Atnaujinkite slapukų nuostatas

El. knyga: Autism Resource Manual: Practical Strategies for Teachers and other Education Professionals

  • Formatas: 352 pages
  • Išleidimo metai: 23-Nov-2021
  • Leidėjas: Routledge
  • Kalba: eng
  • ISBN-13: 9781000470871
  • Formatas: 352 pages
  • Išleidimo metai: 23-Nov-2021
  • Leidėjas: Routledge
  • Kalba: eng
  • ISBN-13: 9781000470871

DRM apribojimai

  • Kopijuoti:

    neleidžiama

  • Spausdinti:

    neleidžiama

  • El. knygos naudojimas:

    Skaitmeninių teisių valdymas (DRM)
    Leidykla pateikė šią knygą šifruota forma, o tai reiškia, kad norint ją atrakinti ir perskaityti reikia įdiegti nemokamą programinę įrangą. Norint skaityti šią el. knygą, turite susikurti Adobe ID . Daugiau informacijos  čia. El. knygą galima atsisiųsti į 6 įrenginius (vienas vartotojas su tuo pačiu Adobe ID).

    Reikalinga programinė įranga
    Norint skaityti šią el. knygą mobiliajame įrenginyje (telefone ar planšetiniame kompiuteryje), turite įdiegti šią nemokamą programėlę: PocketBook Reader (iOS / Android)

    Norint skaityti šią el. knygą asmeniniame arba „Mac“ kompiuteryje, Jums reikalinga  Adobe Digital Editions “ (tai nemokama programa, specialiai sukurta el. knygoms. Tai nėra tas pats, kas „Adobe Reader“, kurią tikriausiai jau turite savo kompiuteryje.)

    Negalite skaityti šios el. knygos naudodami „Amazon Kindle“.

"This highly practical resource book is full of realistic and achievable strategies to help teachers to support neurodiverse students in a range of situations that, whilst often seemingly insignificant, can quickly become substantial and disruptive challenges in the mainstream classroom. Written with the busy teacher in mind, chapters are easy to dip in and out of, with jargon-free language and simple explanations which are easy to understand and put into practice. Clear chapters explore a variety of situations and topics to help children engage in their learning and make the classroom a safe and inviting place to be for autistic students. Key features include: - Practical and achievable strategies to support autistic students in the mainstream classroom- Real-life scenarios to help you find concrete solutions to issues as they arise - Memorable mantras and quick quotes to help embed strategies in everyday practice for both students and eachers - Photocopiable and downloadable resource sheets Written byan advisory teacher for autism with a wealth of experience, this book will be an invaluable tool for both primary and secondary teachers in mainstream settings, as well as other education professionals"--

This highly practical resource book is full of realistic and achievable strategies to help teachers to support neurodiverse students in a range of situations that can quickly become substantial and disruptive challenges in the mainstream classroom. This is an invaluable tool for primary and secondary teachers in mainstream settings.

Recenzijos

Debbie Riall is passionate about her work and that passion runs through every word of this excellent book. She offers hard-won common sense from the frontline of the classroom in a clearly structured, easily accessible way. For the busy practitioner juggling the demands of classroom life this book provides hundreds of practical strategies for teaching autistic pupils. Crucially, the book is easily navigated signposting the reader to simple solutions to complex problems. Whether you are new to the world of autism and edging yourself slowly along or experienced and confident in your practice, this book will be your sat-nav helping you get there or get there sooner.

Dr Martin Hanbury, Executive Headteacher, Chatsworth Multi-Academy Trust

This is such a valuable resource for all education staff who support autistic pupils. It's full of information, with loads of ideas for practical ways to support pupils in the classroom.

Jodi Roberts, Speech & Language Therapist

Acknowledgements xii
Foreword xiii
Introduction xiv
Under the stone xv
How to use this book xvii
Section 1 First ask the pupil
2(19)
Visually supported conversations
3(4)
Other methods
7(1)
Agreeing strategies
8(13)
Section 2 Anxiety
21(35)
Anxiety driven non-attendance
21(4)
Arrival anxiety
25(1)
Feeling ill
26(1)
Making mistakes
27(2)
Need for repetition
29(3)
Speaking out in class
32(6)
Understanding and other issues
38(18)
Section 3 Behaviour
56(56)
Challenges
56(19)
Disengaging in lessons
75(6)
Disengaging with consequences
81(10)
Encouraging success
91(21)
Section 4 Communication
112(28)
General skills
113(5)
Understanding
118(9)
Expressive skills
127(13)
Section 5 Diagnosis
140(13)
Before diagnosis
141(4)
Following diagnosis
145(8)
Section 6 Independence skills
153(18)
Asking for help
153(3)
Dependence on support assistants
156(3)
Making choices
159(1)
Organisational skills
160(4)
Personal care
164(7)
Section 7 Relationships
171(17)
Attachment to support assistants
171(2)
Friendships
173(8)
Group work
181(3)
Staff or pupils out of favour
184(4)
Section 8 Routines
188(16)
Arrival routines
188(4)
Coping with change
192(5)
Correcting others
197(2)
School day routines
199(5)
Section 9 School life
204(22)
Exams, assessments and revision
204(3)
Homework
207(5)
Residential and day trips
212(1)
Transitions
213(6)
Extra tips: returning to school after a long absence
219(2)
Social story example for residential trip
221(5)
Section 10 Sensory sensitivity
226(42)
Co-ordination
226(4)
Distractions and challenges: hearing
230(5)
Distractions and challenges: sight
235(6)
Distractions and challenges: smell
241(3)
Distractions and challenges: taste
244(3)
Distractions and challenges: touch
247(9)
Sensation seeking behaviour
256(3)
Other sensory responses
259(3)
Overload of sensory input
262(6)
Section 11 Skills for learning
268(46)
Concentration
268(16)
Tackling the task
284(13)
Way in to Maths
297(3)
Way in to reading
300(2)
Writing
302(12)
Section 12 Social skills
314(17)
Fact or fiction
314(2)
Tolerating the opinions of others
316(2)
Personal space
318(2)
Playtimes, break and lunch
320(4)
Queuing
324(1)
Taking turns
325(6)
Index 331
Debbie Riall is a Specialist Teacher for Autism and related needs, currently working for The Athelstan Trust in an advisory capacity across five secondary schools. She originally worked as a class teacher of autistic pupils for over 20 years, then as an advisor for the last 13 years. She also trained in the Autism Diagnostic Observation Schedule (ADOS) and joined the weekly multi-agency diagnostic team in south Wales for five years.

Debbie Riall has enthusiastically devoted her working life to understanding the impact of school life on autistic pupils with or without a diagnosis, thinking of innovative ways to support their needs.

She presents training on all aspects of autism and related needs for schools and for parents. She is passionate about inspiring educational professionals not just to adapt the way they teach, but also to recognise and appreciate the strengths demonstrated by their autistic pupils.

Debbie Rialls husband Nicholas is an architectural historian and has a diagnosis of Aspergers Syndrome. He has given her added insight into the impact of autism on everyday life.