Beth Saggers \\ Chapter 6: Professional Development for those Working in Education with Students on the Autism SpectrumGlenys Jones \\ Chapter 7a: Analysis of What Makes a Successful Professional in AutismHilde De Clercq \\ Chapter 7b: What Makes a Good Professional in Autism? A Parent’s PerspectiveMaureen Bennie \\ Chapter 7c: What Makes a Successful Professional in Autism? School Education – A Lived ExperienceJeanette Purkis \\ Part II: Early Intervention, Education in Core Domains and Family Support \\ Chapter 8: Early InterventionJacqueline Roberts and Kate Simpson \\ Chapter 9: Approaches to Early Intervention for Children with Autism and Their FamiliesLaura J. Hall and Samuel L. Odom \\ Chapter 10: Building on Early Foundations into School: Fostering Socialization in Meaningful Socio-Cultural ContextsLakshmi Balasubramanian, Alexander Mario Blum and Pamela Wolfberg \\ Chapter 11: Building on Early Foundations into School: Communication and LanguageGreg Pasco \\ Chapter 12: Thinking and LearningHeather MacKenzie \\ Chapter 13: Focus on FamiliesMichaela DuBay, Sallie Nowell, Linda R. Watson \\ Chapter 14: Transitions in the Early YearsConnie Wong \\ Part III: School-Based and Academic Education: Access & Support \\ Chapter 15: Curriculum Balance: Access to Academic Learning and the Therapeutic CurriculumWhitney Griffin, Kara Hume, and Ann M. Sam \\ Chapter 16: Learning Supports for Students on the Autism SpectrumAnn M. Sam and Kara Hume \\ Chapter 17: Individuals with Autism Spectrum Disorder and Skills for LivingNancy Bagatell \\ Chapter 18: Fostering Peer Relationships and Shared Learning for Students with Autism Spectrum DisordersHeartley B. Huber and Erik W. Carter \\ Chapter 19: Developing an Adaptive Behavior Curriculum across the Age and Ability RangeMichelle Lee, Kathryn Schweers & Rachel Loftin \\ Chapter 20: Language & LiteracyChristi Carnahan and Pamela Williamson \\ Chapter 21: Accessing a Broad and Relevant CurriculumEmily C. Bouck & Jordan Shurr \\ Chapter 22a: A Curriculum to Support Students with Autism and Special Talents and AbilitiesTrevor Clark \\ Chapter 22b: A Curriculum for the Dual Disability of Autism & Severe Intellectual DisabilityPrithvi Perepa \\ Part IV: Collaborative Working in Education \\ Chapter 23: Autism, Health and Education: Models and Systems for Working TogetherTamara May, Charmaine Bernie, Suzy Marty, Rebecca Sutherland, Jacqueline Roberts and Katrina Williams \\ Chapter 24: Autism Health and Education: Professional Roles and ChallengesCharmaine Bernie, Rebecca Sutherland, Katrina Williams, Suzy Marty, Tamara May and Jacqueline Roberts \\ Chapter 25: Fostering Collaborative Family-School Relationships to Support Students on the Autism SpectrumRozanna Lilley \\ Chapter 26: Building Capacity in Education SystemsJacqueline Roberts \\ Chapter 27: Educator Involvement in Research & EvaluationJessica Suhrheinrich, Sasha Zeedyk, Sarah Vejnoska and Aubyn Stahmer \\ Chapter 28a: Evidence-Based Practices with Apps Directed at Core AutismGerardo Herrera and Patricia Pérez-Fuster \\ Chapter 28b: Information and Communication Technologies as Educational SupportsSusan Hedges and Sue Fletcher-Watson \\ Part V: Education for Life and Barriers to Education \\ Chapter 29: Supporting Students in Postsecondary EducationElizabeth Evans Getzel, Seb M. Prohn and Staci Carr \\ Chapter 30: Anxiety and Mental Health – Implications for EducationTony Attwood \\ Chapter 31: Behavioural Issues and SupportsAndrew A. McDonnell, Michael McCreadie and Paul Dickinson \\ Chapter 32: Bullying Issues for Students on the Autism Spectrum and their FamiliesVerity Bottroff, Barbara Spears & Phillip Slee \\ Chapter 33: Overcoming Barriers to Educational Opportunities Post SchoolAndrea McLeod \\ Chapter 34a: Autism and Comorbidities: Autism Plus. Implications for Diagnosis, Prognosis and InterventionsChristopher Gillberg \\ Chapter 34b: Practical Effects of Co-morbidities and the Concept of NeurodiversityRita Jordan \\ Chapter 35a: Sexual Development and Gender Identity in AutismWenn Lawson \\ Chapter 35b: Cultural Issues in Education for those with AutismJorge Benavides-Rawson and Roy Richard Grinker \\ Chapter 36: Supportive Environments for Best Autism PracticeJim Taylor \\ Part VI: Data Collection in Education and Measurement of Progress \\ Chapter 37: Setting and Evaluating Goals in EducationKobe Vanroy and Peter Vermeulen \\ Chapter 38a: Feedback from Family Members on Outcomes and Experiences of Education for Individuals on the Autism SpectrumMaureen Bennie \\ Chapter 38b: Measuring Success from School Stakeholders’ PerspectivesJordan McNeil and Elizabeth O’Toole \\ Chapter 38c: Feedback from Individuals on the Autism Spectrum about the Experience & Outcome of EducationEmma Goodall \\ Chapter 39: Measuring Quality in Educational Programs for Students with Autism Spectrum DisorderSuzanne Kucharczyk and Peggy Schaefer Whitby \\ Chapter 40: Data Collection in Education and Measurement of ProgressLisa Ruble, Wing Hang Wong, & John McGrew \\ Chapter 41: Research in Autism Education: Current Issues and Future DirectionsBrian A. Boyd, Jessica R. Dykstra Steinbrenner, Stephanie S. Reszka and Abigail Carroll \\ Chapter 42a: Tiers of Education: the Power of Collaborative Partnership in the Creation and Delivery of Professional Development for Autism PractitionersKaren Guldberg \\ Chapter 42b: Crystal GazingRita Jordan

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