LEADER 05049nam 2200637Ia 450 001 9910453653703321 005 20200520144314.0 010 $a1-283-90486-1 010 $a1-4356-8608-X 010 $a1-84642-834-3 035 $a(CKB)1000000000553124 035 $a(EBL)366699 035 $a(OCoLC)437234335 035 $a(SSID)ssj0000174191 035 $a(PQKBManifestationID)11182324 035 $a(PQKBTitleCode)TC0000174191 035 $a(PQKBWorkID)10175903 035 $a(PQKB)10171167 035 $a(MiAaPQ)EBC366699 035 $a(Au-PeEL)EBL366699 035 $a(CaPaEBR)ebr10251480 035 $a(CaONFJC)MIL421736 035 $a(EXLCZ)991000000000553124 100 $a20080317d2008 uy 0 101 0 $aeng 135 $aurcn||||||||| 181 $ctxt 182 $cc 183 $acr 200 10$aHow to make school make sense$b[electronic resource] $ea parents' guide to helping the child with Asperger syndrome /$fClare Lawrence 210 $aLondon ;$aPhiladelphia $cJessica Kingsley Publishers$d2008 215 $a1 online resource (130 p.) 300 $aDescription based upon print version of record. 311 $a1-84310-664-7 327 $aFRONT COVER; How to Make School Make Sense: A Parents' Guide to Helping the Child with Asperger Syndrome; Contents; Foreword; Preface; Chapter 1 Where Do We Start? What You Can Doby Yourself as Parent(s); 1.1 Get involved; 1.2 Provide organization help for your child; 1.3 Make the school aware of your child's home-based strengths; 1.4 Make the teacher aware of what motivates your child; 1.5 Form a group with other parents of pupils with AS -within school or in your area; 1.6 Involve specialists; 1.7 Share responsibility for your child's learning; 1.8 Be involved fully in reviews 327 $a1.9 Share home or school information 1.10 Find out about visits (both to school and out of school); 1.11 Discuss the issue of homework; 1.12 Provide continuity during holiday times; 1.13 Invite members of staff home, especially the class teacher; 1.14 Be aware of the school's anti-bullying policies,and be prepared to become involved quickly if issues arise; Chapter 2 Looking for Help Within the Classroom; 2.1 Talk to the teacher about classroom look and layout; 2.2 Provide specifics that already work; 2.3 Be imaginative about TA support; 2.4 Provide or suggest a whole range of visual cues and clues 327 $a2.5 Ask that break-time rules be made explicit 2.6 Agree on rules of etiquette to avoid 'rudeness'; 2.7 Request differentiation to avoid problems; 2.8 Reproduce work to be done in a more accessible format; 2.9 Provide a laptop; 2.10 Discuss provision of a workstation; 2.11 Build a quiet area in class; 2.12 Work with the teacher on the use of language; 2.13 Ask that the learning goals of each session be made explicit, preferably in visual form; 2.14 Encourage peer support; 2.15 Value the work done by the class teacher and the TA; Chapter 3 Whole-school Solution; 3.1 Request explicit rules 327 $a3.2 Create a quiet space 3.3 Create break-time zones; 3.4 Draw together shared expertise and work on transitions; 3.5 Request a pupil 'incident log'; 3.6 Bells!; 3.7 Create occupational therapy sessions before ordering school; 3.8 Look at identification or directions around school; 3.9 Request social skills groups; 3.10 Have a whole-staff philosophy (including non-teaching staff); 3.11 Look at representation of pupils with AS; 3.12 Ask the school to provide a forum to put parents in touch with one another; 3.13 Educate or inform peers and peers' parents; 3.14 Consider siblings 327 $a3.15 Review sex education policy 3.16 Consider teacher personality; 3.17 Facilitate school-wide communication; Chapter 4 Quick Reference: What to Do when Things go Wrong; 4.1 Provide 'space'; 4.2 Do not punish the behaviour; 4.3 Treat the cause, not the effect, and provide an alternative response; 4.4 Don't reinforce the wrong behaviour; 4.5 Be your child's 'AS interpreter'; 4.6 Locate the trigger; 4.7 Check level of understanding; 4.8 Check that you are clear about what you want; 4.9 Consider giving up...; INDEX 330 $aEvery child's education relies on a partnership between parents, professionals and, of course, the child. This book gives parents of children with Asperger syndrome (AS) practical advice on how to make the most of this important partnership and work with schools to ensure their child's needs are being met. 606 $aAutistic children$xEducation 606 $aEducation$xParent participation 606 $aAsperger's syndrome in children 608 $aElectronic books. 615 0$aAutistic children$xEducation. 615 0$aEducation$xParent participation. 615 0$aAsperger's syndrome in children. 676 $a371.94 700 $aLawrence$b Clare$0890197 801 0$bMiAaPQ 801 1$bMiAaPQ 801 2$bMiAaPQ 906 $aBOOK 912 $a9910453653703321 996 $aHow to make school make sense$92050044 997 $aUNINA