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Autism and Education

Autism and Education

Four Volume Set
Edited by:

September 2015 | 1 208 pages | SAGE Publications Ltd

Research on autism education has seen rapid expansion in recent years and this worldwide trend shows no signs of abating. This body of knowledge is published in journals from a wide range of disciplines but this major work brings together seminal papers in a four-volume set with accompanying commentaries, to create an invaluable reference point for scholars.

The literature suggests that the experience of education for learners with an Autistic Spectrum Conditions is often markedly worse than that of their peers. Hence, scholarly work in this area focuses primarily on developing understanding and informing provision to improve outcomes and quality of life for learners with ASC, and is also the focus of this set.


Volume One: Key perspectives and themes in autism education

Volume Two: Peer relationships among learners with autism in the educational context

Volume Three: School, teacher and support staff issues in autism education

Volume Four: Improving experiences and outcomes of education for learners with ASC

Full Inclusion and Students with Autism

Gary Mesibov and Victoria Shea
Asperger Syndrome (Autistic Spectrum Disorder) and the Self-Reports of Comprehensive School Students

Michael Connor
The Social, Behavioural, and Academic Experiences of Children with Asperger Syndrome

Catherine Church, Susan Alisanski and Siraj Amanullah
Perceptions of School by Two Teenage Boys with Asperger Syndrome and Their Mothers: A Qualitative Study

Suzanne Carrington and Lorraine Graham
Working with Autistic Children and Young People: Sense, Experience and the Challenges for Services, Policies and Practices

Tom Billington
Educational Placements and Service Use Patterns of Individuals with Autism Spectrum Disorders

Susan Williams White, Lawrence Scahill, Ami Klin, Kathleen Koenig and Fred Volkmar
A National Sample of Preschoolers with Autism Spectrum Disorders: Special Education Services and Parent Satisfaction

Amy Bitterman, Tamara Daley, Sunil Misra, Elaine Carlson and Joy Markowitz
‘Make Me Normal’: The Views and Experiences of Pupils on the Autistic Spectrum in Mainstream Secondary Schools

Neil Humphrey and Sarah Lewis
Inclusive/Exclusive? Contradictory Perspectives on Autism and Inclusion: The Case for an Integrative Position

Jackie Ravet
A Qualitative Analysis of the School Experiences of Students with Asperger Syndrome

Mark Sciutto, Sally Richwine, Janelle Mentrikoski and Kathryn Niedzwiecki
Positioning, Strategizing, and Charming: How Students with Autism Construct Identities in Relation to Disability

AnnMarie Baines
Me and ‘It’: Seven Young People Given a Diagnosis of Asperger’s Syndrome

Sharon McLaughlin and Harry Rafferty
Social Initiations by Autistic Children to Adults and Other Children

Margaret Hauck, Deborah Fein, Lynn Waterhouse and Carl Feinstein
Loneliness and Friendship in High-Functioning Children with Autism

Nirit Bauminger and Connie Kasari
Inclusion as Social Practice: Views of Children with Autism

Elinor Ochs, Tamar Kremer-Sadlik, Olga Solomon and Karen Gainer Sirota
Understanding the Hidden Curriculum: An Essential Social Skill for Children and Youth with Asperger Syndrome

Brenda Smith Myles and Richard Simpson
Peer Interaction and Loneliness in High-Functioning Children with Autism

Nirit Bauminger, Cory Shulman and Galit Agam
Combined Descriptive and Explanatory Information Improves Peers’ Perceptions of Autism

Jonathan Campbell, Jane Ferguson, Caitlin Herzinger, Jennie Jackson and Christine Marino
Social Integration of Students with Autism in Inclusive Settings

E. Amanda Boutot and Diane Bryant
Changing Children's Attitudes toward Autism: A Process of Persuasive Communication

Jonathan Campbell
Middle School Students’ Response to the Self-Introduction of a Student with Autism

Jonathan Campbell
Involvement or Isolation? The Social Networks of Children with Autism in Regular Classrooms

Brandt Chamberlain, Connie Kasari and Erin Rotheram-Fuller
Loneliness, Friendship Quality and the Social Networks of Adolescents with High-Functioning Autism in an Inclusive School Setting

Jill Locke, Eric Ishijima, Connie Kasari and Nancy London
Peer Interaction Patterns among Adolescents with Autistic Spectrum Disorders (Asds) in Mainstream School Settings

Neil Humphrey and Wendy Symes
Social Networks and Friendships at School: Comparing Children With and Without ASD

Connie Kasari, Jill Locke, Amanda Gulsrud and Erin Rotheram-Fuller
‘Sometimes I Want to Play by Myself’: Understanding What Friendship Means to Children with Autism in Mainstream Primary Schools

Lynsey Calder, Vivian Hill and Elizabeth Pellicano
Peers’ Knowledge About and Attitudes Towards Students with Autism Spectrum Disorders

Jonathan Campbell and Brian Barger
The Nature of Friendship in Children with Autism Spectrum Disorders: A Systematic Review

Neysa Petrina, Mark Carter and Jennifer Stephenson
Shedding Light on a Pervasive Problem: A Review of Research on Bullying Experiences among Children with Autism Spectrum Disorders

Jessica Schroeder, M. Catherine Cappadocia, James Bebko, Debra Pepler and Jonathan Weiss
A Comparison of Teacher and Parent Views of Autism

Wendy Stone and Jennifer Rosenbaum
An Examination of Paraprofessional Involvement in Supporting Inclusion of Students with Autism

Brooke Young, Richard Simpson, Brenda Smith Myles and Debra Kamps
Autism: The Teachers’ View

Sarah Helps, Imogen Newsom-Davis and M. Callias
The Attitudes of Teachers in Scotland to the Integration of Children with Autism into Mainstream Schools

Evelyn McGregor and Elaine Campbell
Commitment to Philosophy, Teacher Efficacy, and Burnout among Teachers of Children with Autism

Heather Jennett, Sandra Harris and Gary Mesibov
General Education Teachers’ Relationships with Included Students with Autism

Kristen Robertson, Brandt Chamberlain and Connie Kasari
Problems with Personnel Preparation in Autism Spectrum Disorders

Brenda Scheuermann, Jo Webber, E. Amanda Boutot and Marilyn Goodwin
Teachers’ Experience of Support in the Mainstream Education of Pupils with Autism

Lisa Glashan, Gilbert MacKay and Ann Grieve
No Child Left Behind and Students with Autism Spectrum Disorders

Mitchell Yell, Erik Drasgow and K. Alisa Lowrey
Principals’ Attitudes Regarding Inclusion of Children with Autism in Pennsylvania Public Schools

Judy Horrocks, George White and Laura Roberts
Further Evaluation of a Brief, Intensive Teacher-Training Model

Dorothea Lerman, Allison Tetreault, Alyson Hovanetz, Margaret Strobel and Joanie Garro
Outcomes of a Teacher Training Program for Autism Spectrum Disorders

Paul Probst and Tobias Leppert
Designing Learning Spaces for Children on the Autism Spectrum

Iain Scott
A Survey of Personnel Preparation Practices in Autism Spectrum Disorders

Gena Barnhill, Edward Polloway and Bianca Sumutka
The Deployment, Training and Teacher Relationships of Teaching Assistants Supporting Pupils with Autistic Spectrum Disorders (ASD) in Mainstream Secondary Schools

Wendy Symes and Neil Humphrey
Inclusive Education for Pupils with Autistic Spectrum Disorders in Secondary Mainstream Schools: Teacher Attitudes, Experience and Knowledge

Neil Humphrey and Wendy Symes
Including Children with Autism in General Education Classrooms: A Review of Effective Strategies

Joshua Harrower and Glen Dunlap
A Research Synthesis of Social Story Interventions for Children with Autism Spectrum Disorders

Frank Sansosti, Kelly Powell-Smith and Donald Kincaid
Preparing Teachers in Evidence-based Practices for Young Children with Autism

Dorothea Lerman, Christina Vorndran, Laura Addison and Stephanie Kuhn
Effective Education for Children with Autistic Spectrum Disorder: Perceptions of Parents and Professionals

D. Jindal-Snape, W. Douglas, K.J. Topping, C. Kerr and E.F. Smith
Evidence-based Practices and Students with Autism Spectrum Disorders

Richard Simpson
Managing Autism and Asperger’s Syndrome in Current Educational Provision

R. Jordan
Autism Treatment Survey: Services Received by Children with Autism Spectrum Disorders in Public School Classrooms

Kristen Hess, Michael Morrier, L. Juane Heflin and Michelle Levy
Outcome of Comprehensive Psycho-Educational Interventions for Young Children with Autism

Svein Eikeseth
Inclusive Provision Options for Pupils on the Autistic Spectrum

Norah Frederickson, Alice Jones and Jane Lang
Evidence-based Practices and Autism

Gary Mesibov and Victoria Shea
Mainstreaming Autism: Making It Work

Gareth Morewood, Neil Humphrey and Wendy Symes
International Review of the Evidence on Best Practice in Education Provision for Children on the Autism Spectrum

Sarah Parsons, Karen Guldberg, Andrea MacLeod, Glenys Jones, Anita Prunty and Tish Balfe
Issues, Policies, and Recommendations for Improving the Education of Learners with Autism Spectrum Disorders

Richard Simpson, Nancy Mundschenk and L. Juane Heflin
Bridging the Research-to-Practice Gap in Autism Intervention: An Application of Diffusion of Innovation Theory

Hilary Dingfelder and David Mandell
Training Teachers in Evidence-based Practice for Individuals with Autism Spectrum Disorder: A Review of the Literature

Jennifer Alexander, Kevin Ayres and Katie Smith

"The four volumes focusing on 'Autism and Education' in the Major Works series (Key Issues and Perspectives, Peer Relationships, School and Staff Issues, and Improving Experiences and Outcomes) bring together the many relevant strands of theory and research into a cohesive, coherent whole which is greater than the sum of its parts.

The editor, Neil Humphrey, and his colleagues, have produced a work that is well synthesised and clearly communicated, an excellent guide to enable the reader to navigate complex theory and research relevant to autism and education and most importantly interprets the research as it applies to, or potentially applies to, practice.

The introductory chapters and the selection of articles are respectful and  constructive, while acknowledging the very significant issues faced by children and young people in education systems. The authors successfully combine the research evidence base with the lived experience and perspectives of both those with autism and those working with them.

The work is grounded in major systems theories relevant to education generally and to education of children with special needs, while making strong case for the need to address characteristic issues affecting children and young people with autism.

Excellent well organised selection of key research papers highlighting key foci for autism, excellent consideration of the perspective and voice of those with autism, of their peers, their teachers and their families.

Highly recommended synthesis of all you need to know about the education of children and young people with autism."

Professor Jacqueline Roberts
Inaugural Chair of Autism, Autism Centre of Excellence, Griffith University

Neil Humphrey and colleagues have brought together a world-class collection of papers that demonstrate the many important ways in which people’s experiences with autism are always shaped by family, community, economics and politics. The volumes are an essential resource for anyone interested in autism education. They uniquely highlight the experiences of learners on the autism spectrum – the good and the bad – as they navigate their interactions with peers, teachers and other staff who support them and the broader system itself. In so doing, they implore us to be especially attentive to these experiences as we aim to enhance the life chances and opportunities for such learners.

Liz Pellicano
Director, Centre for Research in Autism and Education (CRAE), UCL Institute of Education, University College London

Finally education comes to the forefront in Neil Humphrey’s Autism and Education! Highly accessible, the 4- volume compendium of school based studies signals a touchstone in the field.

Professor Connie Kasari
Center for Autism Research & Treatment, UCLA Semel Institute