Education and Care for Adolescents and Adults with Autism: A Guide for Professionals and Carers

Books

Kate Wall

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  • Chapters
  • Front Matter
  • Back Matter
  • Subject Index
    • Chapter 1: Introduction to This Book
    • Summary
    • Chapter 2: Definitions and the Current Situation in Education, Health and Social Care
    • Introduction
    • Special Needs, Learning Difficulties and/or Disability
    • Categorising and Labelling
    • Labels and Diagnosis
    • Autism and Asperger Syndrome
    • Triad of Impairments
    • Prevalence
    • Key Features of Autism and Asperger Syndrome
    • The Reality for Adolescents and Adults with ASDs
    • Developments in Education
    • Developments in Health and Social Care
    • Care Services
    • Summary
    • Key Issues
    • Suggestions for Discussion
    • Suggested Further Reading
    • Chapter 3: Policy Developments, Legislation and Guidance
    • Introduction
    • Early Provision
    • Returning to History
    • Returning to History Again
    • A Thought on Human Rights and Disability Rights
    • Summary
    • Key Issues
    • Suggested Further Reading
    • Appendix: Timeline of Significant Legislation, Reports and Guidance
    • Chapter 4: Understanding the World of Autism
    • Introduction
    • The Individuality of ASDs
    • Key Areas of Difficulty
    • Social Interaction
    • Social Communication
    • Imagination
    • Other Behaviours Associated with Autism
    • Sensory Difficulties
    • Summary
    • Key Issues
    • Suggestions for Discussion
    • Suggested Further Reading
    • Chapter 5: Considering Family Issues
    • Introduction
    • Diagnosis and Childhood: Experiences of the Family
    • Specific Issues for Fathers
    • Parents
    • Siblings
    • Parental Employment Issues
    • Educational Issues
    • Issues of Further and Higher Education
    • Adulthood
    • Employment
    • Housing
    • Later Life Issues
    • Impact on Families
    • Summary
    • Key Issues
    • Suggestions for Discussion
    • Suggested Further Reading
    • Chapter 6: Intervention Programmes
    • Introduction
    • A Brief History of Interventions
    • Early Identification
    • Specific Approaches
    • Which Approach do We Use?
    • Summary
    • Key Issues
    • Suggestions for Discussion
    • Suggested Further Reading
    • Chapter 7: Appropriate Provision in Education
    • Introduction
    • Educational Systems and Processes
    • Issues of Inclusion
    • Transition Issues
    • Specific Issues for Students with ASDs
    • Key Areas of Difficulty within an Education Environment
    • Key Issues for Professionals in Education Settings
    • Appropriate Strategies
    • Summary
    • Key Issues
    • Suggestions for Discussion
    • Suggested Further Reading
    • Chapter 8: Appropriate Provision in Care Settings
    • Introduction
    • Care Systems and Processes
    • Transition Issues
    • Care Plans
    • Housing and Accommodation
    • Employment
    • Access to Health Services
    • Person-Centred Planning and Advocacy
    • Consequences of Getting it Wrong
    • General Strategies for Use
    • Staffing Issues
    • Summary
    • Key Issues
    • Suggestions for Discussion
    • Suggested Further Reading
  • Copyright

    View Copyright Page

    Acknowledgements

    My thanks go to Estelle, my friend and colleague, who has always encouraged and supported me in my writing, and has spurred me on when the going has been tough! Similar thanks must go to Jude Bowen, from Paul Chapman Publishing, for her ongoing support and belief in me.

    No book can pass without acknowledgement of the unquestioning belief Sam and Tracy have in me, as both a mother and author. You both continue to be my inspiration and help me to maintain my own belief in myself at times. Without Michael my books simply would not happen and for this I owe him so much and somehow ‘thanks’ simply does not seem adequate enough.

    This book is dedicated to Mum, as always, who always said I would write a book one day! How come she was usually right?

    Glossary of Terms

    ASAsperger syndrome
    ASDautistic spectrum disorder
    CSCICommission for Social Care Inspectorate
    DESDepartment of Education and Science
    DfESDepartment for Education and Skills
    DHSSDepartment of Health and Social Security
    DLTDaily Life Therapy
    DoHDepartment of Health
    DRCDisability Rights Commission
    DWPDepartment for Work and Pensions
    ECMEvery Child Matters
    EPeducational psychologist
    FEfurther education
    GPgeneral practitioners
    GSCCGeneral Social Care Council
    HEhigher education
    ICD-10International Classification of Diseases (version 10)
    IEPindividual education plan
    KS1/2/3/4Key Stage 1/2/3/4
    LDAFLearning Disability Awards Framework
    LDTFLearning Disability Task Force
    LEAlocal education authority
    NASNational Autistic Society
    NASENNational Association of Special Educational Needs
    NCSCNational Care Standards Commission
    NfERNational Foundation for Educational Research
    NHSNational Health Service
    NPSANational Patient Safety Agency
    NSFNational Service Framework
    NVQNational Vocational Qualifications
    OfstedOffice for Standards in Education
    PCPperson-centred planning
    PCTPrimary Care Trusts
    PDDpervasive developmental disorder
    PDD-NOSPervasive developmental disorder – not otherwise specified
    PECSPicture Exchange Communication System
    PSHEpersonal, social and health education
    QCAQualifications and Curriculum Authority
    RBARemoving Barriers to Achievement
    SEBDSocial, emotional or behavioural difficulties
    SENspecial educational needs
    SENCOspecial educational needs coordinator
    SENDASpecial Educational Needs and Disability Discrimination Act
    SSISocial Services Inspectorate
    TEACCHTreatment and Education of Autistic and Related
    Communication Handicapped Children
    WHOWorld Health Organisation

    About the Author

    Kate Wall has over 20 years of experience of working with children and adults with special needs in both mainstream and special provision. She is a successful author with books such as Special Needs and Early Years (now in its second edition) and Autism and Early Years Practice to her name.

    Early in her career, Kate found her place in provision for children with special needs, and became heavily involved in supporting the families of those children. This resulted in her determination to address the needs of each family member and not only the individual with special needs, as each has a significant impact on the other. During these years Kate also spent time working with adults with learning disabilities and developed a specific interest in autistic spectrum disorders (ASDs), which culminated in her current passion for improving the lives of those with ASDs and their family members.

    In her current position as a Principal Lecturer at Canterbury Christ Church University, Kate has a responsibility to provide for all students with disabilities on her programme. Throughout her career she has always worked with professionals from other agencies and this is now a key focus in many of the current government strategies such as Every Child Matters, Youth Matters and Better Services for Adults with ASDs.

    As well as writing books, she also writes magazine articles, delivers training and is a regular conference presenter.

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