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.
Chapter 3: Issues of Diagnosis and Assessment
Issues of Diagnosis and Assessment
This chapter covers:
- reasons for diagnosis, who diagnoses and how;
- difficulties with diagnoses;
- issues of sensitivity;
- statutory assessment.
Having discussed the characteristics and features of autism along with consideration of family issues in the two previous chapters, practitioners will have been alerted to some of the implications for early years settings and all adults coming into contact with the child. In this chapter issues of diagnosis and assessment will be explored, as early identification, assessment and diagnosis should inform future planning. Practitioners and researchers have often debated the positive and negative aspects of labelling, which could be viewed as an outcome of diagnosis. Whilst labelling may well have a negative impact in some areas, the child with autism will need to be supported by practitioners who have knowledge and understanding of ...