Understanding and teaching children with autism
Autism is a lifelong condition that requires special care and consideration right into adulthood, and has an impact on many lives. This book is aimed at those concerned with the education and welfare of children with autism; particularly at teachers in Special Education and the psychologists and care professionals who work with teachers and parents of children with autism. Although there is no miracle cure for autism, this book brings a message of hope: that early intervention is advantageous and that, by a better understanding of autism and the different ways it is experienced by individual children, more effective ways can be found to meet educational needs and improve quality of life. Understanding the development processes and problems of children with autism, and the implications of these problems for social and educational learning, is the purpose of this book. The authors provide an accessible account of psychological concepts and research in social and emotional development, communication, cognition and behaviour, as related to individuals with autism. The fundamental problems of autism relationships, communication and flexibility of thought and behaviour are addressed, and practical guidance is offered on how these might be overcome or circumvented, in both home and school. This book specifically addresses the needs of children, but much of it will remain relevant to those working with adults who will appreciate the book s exploration of the roles played by emotion and cognition in the autistic condition, and the way in which these affect teaching and learning.
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Social Aspects of Development
Emotional Aspects of Development
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ability able individuals activity additional learning difficulties adult appropriate aspects Asperger's syndrome assessment attention autism need autistic thinking aware behaviour child with autism children with autism classroom clearly cognitive communicative function communicative intent context cues developmental dyslexia echolalia effective emotional enable episodic memories example experience expressions failure feel generalisation gestures give important individuals with autism instructions intonation involve joint attention judgements kind knowledge label lack lead learner look means memory mental National Curriculum non-autistic normally developing children notion parents particular peers person phrase play possible problem problem-solving programme prompted pronoun PRONOUN REVERSAL proxemics pupils with autism questions recognise reflect relate response role sense severe learning difficulties situation social interaction someone specific speech spoken language spontaneously strategies stress structure suggest task taught TEACCH teacher needs Temple Grandin trigger understanding University of Hertfordshire