Sheila Wagner, MEd is a certified special educator who has been in the field of autism spectrum disorder (ASD) for over thirty-five years and retired from the positions of assistant director of the Emory Autism Center at Emory University and director of the Monarch School-Age Program. She is the author of Inclusive Programming for Elementary Students with Autism, Inclusive Programming for Middle School Students with Autism, Inclusive Programming for High School Students with Autism, Understanding Asperger's Syndrome-Fast Facts: A Guide for Teachers and Educators to Address the Needs of the Student, and Special People Special Ways. Ms. Wagner has published widely in this field, including two books (for elementary and high school students with ASD), which both won the Autism Society of America's Outstanding Literary Work of the Year (2001 & 2010). Sheila resides in Georgia.

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• Introduction: A brief note to parentsA brief note to teachersA word about TerminologyEpidemiology of autismASD & Risk FactorsCo-MorbidityDefining the Autism Spectrum DisorderImpaired communicationImpaired social relatednessPresence of repetitive behaviors or ritualsOther behaviors of noteInclusive Programming for the Student with AutismWhat's the reason behind it? Philosophical ReasoningBenefits to the students with autismBenefits to the typical studentsBenefits of peer tutoring/social skills programmingDefining the Inclusion ProcessModel for InclusionInclusion philosophyAdministrative supportTeacher trainingInclusion coordinatorCollaboration of general and special educationClassroom supportsIEP DrivenGeneral education ownershipCollaboration between home and schoolAssessing the Individual studentStep one: Determine the strengths and challengesStep two: Observe the general education classroom the child will attendStep three: Review IEP goals and objectivesStep four: Tackling existing behavioral challengesStep five: Determine which social skills will be targeted in the classroomStep six: Conduct reinforcer surveysStep seven: Set weekly or biweekly meetings with all people involvedStep eight: ConclusionAssessing the School, Teachers and ClassroomStep one: Assess the schoolStep two: Special education teacher assessmentStep three: General education teacher assessmentStep four: Support personnel assessmentStep five: Classroom assessmentStep six: Parent assessmentA word about higher-order autismA principal's roleStaff rolesChain of commandTeacher selectionSubstitutesWorking with parentsPersonal PhilosophySuspension from schoolHow do we Impact Social SkillsSocial Skills for the student with autismTraining typical peers for social interventionClassroom social skills programmingThe Marble JarThe Friends ClubThe Classroom Manager RoleThe Lunch BunchSocial games for elementary studentsHow do we impact behaviors? Motivation and students with autismThe Rocketship ProgramThe Snake Race The Puzzle PieceSelf-regulated calm down timeAddressing self-stim behaviorsDesensitization programs for students with autismThe IEP ProcessHow do we teach these students? Paraprofessional support for students with autism in inclusive settingsAcademic modifications for InclusionTaking Data in InclusionCollaboration between home and schoolTransition planning for middle schoolA parent's perspectiveContributionsA final wordReferencesAppendixAuthor's Biography

Sheila Wagner, MEd is a certified special educator who has been in the field of autism spectrum disorder (ASD) for over thirty-five years and retired from the positions of assistant director of the Emory Autism Center at Emory University and director of the Monarch School-Age Program. She is the author of Inclusive Programming for Elementary Students with Autism, Inclusive Programming for Middle School Students with Autism, Inclusive Programming for High School Students with Autism, Understanding Asperger's Syndrome-Fast Facts: A Guide for Teachers and Educators to Address the Needs of the Student, and Special People Special Ways. Ms. Wagner has published widely in this field, including two books (for elementary and high school students with ASD), which both won the Autism Society of America's Outstanding Literary Work of the Year (2001 & 2010). Sheila resides in Georgia.

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• Introduction: A brief note to parentsA brief note to teachersA word about TerminologyEpidemiology of autismASD & Risk FactorsCo-MorbidityDefining the Autism Spectrum DisorderImpaired communicationImpaired social relatednessPresence of repetitive behaviors or ritualsOther behaviors of noteInclusive Programming for the Student with AutismWhat's the reason behind it? Philosophical ReasoningBenefits to the students with autismBenefits to the typical studentsBenefits of peer tutoring/social skills programmingDefining the Inclusion ProcessModel for InclusionInclusion philosophyAdministrative supportTeacher trainingInclusion coordinatorCollaboration of general and special educationClassroom supportsIEP DrivenGeneral education ownershipCollaboration between home and schoolAssessing the Individual studentStep one: Determine the strengths and challengesStep two: Observe the general education classroom the child will attendStep three: Review IEP goals and objectivesStep four: Tackling existing behavioral challengesStep five: Determine which social skills will be targeted in the classroomStep six: Conduct reinforcer surveysStep seven: Set weekly or biweekly meetings with all people involvedStep eight: ConclusionAssessing the School, Teachers and ClassroomStep one: Assess the schoolStep two: Special education teacher assessmentStep three: General education teacher assessmentStep four: Support personnel assessmentStep five: Classroom assessmentStep six: Parent assessmentA word about higher-order autismA principal's roleStaff rolesChain of commandTeacher selectionSubstitutesWorking with parentsPersonal PhilosophySuspension from schoolHow do we Impact Social SkillsSocial Skills for the student with autismTraining typical peers for social interventionClassroom social skills programmingThe Marble JarThe Friends ClubThe Classroom Manager RoleThe Lunch BunchSocial games for elementary studentsHow do we impact behaviors? Motivation and students with autismThe Rocketship ProgramThe Snake Race The Puzzle PieceSelf-regulated calm down timeAddressing self-stim behaviorsDesensitization programs for students with autismThe IEP ProcessHow do we teach these students? Paraprofessional support for students with autism in inclusive settingsAcademic modifications for InclusionTaking Data in InclusionCollaboration between home and schoolTransition planning for middle schoolA parent's perspectiveContributionsA final wordReferencesAppendixAuthor's Biography

Sheila Wagner, MEd is a certified special educator who has been in the field of autism spectrum disorder (ASD) for over thirty-five years and retired from the positions of assistant director of the Emory Autism Center at Emory University and director of the Monarch School-Age Program. She is the author of Inclusive Programming for Elementary Students with Autism, Inclusive Programming for Middle School Students with Autism, Inclusive Programming for High School Students with Autism, Understanding Asperger's Syndrome-Fast Facts: A Guide for Teachers and Educators to Address the Needs of the Student, and Special People Special Ways. Ms. Wagner has published widely in this field, including two books (for elementary and high school students with ASD), which both won the Autism Society of America's Outstanding Literary Work of the Year (2001 & 2010). Sheila resides in Georgia.

Select Guide Rating

• Introduction: A brief note to parentsA brief note to teachersA word about TerminologyEpidemiology of autismASD & Risk FactorsCo-MorbidityDefining the Autism Spectrum DisorderImpaired communicationImpaired social relatednessPresence of repetitive behaviors or ritualsOther behaviors of noteInclusive Programming for the Student with AutismWhat's the reason behind it? Philosophical ReasoningBenefits to the students with autismBenefits to the typical studentsBenefits of peer tutoring/social skills programmingDefining the Inclusion ProcessModel for InclusionInclusion philosophyAdministrative supportTeacher trainingInclusion coordinatorCollaboration of general and special educationClassroom supportsIEP DrivenGeneral education ownershipCollaboration between home and schoolAssessing the Individual studentStep one: Determine the strengths and challengesStep two: Observe the general education classroom the child will attendStep three: Review IEP goals and objectivesStep four: Tackling existing behavioral challengesStep five: Determine which social skills will be targeted in the classroomStep six: Conduct reinforcer surveysStep seven: Set weekly or biweekly meetings with all people involvedStep eight: ConclusionAssessing the School, Teachers and ClassroomStep one: Assess the schoolStep two: Special education teacher assessmentStep three: General education teacher assessmentStep four: Support personnel assessmentStep five: Classroom assessmentStep six: Parent assessmentA word about higher-order autismA principal's roleStaff rolesChain of commandTeacher selectionSubstitutesWorking with parentsPersonal PhilosophySuspension from schoolHow do we Impact Social SkillsSocial Skills for the student with autismTraining typical peers for social interventionClassroom social skills programmingThe Marble JarThe Friends ClubThe Classroom Manager RoleThe Lunch BunchSocial games for elementary studentsHow do we impact behaviors? Motivation and students with autismThe Rocketship ProgramThe Snake Race The Puzzle PieceSelf-regulated calm down timeAddressing self-stim behaviorsDesensitization programs for students with autismThe IEP ProcessHow do we teach these students? Paraprofessional support for students with autism in inclusive settingsAcademic modifications for InclusionTaking Data in InclusionCollaboration between home and schoolTransition planning for middle schoolA parent's perspectiveContributionsA final wordReferencesAppendixAuthor's Biography