Description
This handbook provides educators and school practitioners with a practical resource to successfully support speaking and non-speaking autistic students in K–12 school settings.
Each chapter discusses an approach founded on current research on the self-reported school priorities of autistic students, which historically have been overlooked in research and education. Incorporating the views and experiences of autistic students promotes the use of human-rights-centered pedagogies and ensures that evidence-based practices are both ethical and effective in supporting the learning and well-being success of autistic students. The informative content challenges assumptions of normative ability and highlights opportunities where evidence-based practices to support autistic students can be used alongside inclusive best practices to improve the educational experiences of all students.
This handbook's flexible and easy-to-use design can be used in its entirety or as a reference tool for school practitioners, teachers, and parents.
Table of Contents
Acknowledgments Contributors 1. Introduction 2. The Self-Reported School Priorities of Autistic Students 3. Evidence-Based Practices to Support Autistic Children and Youth 4. Communication 5. Connection 6. Classroom Environment 7. Curriculum 8. Collaboration 9. Re-Conceptualising Problem Behaviour 10. The Future of Inclusive Education Index
