Meeting the needs of children with autistic spectrum disorders / Edition 1

by Rita Jordan, Glenys Jones

Overview

This text is meant as a companion for students in teacher-training, newly-qualified teachers, or for anyone teaching children with autistic spectrum disorders for the first time in a mainstream setting. Using a case-study approach, the authors: help the teacher to identify the meaning behind pupils' actions and reactions; provide suggested responses via practical exercises and curriculum ideas; and provide signposts to other useful literature and list services and organisations which can further help the pupil. No prior knowledge of autistic spectrum disorders is required.

Product Details

ISBN-13:	9781853465826
Publisher:	Taylor & Francis
Publication date:	04/01/1999
Edition description:	New Edition
Pages:	80
Product dimensions:	6.88(w) x 9.69(h) x (d)

About the Author

Rita Jordan, Glenys Jones

Table of Contents

Chapter 1 Introduction to Autistic Spectrum Disorders; Chapter 2 Language and Communication – Problems and Strategies; Chapter 3 Developing Social Relationships; Chapter 4 Helping the Children Become More Flexible; Chapter 5 Managing and Preventing Challenging Behaviour; Chapter 6 Working with Parents and Carers; Chapter 7 Working Collaboratively – Whole-School Practice; Chapter 8 Management of Teacher Stress; Conclusion;

Editorial Reviews

Reviewer: Charles A. Cowan, MD (University of Washington School of Medicine)
Description: Children with autism often present enormous difficulties for their classroom teachers. This book is a concise review of the issues and challenges faced by teachers who may have a child who has autism or its variants in their classroom.
Purpose: This volume is one in a series addressing the issues of children with special needs in mainstream classrooms. Children with autism frequently have unusual and/or baffling behaviors as a consequence of their neurobiological disorder.
Audience: Providing the teaching community with practical approaches to recognize and manage these problems is imperative if they are to be successful in dealing with these challenging children.
Features: This book is written from the perspective of the educational system in the U.K. and therefore contains references to systems that may be unfamiliar to teachers in the U.S. Despite these differences, the authors speak directly to the teaching community about real life issues and problems in any classroom, such as working with parents, helping children to be flexible, language/communication problems, and managing teacher stress. Each chapter is illustrated by specific instructional examples deriving from individual cases. These case examples are the book's best feature as they provide valuable insights on management of a range of issues facing autistic children in mainstream environments.
Assessment: This book is successful as an easy-to-read introduction to a complex subject. It should not be confused with a number of excellent, but more comprehensive, writings on autism that are available to educators and others who provide services for autistic children. Teachers (especially newly-qualified or student teachers) reading this book may well be stimulated by the challenges of autism to learn more, but reading this alone will provide valuable understanding of that can be put to immediate practical use.

Doody's Review Service

Reviewer: Charles A. Cowan, MD(University of Washington School of Medicine)
Description: Children with autism often present enormous difficulties for their classroom teachers. This book is a concise review of the issues and challenges faced by teachers who may have a child who has autism or its variants in their classroom.
Purpose: This volume is one in a series addressing the issues of children with special needs in mainstream classrooms. Children with autism frequently have unusual and/or baffling behaviors as a consequence of their neurobiological disorder.
Audience: Providing the teaching community with practical approaches to recognize and manage these problems is imperative if they are to be successful in dealing with these challenging children.
Features: This book is written from the perspective of the educational system in the U.K. and therefore contains references to systems that may be unfamiliar to teachers in the U.S. Despite these differences, the authors speak directly to the teaching community about real life issues and problems in any classroom, such as working with parents, helping children to be flexible, language/communication problems, and managing teacher stress. Each chapter is illustrated by specific instructional examples deriving from individual cases. These case examples are the book's best feature as they provide valuable insights on management of a range of issues facing autistic children in mainstream environments.
Assessment: This book is successful as an easy-to-read introduction to a complex subject. It should not be confused with a number of excellent, but more comprehensive, writings on autism that are available to educators and others who provide services for autistic children. Teachers (especially newly-qualified or student teachers) reading this book may well be stimulated by the challenges of autism to learn more, but reading this alone will provide valuable understanding of that can be put to immediate practical use.

Children with autism often present enormous difficulties for their classroom teachers. This book is a concise review of the issues and challenges faced by teachers who may have a child who has autism or its variants in their classroom. This volume is one in a series addressing the issues of children with special needs in mainstream classrooms. Children with autism frequently have unusual and/or baffling behaviors as a consequence of their neurobiological disorder. Providing the teaching community with practical approaches to recognize and manage these problems is imperative if they are to be successful in dealing with these challenging children. This book is written from the perspective of the educational system in the U.K. and therefore contains references to systems that may be unfamiliar to teachers in the U.S. Despite these differences, the authors speak directly to the teaching community about real life issues and problems in any classroom, such as working with parents, helping children to be flexible, language/communication problems, and managing teacher stress. Each chapter is illustrated by specific instructional examples deriving from individual cases. These case examples are the book's best feature as they provide valuable insights on management of a range of issues facing autistic children in mainstream environments. This book is successful as an easy-to-read introduction to a complex subject. It should not be confused with a number of excellent, but more comprehensive, writings on autism that are available to educators and others who provide services for autistic children. Teachers (especially newly-qualified or student teachers) reading this book may well bestimulated by the challenges of autism to learn more, but reading this alone will provide valuable understanding of that can be put to immediate practical use.

Charles A. Cowan