Praise for the First Edition

“A remarkable reference resource. It is, without a doubt, the most absorbing and easily absorbed book we have seen, setting out the most comprehensive survey of the history, definitions, needs of carers and sufferers, issues of diagnosis, and much, much more.” - Nurturing Potential

This new edition of the leading book in autism and early years practice continues to provide excellent guidance for all early childhood students and practitioners on how to work with young children who have autism, or who appear on the autistic spectrum.

Kate Wall's wise words will resonate with all, as she sets out clear and realistic suggestions for ways to include young children with autism in mainstream settings, supporting her advice with case studies based on her own experience as a practitioner. Each chapter also looks at key issues and offers suggestions for discussion.

Highlights of the new edition include:

Coverage of the latest developments in research; Reference to current early years legislation; Reference to the Early Years Foundation Stage (EYFS); New case studies, covering the full Birth to 8 age range; New suggestions for further reading

Every early childhood student and early childhood practitioner needs this book; it is an invaluable guide to best practice when working with young children with such particular needs.

Families of Children with Autism

Families of children with autism

This chapter covers:

  • the challenges for parents/carers, siblings and grandparents of a child with autism;
  • the need for sensitivity on the part of all professionals;
  • the need for appropriate advice and support for all family members.


Early years practitioners are now expected to provide for more children with a diverse range of special needs than ever before. To provide effectively for children with autism requires expertise and skills combined with knowledge of not only ASDs, but also child development and current legislation, guidance and policies. Considerable time is now devoted to observing children, assessing their needs, planning activities, writing individual education plans (IEPs), evaluating progress, writing progress reviews, working with other agencies and working with parents. Yet how much time is spent reflecting on the needs of individual family members?

In ...

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