1st Edition

Developing Excellence in Autism Practice
Making a Difference in Education





ISBN 9780367226732
Published June 1, 2020 by Routledge
232 Pages 5 B/W Illustrations

USD $37.95

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Book Description

This ground-breaking book gives an accessible overview and synthesis of current knowledge of relevance to the development of excellence in autism education. By situating understandings of autism within a ‘bio-psycho-social-insider’ framework, the book offers fresh insights and new ways of thinking that bring together global pedagogic practice, research, policy, and the insider perspective.

Guldberg critiques current notions of Evidence-Based Practice and suggests ways of bridging the research-practice gap. She explores the interrelationship between inclusive principles, distinctive group learning needs and the individual needs of the child or young person. Eight principles of good autism practice provide a helpful framework for how education settings and practitioners can adapt classroom environments and teaching so that autistic children and young people can thrive.

Written for anyone who wants to make a difference to the lives of autistic pupils, Developing Excellence in Autism Practice provides practitioners and students on education courses with tools for best practices, and shows how to draw on these to implement true positive change in the classroom.

Table of Contents

Acknowledgements

PART 1 Current evidence and knowledge from different domains in autism studies: implications for education

Preface

Chapter 1 Introduction

Overview

Key question

Introduction

The key questions this book addresses

Summary

Recommended reading

Chapter 2 The bio-psycho-social-insider model

Overview

Key questions

Introduction

Models of disability

The bio-psycho-social model

Summary

Recommended reading

Chapter 3: Contributions from biology and the medical domain

Overview

Key questions

Introduction

Diagnostic criteria

The diagnostic process

Broader health issues in autism

Inter-professionalism

The strengths and positive aspects of autism

Summary

Recommended reading

Chapter 4 Contributions from psychology

Overview

Key questions

Introduction

Developmental psychology and psychosocial interventions

Psychosocial interventions

Behavioural psychology

Psychosocial interventions and practical approaches

Core components of effective interventions

Summary

Recommended reading

Chapter 5 Learning from autistic perspectives

Overview

Key question

Introduction

The neurodiversity movement

Criticism of the neurodiversity movement

Implications for education

Summary

Recommended reading

Chapter 6 Contributions from the social sciences

Overview

Key question

Introduction

The macro system

The microsystem: the family, peers and school experiences

Summary

Recommended reading

Chapter 7 Evidence-Informed Practice

Overview

Key questions

Introduction

The evidence base from research studies

The research-practice gap

Bridging the gap

From evidence based to evidence informed practice

The need for new methodologies

Summary

Recommended reading

PART 2 Inclusive practice and distinctive pedagogies for autistic pupils

Chapter 8 Inclusion and inclusive pedagogy

Overview

Key questions

Inclusive education: more than a locational issue

What does inclusion mean in practice?

Pedagogy

Dimensions of pedagogy

Summary

Recommended reading

Chapter 9 Inclusive pedagogy for autistic children and young people

Overview

Key questions

Introduction

Teaching as interconnection between curriculum (what), pedagogy (how) and rationale (why

Current guidelines in autism education

The distinctive group differences of autistic children

Implications for the curriculum

Methods

Summary

Recommended reading

Chapter 10 Eight principles of good autism practice in education

Overview

Key questions

Introduction

Principle One: Understanding the strengths, interests and challenges of the autistic child and young person

Principle Two: Enabling the voice of the autistic child and young person to contribute to and influence decisions

Principle Three: Collaboration with parents and caregivers of autistic children and young people

Principle Four: Workforce development to support children and young people on the autism spectrum

Principle Five: Leadership and Management that promotes and embeds good autism practice

Principle Six: An ethos and environment that fosters social inclusion for children and young people on the autism spectrum

Principle Seven: Targeted support and measuring progress of children and young people on the autism spectrum

Principle Eight: Adapting the curriculum, teaching and learning to promote wellbeing and success for children and young people on the autism spectrum

Summary

Recommended reading

Chapter 11 Professional development

Overview

Key question

Introduction

The Autism Education Trust programme

Pedagogy

Bringing different elements of the community together

Outcomes

International implications: case studies from Greece and Italy

Summary

Recommended reading

Chapter 12 The scholarly practitioner

Overview

Key question

Introduction

Community engaged scholarship and research

The scholar practitioner

What skills do scholar practitioner need?

Towards communities of practice

How can we move forward?

References

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Author(s)

Biography

Karen Guldberg is Professor of Autism Studies and Director of the Autism Centre for Education and Research (ACER) at the School of Education, University of Birmingham, UK.

Reviews

Developing Excellence in Autism Practice is essential reading for anyone who is interested in supporting educational best practice and outcomes for children and young people on the autism spectrum. Guldberg skilfully straddles a range of perspectives and offers a powerful and balanced critique on much current thinking about research and practice. The book is written and structured in a clear and accessible way by posing, and addressing, key questions for research and practice throughout. This powerful and practical guide will rapidly become a ‘go to’ book for the field. - Sarah Parsons, Professor of Autism and Inclusion, University of Southampton, UK

"Karen Guldberg skilfully weaves together contemporary knowledge about autism and insights from autistic people into a comprehensive framework for good autism education practice. Her extensive knowledge of the field is presented in an accessible and informative way. This perceptive book will be an essential guide for education practitioners seeking to develop collaborative, respectful and child focused inclusive practice for autistic children and young people." - Caroline Bond, Professor of Educational Psychology, University of Manchester, UK