Education is an important aspect of the environmental influences on autism and effective education can have a significant effect on outcome for those on the autism spectrum. This handbook is a definitive resource for reflective practitioners and researchers who wish to know and understand current views of the nature of autism and best practice in educational support. It explores the key concepts, debates and research areas in the field.
The second edition of The SAGE Handbook of Special Education provides a comprehensive overview of special education, offering a wide range of views on key issues from all over the world. The contributors bring together up-to-date theory, research and innovations in practice, with an emphasis on future directions for the role of special education in a global context of inclusion. This brand new edition features: " New chapters on families, interagency collaboration and issues of lifelong learning " The UN Convention on the Rights of Persons with Disabilities " Policy reform proposals " Equity and social justice in education " The impact of new thinking on assessment " Issues and developments in classification " The preparation and qualifications that teachers need The Handbook′s breadth, clarity and academic rigour will make it essential reading for researchers and postgraduate students, and also for practitioners, teachers, school managers and administrators.
This handbook examines policy and practice from around the world with respect to broadly conceived notions of inclusion and diversity within education. It sets out to provide a critical and comprehensive overview of current thinking and debate around aspects such as inclusive education rights, philosophy, context, policy, systems, and practices for a global audience. This makes it an ideal text for researchers and those involved in policy-making, as well as those teaching in classrooms today. Chapters are separated across three key parts: Part I: Conceptualizations and Possibilities of Inclusion and Diversity in Education Part II: Inclusion and Diversity in Educational Practices, Policies, and Systems Part III: Inclusion and Diversity in Global and Local Educational Contexts
This new edition of the leading book in autism and early years practice continues to provide excellent guidance for all early years students and practitioners on how to work with young children who have autism or who appear on the autistic spectrum. Kate Wall′s wise words will resonate with all, as she sets out clear and realistic suggestions for ways to include young children with autism in mainstream settings, supporting her advice with case studies based on her own experience as a practitioner. Each chapter also looks at key issues and offers suggestions for discussion. Highlights of the new edition include: - coverage of the latest developments in research - reference to current early years legislation, including the Early Years Foundation Stage (EYFS) - new case studies, covering the full 0 to 8 age range - more suggestions for discussion - updated key texts for further reading. Every early years student and early years practitioner needs this book; it is an invaluable guide to best practice on how to work with young children with such particular needs. Kate Wall is Principal Lecturer in Childhood Studies at the University of Chichester. She has worked extensively as a practitioner in the early years, in both mainstream and specialist settings.
Over the last four decades, breakthroughs in genetic knowledge, together with the emergence of disciplines devoted to the scientific study of developmental disorders have resulted in much greater awareness of the many different behavioural and genetic phenotypes involved. It is now evident that not only do different disorders have different causes and different manifestations, but different neurological and biochemical bases, different responses to intervention, and different life courses. Reflecting the enormous changes that have taken place in our knowledge and understanding of developmental disorders, this groundbreaking international volume brings this vast and complex field together for the first time. The Editors have collected together the world′s leading academic scholars and clinicians, to explore how current research across a range of different disciplines can inform clinical practice and help to improve the lives of individuals and their families.
The author sets out an approach based on Dr Geoffrey Waldon's philosophy of the development of understanding, which centres on helping children learn-how-to-learn. The book includes: - The inspirational and well documented story of the author's son, diagnosed at two with autism and as 'basically sub-normal', now a successful professional with a wife and child. - An introduction to Geoffrey Waldon's theory and working methods. - Testimony from parents and teachers, covering autism and a range of learning difficulties. This book does not offer a 'miracle cure' for autism, although the author aims to counteract the prevailing view that autism is a lifetime condition. The author demonstrates that with the appropriate intervention, children with autism - and other special needs - can gain a fuller understanding of the world and learn to take a constructive and contributing place in it. Teachers, therapists, doctors, parents and special interest groups will find this book an important and potentially transformational read. Listen to a podcast of Walter Solomon discuss the story of his son Robert, the motivation behind his new book and how to get started using the Waldon Approach. Listen here Or watch the video here!
This text gives future educators insight into the complexity and diversity of children with ASD, providing a basic understanding of the disorder and guidance on how to teach affected children.
′This important revision with updated material will inform professionals, students, and the interested public of evolving international perspectives on EBD. New chapters consider causation, the influence and role of social contexts and social support, ADHD, teacher knowledge and parental engagement. The new content presents us with fresh ideas and approaches.′ - Katherine Bilton, University of Alaska, USA This new edition of The Handbook of Emotional and Behavioural Difficulties, first published in 2004, has been completely reworked and refreshed by a new editorial team led by Philip Garner. A thorough revision of existing content, together with new material, bring the volume firmly up-to-date, and offers guidance and recommendations for future research and practice. Covering a range of important issues in EBD, chapters are organized into five main parts: Contexts, Definitions and Terminologies Roots, Causes and Allegiances Strategies and Interventions Training and Professional Development Enhancement EBD Futures - Challenges and Opportunities With an impressive array of UK, US and other international contributors, the Handbook will be indispensable for undergraduate and Master′s level students pursing Teacher Training, Educational and Developmental Psychology and Special Education courses. It will also be valuable to social workers, counsellors, school (educational) psychologists and other practitioners in relevant fields.
This handbook provides an up-to-date, advanced analysis of all relevant issues involved in educational research. The expert contributors represent diverse fields within and outside education, as well as quantitative, qualitative, and mixed method approaches to research.
