Stephanie Lord – författare
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2 produkter
2 produkter
Häftad, Engelska, 2007
501 kr
Skickas inom 10-15 vardagar
Late intervention often means that young people on the autism spectrum appear to act on impulse, seem disorganized, or fail to learn from past experiences.In this practical, effective resource, the authors share tried and tested techniques for creating and using a personal planner to help individuals on the autism spectrum to develop independence.Planning to Learn is split into three parts. The first part guides adults in helping young people to make sense of the world and to develop and practise coping strategies for any given situation. The authors also explain how simple visual and verbal cues can help people to cope successfully in stressful situations. The second part provides worksheets for the young person to complete to learn how to use plans in different situations, for example staying calm when waiting for a doctor, or coping with a change in the school timetable. Each individual makes a unique planner with procedures to refer to, such as responding to pressure, calming down, being organised, and being around people. The third part includes useful cards, schedules and plans for photocopying and including in the planner.This illustrated photocopiable workbook is packed with guidance, support and helpful notes for those new to, or experienced in, working with children and young people with ASD. It can be used within educational and community settings or at home.
Häftad, Engelska, 2010
338 kr
Skickas inom 10-15 vardagar
Young people with Autism Spectrum Disorders (ASDs) can often find the step into adulthood and independence more difficult than their neurotypical peers, particularly where employment is concerned. The authors show, however, that with the right guidance and a positive attitude in schools, young people with ASDs can be every bit as happy and successful as those who are not on the spectrum.The book describes a programme developed over a number of years by teachers at a school for young people with ASDs, which successfully enabled autistic pupils to achieve their full potential. The authors explain in detail the challenges faced by the young people at the school, and show how, encouraged by a culture of optimism and hopefulness, the programme developed their confidence and skills, with the result that many of them are now in employment. The book also provides an in-depth exploration of a multitude of styles and techniques for building relationships. Concluding with a reflection on leadership and organisational culture, the authors demonstrate that if the approach is adopted by an entire school and not just a handful of teachers, it really can work.This inspiring and innovative book will be a must for educators at every level, psychologists, academics, and anybody else interested in a positive educational approach that will enable young people with ASDs to get the most out of life.