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Autism in children --- Autistic children --- Music therapy for children. --- Treatment. --- Care. --- Children --- Diseases --- Treatment --- Musicoteràpia --- Infants autistes

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This book considers the many ways autistic lives have been dominantly storied historically, politically, socially, and culturally. Using a range of transdisciplinary theory, the author develops a theoretically rich approach termed 'dis/orientation', which breaks new ground for autism research's understanding of everyday life, and everyday childhoods. The book uses stories of everyday life to provoke new analyses of what it means to talk about, live with, and become, an autistic child: these stories of schooling and education highlight what is done to autistic bodies, what is done by these bodies, and what becomes between them. This offers a way in to the theoretical work of dis/orientation; a practice and an ethic, that means remaining ever watchful for single orientations towards (and away from) autism and childhood, and the children living those childhoods. This leads to new disciplinary grounds, a reconceptualisation of the terrains of research and practice, not of the disordered and disembodied autistic mind, but of the embodied, lived, and everyday. Jill Pluquailec is Senior Lecturer in Autism at Sheffield Hallam University, UK. Her research involves work with disabled children and their families. Her work sits within social justice, the social, cultural and political constructions of autism, and the development of more diverse ways we can move towards honouring difference in all aspects of life. Although situated within Education, much of her work is transdisciplinary drawing heavily on Sociology and Critical Disability Studies.

Developmental psychology --- Age group sociology --- Teaching --- Educational sciences --- kinderen --- onderwijs --- opvoeding --- Inclusive education. --- Autistic children --- Infants autistes --- Educació inclusiva --- Condicions socials --- Education.

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This book examines the five primary areas of the Collaborative Model for Promoting Competence and Success (COMPASS). It describes COMPASS as an evidence-based practice in psychology (EBPP) versus an evidence-based practice (EBP) and discusses how it informs innovative individualized education program (IEP) goal setting., planning, and implementation through teacher coaching. In addition, the book introduces the common elements necessary for improved teaching plan quality and child goal attainment in maximizing educational outcomes. It also describes the extension of COMPASS to transition-age high school students with autism as well as the integration of current research findings from NIH-funded studies for transition-age youth and professional development and training. Finally, the book explores innovative methods to support the consistent implementation and expansion of COMPASS across school, home, and community settings. It discusses how to integrate classroomwide performance assessment to identify students in need of the focused instruction that COMPASS provides. Key areas of coverage include: Identifying personalized goals and intervention strategies (i.e., EBPs) using an EBPP framework within COMPASS for students with autism. Advances in measurement of IEP quality for transition-age autistic youth Integration of accessible online educational materials necessary to implement COMPASS feasibly when implemented by school consultants and autism trainers Lessons learned from professional development and training of community-based autism school consultants for developing high quality intervention plans. COMPASS IEP goal attainment and fidelity outcomes with face-to-face, telecoaching, and electronic feedback. COMPASS and Innovative Education for Students with Autism is an invaluable resource for educators, clinicians, scientist-practitioners, and therapists as well as researchers, professors, and graduate students in the fields of child and school psychology, behavioral therapy, and social work as well as rehabilitation, special education, speech pathology, and all interrelated disciplines.

School psychology. --- Developmental psychology. --- Occupational therapy. --- Social psychiatry. --- Speech therapy. --- School Psychology. --- Child and Adolescence Psychology. --- Developmental Disabilities. --- Occupational Therapy. --- Clinical Social Work. --- Speech and Language Therapy. --- Innovacions educatives --- Infants autistes

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This book examines the five primary areas of the Collaborative Model for Promoting Competence and Success (COMPASS). It describes COMPASS as an evidence-based practice in psychology (EBPP) versus an evidence-based practice (EBP) and discusses how it informs innovative individualized education program (IEP) goal setting., planning, and implementation through teacher coaching. In addition, the book introduces the common elements necessary for improved teaching plan quality and child goal attainment in maximizing educational outcomes. It also describes the extension of COMPASS to transition-age high school students with autism as well as the integration of current research findings from NIH-funded studies for transition-age youth and professional development and training. Finally, the book explores innovative methods to support the consistent implementation and expansion of COMPASS across school, home, and community settings. It discusses how to integrate classroomwide performance assessment to identify students in need of the focused instruction that COMPASS provides. Key areas of coverage include: Identifying personalized goals and intervention strategies (i.e., EBPs) using an EBPP framework within COMPASS for students with autism. Advances in measurement of IEP quality for transition-age autistic youth Integration of accessible online educational materials necessary to implement COMPASS feasibly when implemented by school consultants and autism trainers Lessons learned from professional development and training of community-based autism school consultants for developing high quality intervention plans. COMPASS IEP goal attainment and fidelity outcomes with face-to-face, telecoaching, and electronic feedback. COMPASS and Innovative Education for Students with Autism is an invaluable resource for educators, clinicians, scientist-practitioners, and therapists as well as researchers, professors, and graduate students in the fields of child and school psychology, behavioral therapy, and social work as well as rehabilitation, special education, speech pathology, and all interrelated disciplines.

Developmental psychology --- Educational psychology --- Physiotherapy. Alternative treatments --- schoolpsychologie --- ontwikkelingspsychologie --- ergotherapie --- School psychology. --- Developmental psychology. --- Occupational therapy. --- Social psychiatry. --- Speech therapy. --- School Psychology. --- Child and Adolescence Psychology. --- Developmental Disabilities. --- Occupational Therapy. --- Clinical Social Work. --- Speech and Language Therapy. --- Innovacions educatives --- Infants autistes --- Innovacions educatives.

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Infants autistes --- Educació infantil --- Interacció social --- Ensenyament preescolar --- Inserció social --- Integració cultural --- Interacció humana --- Psicologia --- Psicologia social --- Acceptació social --- Interaccionisme simbòlic --- Interacció educativa --- Mitjans socials --- Relacions entre grups --- Sociometria --- Capital social (Sociologia) --- Autisme en els infants --- Autisme --- Infants --- Autistic children --- Education, Preschool. --- Social interaction in children. --- Education. --- Child psychology --- Children --- Infant education --- Prekindergarten --- Preschool education --- Early childhood education --- Nursery schools --- Education (Preschool) --- Cicle 0-6 --- Educació dels infants --- Etapes educatives --- Escoles bressol --- Parvularis --- Treball per racons