Bradshaw, Stephen, author.
London : Jessica Kingsley Publishers, 2013.
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Notes:
- Terminology — Chronology 1996-2009 — pt. 1. Introduction and background. 1. Asperger’s syndrome, weird or wonderful? — 2. How I caught Asperger’s syndrome : The concept, dream and passion. Stage one: the dream Turning the dream into reality. Stage two: the reality Getting it right: the environment influencing behaviour. Stage three: the school design Reaching more students. Stage four: growth Making the project sustainable. Stage five: consolidation — 3. What is Asperger’s syndrome? : What do different people think Asperger’s syndrome is? Brief history of autism and Asperger’s syndrome Definitions of autism and Asperger’s syndrome How prevalent is Asperger’s syndrome? Sub-types of Asperger’s syndrome Does Asperger’s syndrome actually exist at all? –
- pt. 2. Social care. 4. How does Asperger’s syndrome present? : The media’s view Co-morbidity: what is often linked with Asperger’s syndrome? Medication: the pharmaceutical model Gender differences — 5. I’m not anxious, just worried : anxiery and Asperger’s syndrome : Anxiety and social interaction Anxiety and obsession Anxiety and ritual Anxiety manifestation The victim — 6. Independence and friendship. Development milestones Towards independence Transitions Adult services Friendships Friendships and rules Peer relations Best friend Girlfriend/boyfriend/life partner Relationships with authority figures So how do we teach how to develop friendship? –
- pt. 3. Education. 7. Working with social frameworks : The concept of a social framework Social rules and manners Social frameworks and different contexts The use of social frameworks to understand others Creating bridges to plug the gaps in social frameworks The process of deconstructing each incident How to resolve conflict The use of language and humour — 8. The culture of the school : The pedagogy The whole-school ethos — 9. Managing student behaviour : The student The physical environment The curriculum –
- pt. 4. Students’ and parents’ views: perception of reality. 10. Student’ views : Responses to the questionnaire Review of the responses — 11. Parents’ views — 12. Conclusion.
- 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 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 anxiety, communication, social rules, relationships and classroom behaviour. Accounts from parents and young people with AS who have benefited from the approaches described in the book are also included. This book is a comprehensive and accessible resource for teachers, caregivers, and professionals working with young people with AS, equipping them with the insight to help AS pupils succeed, not only in school, but in the wider world. Also useful for parents.
- Includes bibliographical references (pages 291-293) and index.
Subjects:
Requested by Smith, C.