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Making Inclusion Work for Students with Autism Spectrum Disorders
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Table of Contents

I. General Considerations1. Autism Spectrum Disorders2. Evidence-Based Interventions and Supported Inclusion of Students with ASDII. Preparation3. Evaluating the Student, Caroline I. Magyar, Vincent Pandolfi, and Robin Bender4. Planning Data Collection and Monitoring Progress, Daniel W. Mruzek5. Team Building and Training, Christine Peterson6. Preparing the Student: Transition from Special Education to Inclusive Settings, Dennis Mozingo and Mae BarkerIII. Implementation7. Adapting the Daily Routine8. Individualizing the General Education Curriculum9. Individual Instruction, Part 1: Teaching Approaches, Daniel W. Mruzek, Laura Silverman, and Betsy Varghese10. Individual Instruction, Part 2: Examples and Teaching Programs11. Peer Interaction, Tasha C. Geiger12. Problem Behavior, Deborah A. Napolitano and David B. McAdam13. Sustaining Inclusion: Systems Change, Christine M. Burns and Linda L. Matons

About the Author

Tristram Smith, University of Rochester Medical Center, New York, USA

Reviews

"In recent years, there have been major advances in interventions for young children with ASD, and Smith has been one of the foremost workers in this field. However, the transition from specialized early intervention programs to more integrated settings continues to present major challenges. This book fills a gap by offering a wealth of information about strategies for enhancing children's learning and encouraging successful integration. It will be of enormous benefit to educators working to help students with ASD succeed in inclusive classrooms." - Patricia Howlin, King's College London, UK "This is a very useful book! It is full of examples of specific activities and strategies for educating children and adolescents of all ages who have symptoms of varying severity. It is written with clarity and ease of access. The book is quite a treasure for launching new teachers into their classroom careers, and will also be useful for experienced teachers who need to update their skills to be effective with learners with autism spectrum disorders (ASD)." - Sandra L. Harris, Rutgers, The State University of New Jersey, USA

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