Education is an important aspect of the environmental influences on autism, and effective education can have a significant effect on outcome for those on the autism spectrum. This Handbook explores the key concepts, debates and research areas in this dynamic field. Contributions from a wide range of countries and cultures are organised into six key sections: Part 1: Learning Needs and Educational Responses; Part 2: Early Intervention, Education in Core Domains and Family Support; Part 3: School-Based and Academic Education: Access and Support; Part 4: Collaborative Working in Education; Part 5: Education for Life and Barriers to Education; Part 6: Data Collection in Education and Measurement of Progress. The SAGE Handbook of Autism and Education is a definitive resource for researchers, postgraduate students, reflective practitioners and teachers who wish to know and understand current views of the nature of autism, and best practice in educational support.
Much research and practical concern over the years has been concerned with establishing the validity and reliability of the concept of autism (or ‘autism spectrum disorder'). The argument now appears to have gone ‘full circle’ in that the validity of the concept is being challenged on a number of fronts.
Conceptualisation of Autism:
As Lord and Jones (2012) point out, it is now largely accepted that autism (or ‘autism spectrum disorder') is not a ‘disease', i.e. an abnormal condition or risk for which there is a known aetiology or patho-physiology. It is predominantly considered to be a ‘disorder’ in both DSM-5 (the Diagnostic and Statistical Manual of Mental Disorders, American Psychiatric Association, 2013) and ICD-11 (International Classification of ...