LEADER 00793nam0-22002771i-450- 001 990008015300403321 005 20050301144009.0 010 $a0-471-09525-7 035 $a000801530 035 $aFED01000801530 035 $a(Aleph)000801530FED01 035 $a000801530 100 $a20050301d2004----km-y0itay50------ba 101 0 $aeng 105 $ay-------001yy 200 1 $aChemical Concepts in Pollutant Behavior$fIan J. Tinsley 210 $aHoboken$cWiley Interscience$dc2004 215 $aVIII, 402 p.$cill.$d24 cm 700 1$aTinsley,$bIan J.$0289882 801 0$aIT$bUNINA$gRICA$2UNIMARC 901 $aBK 912 $a990008015300403321 952 $a04 090-491$bDIC 4243$fDINCH 959 $aDINCH 996 $aChemical Concepts in Pollutant Behavior$9750485 997 $aUNINA LEADER 05154nam 2200697Ia 450 001 9910970417103321 005 20200520144314.0 010 $a9781283904865 010 $a1283904861 010 $a9781435686083 010 $a143568608X 010 $a9781846428340 010 $a1846428343 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(Perlego)951902 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 $ea parents' guide to helping the child with Asperger syndrome /$fClare Lawrence 205 $a1st ed. 210 $aLondon ;$aPhiladelphia $cJessica Kingsley Publishers$d2008 215 $a1 online resource (130 p.) 300 $aDescription based upon print version of record. 311 08$a9781843106647 311 08$a1843106647 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 $aAsperger's syndrome in children 615 0$aAutistic children$xEducation. 615 0$aEducation$xParent participation. 615 0$aAsperger's syndrome in children. 676 $a371.94 700 $aLawrence$b Clare$01803779 801 0$bMiAaPQ 801 1$bMiAaPQ 801 2$bMiAaPQ 906 $aBOOK 912 $a9910970417103321 996 $aHow to make school make sense$94351469 997 $aUNINA