| Description |
1 online resource (306 pages) |
| Contents |
Asperger's Syndrome -That Explains Everything: Strategies for Education, Life and Just About Everything Else; Foreword by Professor Francesca Happé; Acknowledgements; Preface; Terminology; Chronology 1996-2009[AQ]; Part 1 Introduction and Background; 1 Asperger's Syndrome -- Weird or Wonderful?; 2 How I 'Caught' Asperger's Syndrome; 2.1 The concept, dream and passion. Stage one: the dream; 2.2 Turning the dream into reality. Stage two: the reality; 2.3 Getting it right -- the environment influencing behaviour. Stage three: the school design; 2.4 Reaching more students. Stage four: growth |
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2.5 Making the project sustainable. Stage 5: consolidation3 What is Asperger's Syndrome?; 3.1 What do different people think Asperger's Syndrome is?; 3.2 Brief history of autism and Asperger's Syndrome; 3.3 Definitions of autism and Asperger's Syndrome; 3.4 How prevalent is Asperger's Syndrome?; 3.5 Sub-types of Asperger's Syndrome; 3.6 Does Asperger's Syndrome actually exist at all?; Part 2 Social Care; 4 How Does Asperger's Syndrome Present?; 4.1 The media's view; 4.2 Co-morbidity -- what is often linked with Asperger's Syndrome?; 4.3 Medication -- the pharmaceutical model |
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4.4 Gender differences5 'I'm Not Anxious, Just Worried': Anxiety andAsperger's Syndrome; 5.1 Anxiety and social interaction; 5.2 Anxiety and obsession; 5.3 Anxiety and ritual; 5.4 Anxiety manifestation; 5.5 The victim; 6 Independence and Friendship; 6.1 Development milestones; 6.2 Towards independence; 6.3 Transitions; 6.4 Adult services; 6.5 Friendships; 6.6 Friendships and rules; 6.7 Peer relations; 6.8 Best friend; 6.9 Girlfriend/boyfriend/life partner; 6.10 Relationships with authority figures; 6.11 So how do we teach how to develop friendship?; Part 3 Education |
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7 Working with Social Frameworks7.1 The concept of a social framework; 7.2 Social rules and manners; 7.3 Social frameworks and different contexts; 7.4 The use of social frameworks to understand others; 7.5 Creating bridges to plug the gaps in social frameworks; 7.6 The process of deconstructing each incident; 7.7 How to resolve conflict; 7.8 The use of language and humour; 8 The Culture of the School; 8.1 The pedagogy; 8.2 The whole-school ethos; 9 Managing Student Behaviour; 9.1 The student; 9.2 The physical environment; 9.3 The curriculum |
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Part 4 Students' and Parents' Views -- Perceptionof Reality10 Students' Views; 10.1 Responses to the questionnaire; 10.2 Review of the responses; 11 Parents' Views; 12 Conclusion; Bibliography; Websites; Glossary of Terms and Abbreviations; Index; Blank Page |
| Summary |
Students with Asperger's Syndrome (AS) frequently find the school environment challenging, despite often having a high level of academic ability, because their unique social and sensory difficulties are not fully understood or accommodated. This book clearly explains proven and practical approaches in education and care that will enable young people with AS in primary and secondary education to thrive. The author uses anecdotes from his extensive teaching experience to illustrate potential problem areas and put forward solutions. There are useful strategies for dealing with issues relating to |
| Notes |
Print version record |
| Subject |
Asperger's syndrome.
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Autism.
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Autism in children.
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Asperger Syndrome
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Autistic Disorder
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Asperger's syndrome
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Autism
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Autism in children
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| Form |
Electronic book
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| ISBN |
9780857007025 |
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0857007025 |
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