Inclusive Education for Autistic Children: Helping Children and Young People to Learn and Flourish in the Classroom

by Rebecca Wood, Dr Wenn Lawson (Foreword by), Sonny Hallett (Illustrator)

Overview

This book presents original, empirical research that reframes how educators should consider autism and educational inclusion. Rebecca Wood carefully unpicks common misapprehensions about autism and how autistic children learn, and reconsiders what inclusion can and should mean for autistic learners in school settings.

Drawing on research and interwoven with comments from autistic child and adult contributors throughout, the book argues that inclusion will only work if the ways in which autistic children think, learn, communicate and exhibit their understanding are valued and supported. Such an approach will benefit both the learner and the whole classroom. Considering topics such as the sensory environment, support, learning and cognition, school curriculums, communication and socialisation, this much needed book offers ideas and insight that reflect the practical side of day-to-day teaching and learning, and shows how thinking differently about autism and inclusion will equip teachers to effectively improve teaching conditions for the whole school.

Product Details

ISBN-13:	9781784506346
Publisher:	Kingsley, Jessica Publishers
Publication date:	08/21/2019
Sold by:	Barnes & Noble
Format:	eBook
Pages:	208
File size:	3 MB

About the Author

Rebecca Wood is an ESRC postdoctoral Fellow at the Social, Genetic and Developmental Psychiatry Centre at King's College, London. She was project manager for the Transform Autism Education Project at the University of Birmingham and previously worked for several years as a mainstream school teacher before switching to autism education.
Dr Wenn B. Lawson PhD, CPsychol is a lecturer and author. Since being diagnosed with autism in 1994, Wenn is passionately committed to campaigning for the rights of people on the autism spectrum. In 2008 Wenn was awarded fourth place in the 'Victorian Australian of the Year' awards.

Table of Contents

Foreword Wenn B. Lawson 9

Acknowledgements 13

The Contributors 15

Introduction 19

1 Descriptions of Autism 23

2 Sensory Issues 45

3 The Inclusion Delusion 59

4 Educational Priorities 79

5 Learning and Cognition 93

6 The Curriculum 109

7 Classroom Support 127

8 Communication 141

9 Socialisation 159

10 The Future 173

References 185

Index 201

Editorial Reviews

Beautifully written, in a highly accessible style, Inclusive Education for Autistic Children tackles vitally important and complex issues in education for autistic children. Dr Rebecca Wood's depth of experience and expertise in both education and autism sing from every page. The clear message is that inclusion is not inclusion unless it is designed for all pupils, and we should stop trying to change children and start changing our educational practices. The prominent inclusion of diverse autistic voices, from both children and adults, weaves through and enriches this book, which will be invaluable reading for all involved with autistic children and schools.

Professor Francesca Happé FBA FMedSci

Dr Wood's highly readable book deserves to become a classic. It is unique in the ease with which it connects complex ideas about autism with practical ideas about how to make inclusion work. I have learned an enormous amount from this book, and whether you're a parent, a teacher or just interested in autism this book is a must.

Gary Thomas

Rebecca Wood has opened the door for any teacher who wants to do better for autistic pupils. The lived experience of autistic people is eloquently woven through her important research findings. I urge all educators to embrace the key messages in this book, your pupils and their parents will thank you for it.

Charlene Tait

Beautifully written, in a highly accessible style, Inclusive Education for Autistic Children tackles vitally important and complex issues in education for autistic children. Dr Rebecca Wood's depth of experience and expertise in both education and autism sing from every page. The clear message is that inclusion is not inclusion unless it is designed for all pupils, and we should stop trying to change children and start changing our educational practices. The prominent inclusion of diverse autistic voices, from both children and adults, weaves through and enriches this book, which will be invaluable reading for all involved with autistic children and schools.

Professor Francesca Happé FBA FMedSci