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How to make school make sense [[electronic resource] ] : a parents' guide to helping the child with Asperger syndrome / / Clare Lawrence
| How to make school make sense [[electronic resource] ] : a parents' guide to helping the child with Asperger syndrome / / Clare Lawrence |
| Autore | Lawrence Clare |
| Pubbl/distr/stampa | London ; ; Philadelphia, : Jessica Kingsley Publishers, 2008 |
| Descrizione fisica | 1 online resource (130 p.) |
| Disciplina | 371.94 |
| Soggetto topico |
Autistic children - Education
Education - Parent participation Asperger's syndrome in children |
| Soggetto genere / forma | Electronic books. |
| ISBN |
1-283-90486-1
1-4356-8608-X 1-84642-834-3 |
| Formato | Materiale a stampa  |
| Livello bibliografico | Monografia |
| Lingua di pubblicazione | eng |
| Nota di contenuto |
FRONT 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
1.9 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 2.5 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 3.2 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 3.15 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 |
| Record Nr. | UNINA-9910453653703321 |
Lawrence Clare
|
||
| London ; ; Philadelphia, : Jessica Kingsley Publishers, 2008 | ||
| Materiale a stampa | ||
| Lo trovi qui: Univ. Federico II | ||
| ||
How to make school make sense [[electronic resource] ] : a parents' guide to helping the child with Asperger syndrome / / Clare Lawrence
| How to make school make sense [[electronic resource] ] : a parents' guide to helping the child with Asperger syndrome / / Clare Lawrence |
| Autore | Lawrence Clare |
| Pubbl/distr/stampa | London ; ; Philadelphia, : Jessica Kingsley Publishers, 2008 |
| Descrizione fisica | 1 online resource (130 p.) |
| Disciplina | 371.94 |
| Soggetto topico |
Autistic children - Education
Education - Parent participation Asperger's syndrome in children |
| ISBN |
1-283-90486-1
1-4356-8608-X 1-84642-834-3 |
| Formato | Materiale a stampa |
| Livello bibliografico | Monografia |
| Lingua di pubblicazione | eng |
| Nota di contenuto |
FRONT 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
1.9 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 2.5 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 3.2 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 3.15 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 |
| Record Nr. | UNINA-9910782318103321 |
|
Lawrence Clare
|
||
| London ; ; Philadelphia, : Jessica Kingsley Publishers, 2008 | ||
| Materiale a stampa | ||
| Lo trovi qui: Univ. Federico II | ||
| ||
How to make school make sense : a parents' guide to helping the child with Asperger syndrome / / Clare Lawrence
| How to make school make sense : a parents' guide to helping the child with Asperger syndrome / / Clare Lawrence |
| Autore | Lawrence Clare |
| Edizione | [1st ed.] |
| Pubbl/distr/stampa | London ; ; Philadelphia, : Jessica Kingsley Publishers, 2008 |
| Descrizione fisica | 1 online resource (130 p.) |
| Disciplina | 371.94 |
| Soggetto topico |
Autistic children - Education
Education - Parent participation Asperger's syndrome in children |
| ISBN |
9781283904865
1283904861 9781435686083 143568608X 9781846428340 1846428343 |
| Formato | Materiale a stampa |
| Livello bibliografico | Monografia |
| Lingua di pubblicazione | eng |
| Nota di contenuto |
FRONT 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
1.9 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 2.5 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 3.2 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 3.15 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 |
| Record Nr. | UNINA-9910970417103321 |
|
Lawrence Clare
|
||
| London ; ; Philadelphia, : Jessica Kingsley Publishers, 2008 | ||
| Materiale a stampa | ||
| Lo trovi qui: Univ. Federico II | ||
| ||
Successful school change and transition for the child with asperger syndrome [[electronic resource] ] : a parents guide / / Clare Lawrence
| Successful school change and transition for the child with asperger syndrome [[electronic resource] ] : a parents guide / / Clare Lawrence |
| Autore | Lawrence Clare |
| Pubbl/distr/stampa | Philadelphia, : Jessica Kingsley Publishers, 2010 |
| Descrizione fisica | 1 online resource (164 p.) |
| Disciplina | 371.94 |
| Soggetto topico |
Autistic children - Education
Education - Parent participation Asperger's syndrome in children Students, Transfer of - United States - Psychological aspects |
| Soggetto genere / forma | Electronic books. |
| ISBN |
1-282-76724-0
9786612767241 0-85700-358-5 |
| Formato | Materiale a stampa |
| Livello bibliografico | Monografia |
| Lingua di pubblicazione | eng |
| Nota di contenuto |
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 technologies
2.8 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 3.1 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 4.8 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 |
| Record Nr. | UNINA-9910459244703321 |
|
Lawrence Clare
|
||
| Philadelphia, : Jessica Kingsley Publishers, 2010 | ||
| Materiale a stampa | ||
| Lo trovi qui: Univ. Federico II | ||
| ||
Successful school change and transition for the child with asperger syndrome [[electronic resource] ] : a parents guide / / Clare Lawrence
| Successful school change and transition for the child with asperger syndrome [[electronic resource] ] : a parents guide / / Clare Lawrence |
| Autore | Lawrence Clare |
| Pubbl/distr/stampa | Philadelphia, : Jessica Kingsley Publishers, 2010 |
| Descrizione fisica | 1 online resource (164 p.) |
| Disciplina | 371.94 |
| Soggetto topico |
Autistic children - Education
Education - Parent participation Asperger's syndrome in children Students, Transfer of - United States - Psychological aspects |
| ISBN |
1-282-76724-0
9786612767241 0-85700-358-5 |
| Formato | Materiale a stampa |
| Livello bibliografico | Monografia |
| Lingua di pubblicazione | eng |
| Nota di contenuto |
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 technologies
2.8 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 3.1 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 4.8 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 |
| Record Nr. | UNINA-9910785155003321 |
|
Lawrence Clare
|
||
| Philadelphia, : Jessica Kingsley Publishers, 2010 | ||
| Materiale a stampa | ||
| Lo trovi qui: Univ. Federico II | ||
| ||