The strides made by very young children who have experienced intensive treatment are often impressive. In the past 15 years, the treatment outcome literature has focused primarily on the substantial gains that preschool-age children with autism can achieve when provided with early, intensive programming. However, children served by preschool programs grow up and create a demand for the development of school-age programs. This book focuses on programs designed for youngsters who continue to need special services of some kind, whether in the public schools or in a specialized program for children with autism. The same editors who first brought you Preschool Education Programs for Children with Autism a decade ago have gathered nine contributors to describe their specific programs for school-aged children with autism. These programs were selected because of their reputation among professionals and parents. The programs are urban, suburban, and rural; private, public, and university-based; long-standing and relatively new. The array of program models represented in School-Age Education Programs for Children with Autism will give the reader an appreciation of how one may adapt services to the setting in which one functions.
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A valuable reference book for educators and administrators,
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This review is from: School-age Education Programs For Children With Autism (Paperback)
This is the companion volume to "Preschool Education Programs for Children with Autism." Written for educators and administrators, this handbook highlights nine U.S. educational programs that are designed for school-age children with autism spectrum disorder (ASD) who require ongoing individualized instruction, whether in a public school or in a specialized program. The educational programs featured in this guide are located in public, private, and university-based settings, and each chapter is devoted to a specific program. The students described in these pages are between 6 and 21 years of age, and the chapter authors use the following criteria to present each of their programs: diagnosis and assessment methods; staffing and administration; curriculum, instructional management, and skill acquisition; integration; range of methods; family involvement; transitions from preschool to elementary, middle, and high school; and outcome measures. The book also includes sections on graduating from preschool and the transition from student to adult life. Chapter 9 profiles the TEACCH program at the University of North Carolina in Chapel Hill. Please visit our website to obtain both books at the actual list price.
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