Overview
ndividuals with ASD in the fields of education, psychology, social work, allied health, and medicine
Shares critical information on evidence-based practice and a decision-making framework to help parents select and implement effective learning programs for their children with autism spectrum disorder (ASD)
Presents case studies demonstrating how families have put the framework into action to become leaders and advocates for their child’s learning and for other parents and children with ASD in school and community settings
Provides educators and professionals with critical information, enabling them to engage in collaborative planning and successfully implement programs that support the needs of children with ASD and their families
Offers an essential basis for researchers working to develop effective practice and opportunities for individuals with ASD and their families in multidisciplinary settings
Addresses the needs of academics providing tertiary teaching programs relevant to i
Includes supplementary material: sn.pub/extras
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Table of contents (15 chapters)
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Front Matter
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Parents, Effective Practice, and Critical Decision-Making: What do we know
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Front Matter
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Empowering Parents to Guide their Child’s Learning
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Front Matter
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Empowering Parents to Advocate for Change
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Front Matter
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Keywords
- Adolescents with autism
- Aspergers education
- Austism assessment and evaluation
- Austistic skill acquisition
- Autism specturm disorder education
- Autism quality of life
- Autism self-determination
- Autism spectrum disorder
- Collaboration with families
- Community of practice
- Curriculum frameworks
- Evidence-based programs
- Families affected by autism
- Family decision making
- Outcomes for autistic children
- Parents advocacy
- Person-centred planning
- Research-based framework
- Teaching strategies for aspergers
- Teaching strategies for autism
About this book
The book begins by reviewing available research on evidence-based practice for children with ASD and outlining the Cycle of Learning decision-making framework for parents and professionals. Throughout the remainder of the book, case studies are presented to illustrate the ways in which different parents have successfully utilised this framework to develop effective plans for their child and to advocate for learning and education programs for both their child and other children with ASD in school and community settings. In addition, it highlights concrete examples of how parents have used the framework to empower their children with ASD to develop their self-awareness and self-determination, and to be able to self-advocate as they move through adolescence and into adult life.
Authors and Affiliations
About the authors
Amanda Webster is a Senior Lecturer at the Faculty of Social Sciences, University of Wollongong. She has gained national prominence for her focus on creating successful school communities for students with autism spectrum disorder (ASD) and their families. Starting her career nearly 30 years ago as a group home parent for adult women with autism and intellectual disabilities, she has worked closely with individuals with ASD and their families as a school leader, teacher, specialist consultant, and behaviour analyst in the USA and Australia. Since moving into the university setting, she has served as the Program Convenor for the Autism Studies program at Griffith University and is a researcher in the Cooperative Research Centre for Living with Autism.
Joy Cumming is a Professor of Education and Director of the Assessment, Evaluation and Student Learning research concentration at the Learning Sciences Institute Australia, Australian Catholic University. Originally a secondary school teacher for English and Mathematics, she has been involved in educational research for nearly 40 years. She is internationally recognised for her work in educational assessment, including concerns about quality education practice, assessment and accountability for diverse students and inclusive education. In addition to educational qualifications, she holds formal legal qualifications.
Susannah Rowland is currently completing a Master of Autism Studies at Griffith University, and aspires to work with families of children after graduation. Her present qualifications include a Bachelor of Education in Early Childhood and a Graduate Diploma of Education in Language and Literacy. Susannah has worked as an early childhood educator and director in Australia and Hong Kong, and as an early years co-ordinator in London. Her teaching experience includes work with children from a range of cultural and linguistic backgrounds, in a variety of educational settings.
Bibliographic Information
Book Title: Empowering Parents of Children with Autism Spectrum Disorder
Book Subtitle: Critical Decision-making for Quality Outcomes
Authors: Amanda Webster, Joy Cumming, Susannah Rowland
DOI: https://doi.org/10.1007/978-981-10-2084-1
Publisher: Springer Singapore
eBook Packages: Education, Education (R0)
Copyright Information: Springer Science+Business Media Singapore 2017
Hardcover ISBN: 978-981-10-2082-7Published: 08 November 2016
Softcover ISBN: 978-981-10-9523-8Published: 30 April 2018
eBook ISBN: 978-981-10-2084-1Published: 26 October 2016
Edition Number: 1
Number of Pages: XII, 254
Number of Illustrations: 14 b/w illustrations, 19 illustrations in colour
Topics: Early Childhood Education, Childhood, Adolescence and Society, Child and School Psychology