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Supporting social inclusion for students with autism spectrum disorders : insights from research and practice

Supporting social inclusion for students with autism spectrum disorders : insights from research and practice

Material type
단행본
Personal Author
Little, Catherine A.
Title Statement
Supporting social inclusion for students with autism spectrum disorders : insights from research and practice / edited by Cathy Little.
Publication, Distribution, etc
London ;   New York :   Routledge,   2017.  
Physical Medium
xvi, 184 p. : ill. ; 24 cm.
ISBN
9781138189966 (hbk) 9781138189973 (pbk) 9781315641348 (ebk)
Bibliography, Etc. Note
Includes bibliographical references and index.
Subject Added Entry-Topical Term
Autistic children --Education --Social aspects. Inclusive education --Social aspects.
000 00000cam u2200205 a 4500
001 000045968571
005 20190122160531
008 190121s2017 enka b 001 0 eng d
010 ▼a 2016040123
020 ▼a 9781138189966 (hbk)
020 ▼a 9781138189973 (pbk)
020 ▼a 9781315641348 (ebk)
035 ▼a (KERIS)REF000018240709
040 ▼a DLC ▼b eng ▼c DLC ▼e rda ▼d DLC ▼d 211009
050 0 0 ▼a LC4717.5 ▼b .S86 2017
082 0 0 ▼a 371.94 ▼2 23
084 ▼a 371.94 ▼2 DDCK
090 ▼a 371.94 ▼b S959
245 0 0 ▼a Supporting social inclusion for students with autism spectrum disorders : ▼b insights from research and practice / ▼c edited by Cathy Little.
260 ▼a London ; ▼a New York : ▼b Routledge, ▼c 2017.
300 ▼a xvi, 184 p. : ▼b ill. ; ▼c 24 cm.
504 ▼a Includes bibliographical references and index.
650 0 ▼a Autistic children ▼x Education ▼x Social aspects.
650 0 ▼a Inclusive education ▼x Social aspects.
700 1 ▼a Little, Catherine A.
945 ▼a KLPA

Holdings Information

No. Location Call Number Accession No. Availability Due Date Make a Reservation Service
No. 1 Location Main Library/Western Books/ Call Number 371.94 S959 Accession No. 111803006 Availability Available Due Date Make a Reservation Service B M

Contents information

Table of Contents

Cover -- Half Title -- Title Page -- Copyright Page -- Contents -- List of figures -- List of tables -- List of contributors -- Acknowledgements -- Introduction -- References -- Part I: An introduction to social inclusion for students with Autism Spectrum Disorder -- Chapter 1: Social inclusion and Autism Spectrum Disorder -- Autism Spectrum Disorder -- Inclusion in education -- Social inclusion -- Enactment of social inclusion in the school context -- Student as influencer -- Social skills -- References -- Chapter 2: Social inclusion for students with Autism Spectrum Disorder -- Social impairments in students with ASD -- Importance of social interventions for students with ASD -- Evidence-based interventions -- Future directions -- Summary -- References -- Chapter 3: Bullying and social vulnerability of students with Autism Spectrum Disorder -- ASD and bullying, depression, and aggression -- Bullying through the lifespan -- Depression and aggression -- Helpful and harmful responses -- Prevention program: A case study -- Social inclusion of participants -- Success stories -- Future needs -- References -- Chapter 4: Identity formation in individuals with Asperger Syndrome -- Asperger Syndrome -- What is identity? -- Methodology -- Self-Identity -- Social identity -- Future directions -- Conclusion -- References -- Part II: Social inclusion across the educational environment -- Chapter 5: Social inclusion in the early years -- Current and relevant social inclusion research -- Implementing high-quality social inclusion -- Effective models for social inclusion -- Conclusion and future directions -- References -- Chapter 6: Social inclusion in the primary school years -- Introduction -- Friendships -- Understanding social exclusion -- Outcomes associated with social exclusion -- Bullying -- Interventions -- Conclusion -- References -- Chapter 7: The transition from primary to secondary school for students with Autism Spectrum Conditions -- Introduction -- Review of the literature -- Satisfaction with school and social inclusion among young people with ASD at transition -- The study -- Satisfaction with school across the transition -- The experience of transition from students, parent and teacher perspectives -- Recommendations and future directions -- Summary -- Acknowledgements -- Notes -- References -- Chapter 8: Post-school social inclusion for adults with Autism in Australia -- Social capital: Quality of life and social inclusion for adults with ASD -- Quality of life -- Social inclusion -- Past and present efforts to improve social inclusion for adults with ASD -- Social inclusion: Community participation and interpersonal relationships -- References -- Part III: Key stakeholders in the support of social inclusion -- Chapter 9: The role of school communities in facilitating social inclusion -- Bioecological systems theory -- Teacher attitudes -- The study -- Conclusion -- References -- Chapter 10: Using typically developing peers as support for social inclusion of children and adolescents with Autism in school settings -- Peer models -- Peer-mediated approaches -- Peer-mediated intervention outcomes -- Selection of peer models -- Impact of being a peer model -- Peer burden and burnout -- School supports -- Future directions -- References -- Chapter 11: The role of families in supporting social inclusion -- Introduction -- Social inclusion: The role of the family -- Future directions -- Summary -- References -- Chapter 12: Influence of culture on social inclusion of children with Autism -- Religious and local cultural views of Autism -- Language issues concerning Autism -- Cultural perceptions of social skills of children with Autism -- Conclusion -- References -- Chapter 13: Social inclusion: A personal reflection -- Introduction -- Inclusion from the beginning -- Preschool -- The terror and wonder of elementary school and insights for improving social inclusion -- Nine domains of accommodation -- The Musashino Higashi Gakuen: An interesting inclusion model from Japan -- Conclusion -- References -- Index -- .

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