By Val Cumine, Julia Dunlop, Gill Stevenson
This moment version is a transparent and concise consultant to potent lecture room perform for lecturers and aid assistants operating with little ones with Asperger syndrome in mainstream faculties and different non-specialist settings. Preface 1 Asperger Syndrome: An advent 2 overview and analysis three academic Implications of present Theories four A Framework for academic Intervention five academic Intervention in perform 6 Behavioural Intervention 7 in the direction of Precision in evaluation and instructing Appendix: Diagnostic standards for Asperger Syndrome References Index
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Extra resources for Asperger Syndrome: A Practical Guide for Teachers, 2nd Edition (David Fulton Books)
41 A framework for educational intervention The Autism Education Trust (AET) (established 2007) The Autism Education Trust (AET) is a national body which was launched in November 2007 with funding from the DCSF. It is dedicated to coordinating and improving education support for all children on the autism spectrum in England. The AET brings together a cross-section of people with experience of the autism spectrum. The AET aims to: ● ● ● ● ● ● raise awareness of the importance of appropriate educational provision for children and young people on the autism spectrum; bring organisations involved in delivering autism education services together in order to promote good practice and share information; involve children and young people on the autism spectrum (together with their families and carers) in the planning and delivery of information and resources to enhance and improve autism education across the country; commission research in order to remain relevant and fully informed of current practice across England; provide a platform for the promotion and sharing of good practice that succeeds in improving the education needs of children and young people on the autism spectrum; provide a link between users, professionals, policy makers and central government involved with autism education.
Summary ● ● ● ● ● ● There is no simple test, marker or checklist which will confirm the diagnosis of Asperger syndrome. The presence of Asperger syndrome is inferred on the basis of interpretation of a pattern of behaviours. The ‘boundaries’ of Asperger syndrome overlap other conditions, and an awareness of the issues of differential diagnosis is essential. Adequate assessment and diagnosis of Asperger syndrome will involve a range of professionals from various disciplines. Teachers and educational support staff can provide vital and specific information to aid in the assessment process.
Teachers have more power to help children master the basics as well as greater flexibility to find ways of teaching that engage pupils and motivate them to improve their access to learning and stretch pupils who are high fliers. It is also envisaged that the emphasis on using the curriculum as a whole to develop general skills such as initiative, enterprise and the capacity to learn independently will better prepare pupils for GCSEs, the new diplomas and life after school. One of the major changes is around the personalisation of learning.
Asperger Syndrome: A Practical Guide for Teachers, 2nd Edition (David Fulton Books) by Val Cumine, Julia Dunlop, Gill Stevenson
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