00956nam a2200205 a 450099100429233820753620231102091800.0231102s1991 it 001 0 Bibl. Dip.le Aggr. Scienze Economia - Sez. Settore Economico330.9Indagine congiunturale sul secondario in Provincia di Lecce :anno 1989 /[a cura di] Camera di commercio, industria, artigianato e agricoltura Lecce, I.E.S. Istituto per l'economia del Salento-Lecce[S.l. :s.n.],stampa 1991(Lecce :Conte)214 p. ;24 cmEconomiaLecce <provincia>IndustriaLecce <provincia>Indagini statistiche1989Camera di Commercio industriaa artigianato e agricoltura <Lecce>Istituto per l'economia del Salento <Lecce>991004292338207536Indagine congiunturale sul secondario in Provincia di Lecce1091444UNISALENTO04316nam 2200649Ia 450 991078515500332120230725024934.01-282-76724-097866127672410-85700-358-5(CKB)2670000000044774(EBL)581471(OCoLC)665581397(SSID)ssj0000429102(PQKBManifestationID)11305702(PQKBTitleCode)TC0000429102(PQKBWorkID)10430151(PQKB)11451313(MiAaPQ)EBC581471(Au-PeEL)EBL581471(CaPaEBR)ebr10413438(CaONFJC)MIL276724(EXLCZ)99267000000004477420090721d2010 uy 0engur|n|---|||||txtccrSuccessful school change and transition for the child with asperger syndrome[electronic resource] a parents guide /Clare LawrencePhiladelphia Jessica Kingsley Publishers20101 online resource (164 p.)Description based upon print version of record.1-84905-052-X Includes bibliographical references and index.FOREWORD; Introduction; Chapter 1 Planning the Move; 1.1 Identifying the problem; 1.2 Planning ahead - the '2-year plan'; 1.3 Choosing the new school; 1.4 Involving wider autism professionals; 1.5 Preparing your child; Chapter 2 Before Moving On; 2.1 Collecting your data. What has worked up to now?; 2.2 Sharing information about your child; 2.3 Visiting the new school; 2.4 Collecting support materials; 2.5 Identifying a named adult and 'safe haven'; 2.6 Identifying sensory difficulties and 'flagging them up' to the new school; 2.7 Identifying useful technologies2.8 Identifying key skills to be developed (and habits to be broken) and working them into the Education Plan2.9 Encouraging the 'named adult' to visit the current school; 2.10 Working out a 'transition time-line' with clear identification of responsibilities for all involved; 2.11 Dealing with rumours; 2.12 Adapting current strategies that work for supporting transition; 2.13 Utilizing existing AS community of the school; 2.14 Familiarizing your child with the school, and with the concept of the school; Chapter 3 The Holidays3.1 Looking at strategies to minimize distress at leaving the old school3.2 Providing preparation and support during the holiday period; 3.3 Addressing practical issues; 3.4 Taking on a project; 3.5 Identifying and practising the different social 'rules' and expectations of the new school; Chapter 4 The First Days; 4.1 Considering a flexi-start; 4.2 Using support; 4.3 Checking his needs have been understood; 4.4 Providing practical and organizational support; 4.5 Monitoring and supporting homework; 4.6 Helping with management of workload; 4.7 Facilitating communication4.8 Ensuring that the 'simple' supports are in place (and remain so)4.9 Accessing transition support from 'Asperger community' of school; 4.10 Evaluating the first days; Chapter 5 Into the Future; Appendix: Transition Check-list; FURTHER READINGThis book provides parents of children with AS with advice on preparing their child to move to a new school, and make the transition as smooth as possible. Strategies covered include working out a transition time-line, identifying a named adult and 'safe haven' at the school, and effective communication between parents, teachers and support staff.Autistic childrenEducationEducationParent participationAsperger's syndrome in childrenStudents, Transfer ofUnited StatesPsychological aspectsAutistic childrenEducation.EducationParent participation.Asperger's syndrome in children.Students, Transfer ofPsychological aspects.371.94Lawrence Clare1507342MiAaPQMiAaPQMiAaPQBOOK9910785155003321Successful school change and transition for the child with asperger syndrome3769710UNINA