Developing Excellence in Autism Practice: Making a Difference in Education

This ground-breaking book gives an accessible overview and synthesis of current knowledge of relevance to the development of excellence in autism education. By situating understandings of autism within a ‘bio-psycho-social-insider’ framework, the book offers fresh insights and new ways of thinking that bring together global pedagogic practice, research, policy, and the insider perspective. Guldberg critiques current notions of Evidence-Based Practice and suggests ways of bridging the research-practice gap. She explores the interrelationship between inclusive principles, distinctive group learning needs and the individual needs of the child or young person. Eight principles of good autism practice provide a helpful framework for how education settings and practitioners can adapt classroom environments and teaching so that autistic children and young people can thrive. Written for anyone who wants to make a difference to the lives of autistic pupils, Developing Excellence in Autism Practice provides practitioners and students on education courses with tools for best practices, and shows how to draw on these to implement true positive change in the classroom.

Table of Contents:
Acknowledgements PART 1 Current evidence and knowledge from different domains in autism studies: implications for education Preface Chapter 1 Introduction Overview Key question Introduction The key questions this book addresses Summary Recommended reading Chapter 2 The bio-psycho-social-insider model Overview Key questions Introduction Models of disability The bio-psycho-social model Summary Recommended reading Chapter 3: Contributions from biology and the medical domain Overview Key questions Introduction Diagnostic criteria The diagnostic process Broader health issues in autism Inter-professionalism The strengths and positive aspects of autism Summary Recommended reading Chapter 4 Contributions from psychology Overview Key questions Introduction Developmental psychology and psychosocial interventions Psychosocial interventions Behavioural psychology Psychosocial interventions and practical approaches Core components of effective interventions Summary Recommended reading Chapter 5 Learning from autistic perspectives Overview Key question Introduction The neurodiversity movement Criticism of the neurodiversity movement Implications for education Summary Recommended reading Chapter 6 Contributions from the social sciences Overview Key question Introduction The macro system The microsystem: the family, peers and school experiences Summary Recommended reading Chapter 7 Evidence-Informed Practice Overview Key questions Introduction The evidence base from research studies The research-practice gap Bridging the gap From evidence based to evidence informed practice The need for new methodologies Summary Recommended reading PART 2 Inclusive practice and distinctive pedagogies for autistic pupils Chapter 8 Inclusion and inclusive pedagogy Overview Key questions Inclusive education: more than a locational issue What does inclusion mean in practice? Pedagogy Dimensions of pedagogy Summary Recommended reading Chapter 9 Inclusive pedagogy for autistic children and young people Overview Key questions Introduction Teaching as interconnection between curriculum (what), pedagogy (how) and rationale (why Current guidelines in autism education The distinctive group differences of autistic children Implications for the curriculum Methods Summary Recommended reading Chapter 10 Eight principles of good autism practice in education Overview Key questions Introduction Principle One: Understanding the strengths, interests and challenges of the autistic child and young person Principle Two: Enabling the voice of the autistic child and young person to contribute to and influence decisions Principle Three: Collaboration with parents and caregivers of autistic children and young people Principle Four: Workforce development to support children and young people on the autism spectrum Principle Five: Leadership and Management that promotes and embeds good autism practice Principle Six: An ethos and environment that fosters social inclusion for children and young people on the autism spectrum Principle Seven: Targeted support and measuring progress of children and young people on the autism spectrum Principle Eight: Adapting the curriculum, teaching and learning to promote wellbeing and success for children and young people on the autism spectrum Summary Recommended reading Chapter 11 Professional development Overview Key question Introduction The Autism Education Trust programme Pedagogy Bringing different elements of the community together Outcomes International implications: case studies from Greece and Italy Summary Recommended reading Chapter 12 The scholarly practitioner Overview Key question Introduction Community engaged scholarship and research The scholar practitioner What skills do scholar practitioner need? Towards communities of practice How can we move forward? References

About the Author :
Karen Guldberg is Professor of Autism Studies and Director of the Autism Centre for Education and Research (ACER) at the School of Education, University of Birmingham, UK.

Review :
Developing Excellence in Autism Practice is essential reading for anyone who is interested in supporting educational best practice and outcomes for children and young people on the autism spectrum. Guldberg skilfully straddles a range of perspectives and offers a powerful and balanced critique on much current thinking about research and practice. The book is written and structured in a clear and accessible way by posing, and addressing, key questions for research and practice throughout. This powerful and practical guide will rapidly become a ‘go to’ book for the field. - Sarah Parsons, Professor of Autism and Inclusion, University of Southampton, UK "Karen Guldberg skilfully weaves together contemporary knowledge about autism and insights from autistic people into a comprehensive framework for good autism education practice. Her extensive knowledge of the field is presented in an accessible and informative way. This perceptive book will be an essential guide for education practitioners seeking to develop collaborative, respectful and child focused inclusive practice for autistic children and young people." - Caroline Bond, Professor of Educational Psychology, University of Manchester, UK