LEADER 04316nam 2200649Ia 450 001 9910785155003321 005 20230725024934.0 010 $a1-282-76724-0 010 $a9786612767241 010 $a0-85700-358-5 035 $a(CKB)2670000000044774 035 $a(EBL)581471 035 $a(OCoLC)665581397 035 $a(SSID)ssj0000429102 035 $a(PQKBManifestationID)11305702 035 $a(PQKBTitleCode)TC0000429102 035 $a(PQKBWorkID)10430151 035 $a(PQKB)11451313 035 $a(MiAaPQ)EBC581471 035 $a(Au-PeEL)EBL581471 035 $a(CaPaEBR)ebr10413438 035 $a(CaONFJC)MIL276724 035 $a(EXLCZ)992670000000044774 100 $a20090721d2010 uy 0 101 0 $aeng 135 $aur|n|---||||| 181 $ctxt 182 $cc 183 $acr 200 10$aSuccessful school change and transition for the child with asperger syndrome$b[electronic resource] $ea parents guide /$fClare Lawrence 210 $aPhiladelphia $cJessica Kingsley Publishers$d2010 215 $a1 online resource (164 p.) 300 $aDescription based upon print version of record. 311 $a1-84905-052-X 320 $aIncludes bibliographical references and index. 327 $aFOREWORD; 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 technologies 327 $a2.8 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 Holidays 327 $a3.1 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 communication 327 $a4.8 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 READING 330 $aThis 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. 606 $aAutistic children$xEducation 606 $aEducation$xParent participation 606 $aAsperger's syndrome in children 606 $aStudents, Transfer of$zUnited States$xPsychological aspects 615 0$aAutistic children$xEducation. 615 0$aEducation$xParent participation. 615 0$aAsperger's syndrome in children. 615 0$aStudents, Transfer of$xPsychological aspects. 676 $a371.94 700 $aLawrence$b Clare$01507342 801 0$bMiAaPQ 801 1$bMiAaPQ 801 2$bMiAaPQ 906 $aBOOK 912 $a9910785155003321 996 $aSuccessful school change and transition for the child with asperger syndrome$93769710 997 $aUNINA