Editors' Introduction - Rita Jordan Part I: Learning Needs and Educational Responses Chapter 1: Difference versus Disability: Implications of Characterisation of Autism for Education & Support - Damian Milton Chapter 2: Particular Learning Needs of Individuals on the Autism Spectrum - Rita Jordan Chapter 3: The History of Autism Education - Adam Feinstein Chapter 4: Educational Structures: an International Perspective - Rita Jordan Chapter 5: Systems and Politics of Provision - Suzanne Carrington and Beth Saggers Chapter 6: Professional Development for those Working in Education with Students on the Autism Spectrum - Glenys Jones Chapter 7a: Analysis of What Makes a Successful Professional in Autism - Hilde De Clercq Chapter 7b: What Makes a Good Professional in Autism? A Parent's Perspective - Maureen Bennie Chapter 7c: What Makes a Successful Professional in Autism? School Education - A Lived Experience - Jeanette Purkis Part II: Early Intervention, Education in Core Domains and Family Support Chapter 8: Early Intervention - Jacqueline Roberts and Kate Simpson Chapter 9: Approaches to Early Intervention for Children with Autism and Their Families - Laura J. Hall and Samuel L. Odom Chapter 10: Building on Early Foundations into School: Fostering Socialization in Meaningful Socio-Cultural Contexts - Lakshmi Balasubramanian, Alexander Mario Blum and Pamela Wolfberg Chapter 11: Building on Early Foundations into School: Communication and Language - Greg Pasco Chapter 12: Thinking and Learning - Heather MacKenzie Chapter 13: Focus on Families - Michaela DuBay, Sallie Nowell, Linda R. Watson Chapter 14: Transitions in the Early Years - Connie Wong Part III: School-Based and Academic Education: Access & Support Chapter 15: Curriculum Balance: Access to Academic Learning and the Therapeutic Curriculum - Whitney Griffin, Kara Hume, and Ann M. Sam Chapter 16: Learning Supports for Students on the Autism Spectrum - Ann M. Sam and Kara Hume Chapter 17: Individuals with Autism Spectrum Disorder and Skills for Living - Nancy Bagatell Chapter 18: Fostering Peer Relationships and Shared Learning for Students with Autism Spectrum Disorders - Heartley B. Huber and Erik W. Carter Chapter 19: Developing an Adaptive Behavior Curriculum across the Age and Ability Range - Michelle Lee, Kathryn Schweers & Rachel Loftin Chapter 20: Language & Literacy - Christi Carnahan and Pamela Williamson Chapter 21: Accessing a Broad and Relevant Curriculum - Emily C. Bouck & Jordan Shurr Chapter 22a: A Curriculum to Support Students with Autism and Special Talents and Abilities - Trevor Clark Chapter 22b: A Curriculum for the Dual Disability of Autism & Severe Intellectual Disability - Prithvi Perepa Part IV: Collaborative Working in Education Chapter 23: Autism, Health and Education: Models and Systems for Working Together - Tamara May, Charmaine Bernie, Suzy Marty, Rebecca Sutherland, Jacqueline Roberts and Katrina Williams Chapter 24: Autism Health and Education: Professional Roles and Challenges - Charmaine Bernie, Rebecca Sutherland, Katrina Williams, Suzy Marty, Tamara May and Jacqueline Roberts Chapter 25: Fostering Collaborative Family-School Relationships to Support Students on the Autism Spectrum - Rozanna Lilley Chapter 26: Building Capacity in Education Systems - Jacqueline Roberts Chapter 27: Educator Involvement in Research & Evaluation - Jessica Suhrheinrich, Sasha Zeedyk, Sarah Vejnoska and Aubyn Stahmer Chapter 28a: Evidence-Based Practices with Apps Directed at Core Autism - Gerardo Herrera and Patricia Perez-Fuster Chapter 28b: Information and Communication Technologies as Educational Supports - Susan Hedges and Sue Fletcher-Watson Part V: Education for Life and Barriers to Education Chapter 29: Supporting Students in Postsecondary Education - Elizabeth Evans Getzel, Seb M. Prohn and Staci Carr Chapter 30: Anxiety and Mental Health - Implications for Education - Tony Attwood Chapter 31: Behavioural Issues and Supports - Andrew A. McDonnell, Michael McCreadie and Paul Dickinson Chapter 32: Bullying Issues for Students on the Autism Spectrum and their Families - Verity Bottroff, Barbara Spears & Phillip Slee Chapter 33: Overcoming Barriers to Educational Opportunities Post School - Andrea McLeod Chapter 34a: Autism and Comorbidities: Autism Plus. Implications for Diagnosis, Prognosis and Interventions - Christopher Gillberg Chapter 34b: Practical Effects of Co-morbidities and the Concept of Neurodiversity - Rita Jordan Chapter 35a: Sexual Development and Gender Identity in Autism - Wenn Lawson Chapter 35b: Cultural Issues in Education for those with Autism - Jorge Benavides-Rawson and Roy Richard Grinker Chapter 36: Supportive Environments for Best Autism Practice - Jim Taylor Part VI: Data Collection in Education and Measurement of Progress Chapter 37: Setting and Evaluating Goals in Education - Kobe Vanroy and Peter Vermeulen Chapter 38a: Feedback from Family Members on Outcomes and Experiences of Education for Individuals on the Autism Spectrum - Maureen Bennie Chapter 38b: Measuring Success from School Stakeholders' Perspectives - Jordan McNeil and Elizabeth O'Toole Chapter 38c: Feedback from Individuals on the Autism Spectrum about the Experience & Outcome of Education - Emma Goodall Chapter 39: Measuring Quality in Educational Programs for Students with Autism Spectrum Disorder - Suzanne Kucharczyk and Peggy Schaefer Whitby Chapter 40: Data Collection in Education and Measurement of Progress - Lisa Ruble, Wing Hang Wong, & John McGrew Chapter 41: Research in Autism Education: Current Issues and Future Directions - Brian A. Boyd, Jessica R. Dykstra Steinbrenner, Stephanie S. Reszka and Abigail Carroll Chapter 42a: Tiers of Education: the Power of Collaborative Partnership in the Creation and Delivery of Professional Development for Autism Practitioners - Karen Guldberg Chapter 42b: Crystal Gazing - Rita Jordan
Jacqueline M. Roberts is the inaugural chair of Autism in the Autism Centre of Excellence (ACE) at Griffith University. Her background in autism stretches back over 30 years. She worked in service provision for children with autism as a teacher, speech pathologist, school principal, and senior manager. Prior to her appointment at Griffith, she worked as a consultant and held several part-time research appointments at different universities teaching autism studies and leading/managing research projects and professional development. Jacqueline is a director of the Australian Advisory Board on Autism providing input to the board on a national autism research agenda. She received the Asia Pacific Autism Conference (APAC) award for outstanding service to the autism community. In her current position as the director of the ACE, she is responsible for developing a research agenda focusing on enhancing outcomes for individuals with autism. The ACE also offers multidisciplinary postgraduate study and engages in consultancy with industry and government. In 2018, second edition of Understanding Autism. The Essential Guide for Parents was published, co-authored with professor Katrina Williams. In 2019, she edited The Sage Autism and Education Handbook with Professor Rita Jordan and Dr. Kara Hume.
The SAGE Handbook of Autism and Education is a comprehensive guide
that provides a wealth of information on topics from fostering
collaboration to addressing the needs of students on the spectrum
with co-occurring mental health issues. This guide edited by Rita
Jordan, Jacqueline M. Roberts, and Kara Hume includes well-known
and highly respected authors representing various disciplines. The
handbook will be a valuable resource for both practitioners and
families. The editors are to be commended for their work in
bringing all this information together. This is an important and
relevant book for anyone interested in supporting students on the
-- Cathy Pratt
The SAGE Handbook of Autism and Education provides a comprehensive overview of educating individuals with autism and it includes many impressive features. The Handbook covers a range of perspectives and social-ecological influences from broad international perspectives, socio-political systems, and cross-cultural considerations to specific characteristics of individuals, both educators and those with autism. The Handbook emphasizes the critical roles of families and includes perspectives of parents and voices of autistic individuals. There is clear appreciation for the uniqueness of individuals with autism across the lifespan. The Handbook emphasizes evidence-based practice that includes various domains of functioning and covers critical transitions across the lifespan. The team of contributors is equally impressive and includes international leaders across various educational specialties. I am confident the Handbook will be well-received by a broad audience.
This handbook comes at a critical time in the history of schooling. Children with autism are one of the fastest growing populations in our school system, and teaching staff are under tremendous pressure to provide adequate supports. Readers will find a broad array of topics across the schooling age span that are research informed and can provide a road map for implementing effective school practices. Such information is critical for both the practitioners and the individuals who train them.-- Connie Kasari