How to Make School Make Sense

A Parents' Guide to Helping the Child with Asperger Syndrome

By: Tony Attwood (Foreword by), Clare Lawrence

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Paperback | 15 January 2008

At a Glance

Paperback
128 Pages

Dimensions(cm)
15.6 x 23.6 x 0.9

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Every child's education relies on a partnership between parents, professionals and, of course, the child. This book gives parents of children with Asperger syndrome (AS) practical advice on how to make the most of this important partnership and work with schools to ensure their child's needs are being met.

The book explores how parents can prepare their child for school life and how they can work with teachers to improve the classroom environment, as well as the school environment as a whole, for their child and consequently for the benefit of all pupils. Strategies include peer education, the use of visual cues and rules and effective communication between parents, teachers and support staff.

This clear, accessible book will be an invaluable guide for parents of children with AS and will also be of interest to the teachers and educational professionals who work with them.

Industry Reviews

This easy to read and practical book will be an invaluable guide for parents of children with AS and will also be of interest to the teachers and ecucational professionals who work with them.

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You Can Find This Book In

Non-Fiction Education Teaching of Specific Groups with Special Educational Needs Teaching of Students with Specific Learning Difficulties & Needs Teaching of Autistic Students Family & Health Coping with / Advice about Personal, Social & Health Topics Coping with / Advice about Physical Impairments / Disability Parenting: Advice & Issues Child Care & Upbringing Medicine Other Branches of Medicine

Clinical Psychology Clinical & Internal Medicine Neurology & Clinical Neurophysiology

Foreword	p. 11
Preface	p. 13
Where Do We Start? What You Can Do by Yourself as Parent(s)	p. 17
Get involved	p. 18
Provide organization help for your child	p. 20
Make the school aware of your child's home-based strengths	p. 21
Make the teacher aware of what motivates your child	p. 23
Form a group with other parents of pupils with AS - within school or in your area	p. 23
Involve specialists	p. 24
Share responsibility for your child's learning	p. 25
Be involved fully in reviews	p. 29
Share home or school information	p. 30
Find out about visits (both to school and out of school)	p. 33
Discuss the issue of homework	p. 35
Provide continuity during holiday times	p. 36
Invite members of staff home, especially the class teacher	p. 37
Be aware of the school's anti-bullying policies, and be prepared to become involved quickly if issues arise	p. 38
Looking for Help Within the Classroom	p. 41
Talk to the teacher about classroom look and layout	p. 42
Provide specifics that already work	p. 45
Be imaginative about TA support	p. 48
Provide or suggest a whole range of visual cues and clues	p. 51
Ask that break-time rules be made explicit	p. 53
Agree on rules of etiquette to avoid 'rudeness'	p. 55
Request differentiation to avoid problems	p. 58
Reproduce work to be done in a more accessible format	p. 60
Provide a laptop	p. 62
Discuss provision of a workstation	p. 63
Build a quiet area in class	p. 65
Work with the teacher on the use of language	p. 66
Ask that the learning goals of each session be made explicit, preferably in visual form	p. 67
Encourage peer support	p. 68
Value the work done by the class teacher and the TA	p. 69
Whole-school Solutions	p. 71
Request explicit rules	p. 72
Create a quiet space	p. 74
Create break-time zones	p. 76
Draw together shared expertise and work on transitions	p. 79
Request a pupil 'incident log'	p. 82
Bells!	p. 85
Create occupational therapy sessions before or during school	p. 87
Look at identification or directions around school	p. 88
Request social skills groups	p. 89
Have a whole-staff philosophy (including non-teaching staff)	p. 91
Look at representation of pupils with AS	p. 92
Ask the school to provide a forum to put parents in touch with one another	p. 94
Educate or inform peers and peers' parents	p. 96
Consider siblings	p. 97
Review sex education policy	p. 99
Consider teacher personality	p. 101
Facilitate school-wide communication	p. 102
Quick Reference: What to Do when Things go Wrong	p. 105
Provide 'space'	p. 106
Do not punish the behaviour	p. 106
Treat the cause, not the effect, and provide an alternative response	p. 107
Don't reinforce the wrong behaviour	p. 108
Be your child's 'AS interpreter'	p. 109
Locate the trigger	p. 110
Check level of understanding	p. 112
Check that you are clear about what you want	p. 112
Consider giving up...	p. 115
Index	p. 119
Table of Contents provided by Ingram. All Rights Reserved.

How to Make School Make Sense

A Parents' Guide to Helping the Child with Asperger Syndrome

At a Glance

Paperback

Industry Reviews

Shipping

How to return your order

Defective items

You Can Find This Book In

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