Autism spectrum disorder (ASD) is a complex and increasingly prevalent condition which most educators will encounter during their career. This book aims to help teachers and other education professionals provide for children and young people with ASD at all levels of education.
This is not a compilation of academic research but an evidence-based practical resource that grew out of the experiences of students doing a postgraduate specialist teaching course. These experienced educational professionals had to implement and evaluate an intervention aligned with Aotearoa New Zealand’s own ASD Guideline, with some constraints and in real classrooms and early childhood settings. These are their accounts of promising interventions and challenging issues. They are intended to motivate other professionals to give new ideas a try and explore a range of interventions to meet the specific needs of children and young people with ASD.
The second part of the book addresses wider issues in the education of individuals with ASD, such as dual diagnosis, narrative assessment, sensory interventions and transition from secondary education. One chapter tackles the little discussed issue of the role culture plays in the lives of children with ASD and their families and whānau.
This is not a compilation of academic research but an evidence-based practical resource that grew out of the experiences of students doing a postgraduate specialist teaching course. These experienced educational professionals had to implement and evaluate an intervention aligned with Aotearoa New Zealand’s own ASD Guideline, with some constraints and in real classrooms and early childhood settings. These are their accounts of promising interventions and challenging issues. They are intended to motivate other professionals to give new ideas a try and explore a range of interventions to meet the specific needs of children and young people with ASD.
The second part of the book addresses wider issues in the education of individuals with ASD, such as dual diagnosis, narrative assessment, sensory interventions and transition from secondary education. One chapter tackles the little discussed issue of the role culture plays in the lives of children with ASD and their families and whānau.
