The SAGE Handbook of Autism and Education

Jacqueline M. Roberts is the inaugural chair of Autism in the Autism Centre of Excellence (ACE) at Griffith University. Her background in autism stretches back over 30 years. She worked in service provision for children with autism as a teacher, speech pathologist, school principal, and senior manager. Prior to her appointment at Griffith, she worked as a consultant and held several part-time research appointments at different universities teaching autism studies and leading/managing research projects and professional development. Jacqueline is a director of the Australian Advisory Board on Autism providing input to the board on a national autism research agenda. She received the Asia Pacific Autism Conference (APAC) award for outstanding service to the autism community. In her current position as the director of the ACE, she is responsible for developing a research agenda focusing on enhancing outcomes for individuals with autism. The ACE also offers multidisciplinary postgraduate study and engages in consultancy with industry and government. In 2018, second edition of Understanding Autism. The Essential Guide for Parents was published, co-authored with professor Katrina Williams. In 2019, she edited The Sage Autism and Education Handbook with Professor Rita Jordan and Dr. Kara Hume.

The SAGE Handbook of Autism and Education is a comprehensive guide that provides a wealth of information on topics from fostering collaboration to addressing the needs of students on the spectrum with co-occurring mental health issues. This guide edited by Rita Jordan, Jacqueline M. Roberts, and Kara Hume includes well-known and highly respected authors representing various disciplines.  The handbook will be a valuable resource for both practitioners and families.  The editors are to be commended for their work in bringing all this information together.  This is an important and relevant book for anyone interested in supporting students on the spectrum.

• Editors’ Introduction - Rita JordanPart I: Learning Needs and Educational ResponsesChapter 1: Difference versus Disability: Implications of Characterisation of Autism for Education & Support - Damian MiltonChapter 2: Particular Learning Needs of Individuals on the Autism Spectrum - Rita JordanChapter 3: The History of Autism Education - Adam FeinsteinChapter 4: Educational Structures: an International Perspective - Rita JordanChapter 5: Systems and Politics of Provision - Suzanne Carrington and Beth SaggersChapter 6: Professional Development for those Working in Education with Students on the Autism Spectrum - Glenys JonesChapter 7a: Analysis of What Makes a Successful Professional in Autism - Hilde De ClercqChapter 7b: What Makes a Good Professional in Autism? A Parent’s Perspective - Maureen BennieChapter 7c: What Makes a Successful Professional in Autism? School Education – A Lived Experience - Jeanette PurkisPart II: Early Intervention, Education in Core Domains and Family SupportChapter 8: Early Intervention - Jacqueline Roberts and Kate SimpsonChapter 9: Approaches to Early Intervention for Children with Autism and Their Families - Laura J. Hall and Samuel L. OdomChapter 10: Building on Early Foundations into School: Fostering Socialization in Meaningful Socio-Cultural Contexts - Lakshmi Balasubramanian, Alexander Mario Blum and Pamela WolfbergChapter 11: Building on Early Foundations into School: Communication and Language - Greg PascoChapter 12: Thinking and Learning - Heather MacKenzieChapter 13: Focus on Families - Michaela DuBay, Sallie Nowell, Linda R. WatsonChapter 14: Transitions in the Early Years - Connie WongPart III: School-Based and Academic Education: Access & SupportChapter 15: Curriculum Balance: Access to Academic Learning and the Therapeutic Curriculum - Whitney Griffin, Kara Hume, and Ann M. SamChapter 16: Learning Supports for Students on the Autism Spectrum - Ann M. Sam and Kara HumeChapter 17: Individuals with Autism Spectrum Disorder and Skills for Living - Nancy BagatellChapter 18: Fostering Peer Relationships and Shared Learning for Students with Autism Spectrum Disorders - Heartley B. Huber and Erik W. CarterChapter 19: Developing an Adaptive Behavior Curriculum across the Age and Ability Range - Michelle Lee, Kathryn Schweers & Rachel LoftinChapter 20: Language & Literacy - Christi Carnahan and Pamela WilliamsonChapter 21: Accessing a Broad and Relevant Curriculum - Emily C. Bouck & Jordan ShurrChapter 22a: A Curriculum to Support Students with Autism and Special Talents and Abilities - Trevor ClarkChapter 22b: A Curriculum for the Dual Disability of Autism & Severe Intellectual Disability - Prithvi PerepaPart IV: Collaborative Working in EducationChapter 23: Autism, Health and Education: Models and Systems for Working Together - Tamara May, Charmaine Bernie, Suzy Marty, Rebecca Sutherland, Jacqueline Roberts and Katrina WilliamsChapter 24: Autism Health and Education: Professional Roles and Challenges - Charmaine Bernie, Rebecca Sutherland, Katrina Williams, Suzy Marty, Tamara May and Jacqueline Roberts Chapter 25: Fostering Collaborative Family-School Relationships to Support Students on the Autism Spectrum - Rozanna LilleyChapter 26: Building Capacity in Education Systems - Jacqueline RobertsChapter 27: Educator Involvement in Research & Evaluation - Jessica Suhrheinrich, Sasha Zeedyk, Sarah Vejnoska and Aubyn StahmerChapter 28a: Evidence-Based Practices with Apps Directed at Core Autism - Gerardo Herrera and Patricia Pérez-FusterChapter 28b: Information and Communication Technologies as Educational Supports - Susan Hedges and Sue Fletcher-WatsonPart V: Education for Life and Barriers to EducationChapter 29: Supporting Students in Postsecondary Education - Elizabeth Evans Getzel, Seb M. Prohn and Staci CarrChapter 30: Anxiety and Mental Health – Implications for Education - Tony AttwoodChapter 31: Behavioural Issues and Supports - Andrew A. McDonnell, Michael McCreadie and Paul DickinsonChapter 32: Bullying Issues for Students on the Autism Spectrum and their Families - Verity Bottroff, Barbara Spears & Phillip SleeChapter 33: Overcoming Barriers to Educational Opportunities Post School - Andrea McLeodChapter 34a: Autism and Comorbidities: Autism Plus. Implications for Diagnosis, Prognosis and Interventions - Christopher GillbergChapter 34b: Practical Effects of Co-morbidities and the Concept of Neurodiversity - Rita JordanChapter 35a: Sexual Development and Gender Identity in Autism - Wenn LawsonChapter 35b: Cultural Issues in Education for those with Autism - Jorge Benavides-Rawson and Roy Richard GrinkerChapter 36: Supportive Environments for Best Autism Practice - Jim TaylorPart VI: Data Collection in Education and Measurement of ProgressChapter 37: Setting and Evaluating Goals in Education - Kobe Vanroy and Peter VermeulenChapter 38a: Feedback from Family Members on Outcomes and Experiences of Education for Individuals on the Autism Spectrum - Maureen BennieChapter 38b: Measuring Success from School Stakeholders’ Perspectives - Jordan McNeil and Elizabeth O’TooleChapter 38c: Feedback from Individuals on the Autism Spectrum about the Experience & Outcome of Education - Emma GoodallChapter 39: Measuring Quality in Educational Programs for Students with Autism Spectrum Disorder - Suzanne Kucharczyk and Peggy Schaefer WhitbyChapter 40: Data Collection in Education and Measurement of Progress - Lisa Ruble, Wing Hang Wong, & John McGrewChapter 41: Research in Autism Education: Current Issues and Future Directions - Brian A. Boyd, Jessica R. Dykstra Steinbrenner, Stephanie S. Reszka and Abigail CarrollChapter 42a: Tiers of Education: the Power of Collaborative Partnership in the Creation and Delivery of Professional Development for Autism Practitioners - Karen GuldbergChapter 42b: Crystal Gazing - Rita Jordan