Summary
Contents
Subject index
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.
Programmes of Intervention
Programmes of Intervention
This chapter covers:
- the importance and value of early intervention;
- exploring some specific programmes;
- common features of successful programmes.
Introduction
Having explored definitions of autistic spectrum disorders and discussed the areas of difficulty that the young child with autism may be experiencing, we need to begin to develop ways in which such young children can best be supported. In this chapter some of the more well-known programmes of intervention will be debated.
Knowledge of existing programmes should give practitioners and parents a broad overview of those that may be available to them and, when they consider the child in question, it should become apparent that some approaches would be more suitable for the child than others. All approaches will have merits but matching each one to the individual child should inform subsequent decisions.
Practitioners and parents ...
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