Wednesday, April 20, 2016

Educating Children with Autism







Educating Children with Autism
Buku ini  diterbitkan tahun 2001  oleh  National Academy Press, Washington DC adalah buku Edsi Pertama.


Judul:   Educating Children with Autism
Oleh:   Catherine Lord and James P. McGee (Editor)
Penerbit:  National Academy Press, Washington DC.
Tahun: 2001
Jumlah Halaman:  324  hal.

Editor:
Catherine Lord
and James P. McGee

Lingkup Pembahasan:

Buku ini mengemukakan bahwa anak penderita Autis pada umumnya memiliki efek seumur hidup pada bagaimana anak-anak belajar menjadi makhluk sosial, untuk mengurus diri sendiri, dan untuk berpartisipasi dalam masyarakat. Spektrum autisme terjadi bersama dengan keterbelakangan mental
dan gangguan bahasa dalam banyak kasus. Dengan demikian, perencanaan pendidikan harus mengatasi kedua kebutuhan biasanya terkait dengan gangguan autis dan kebutuhan yang berhubungan dengan cacat yang menyertainya.
Pendidikan, baik langsung dari anak-anak, dan orang tua dan guru, adalah bentuk utama dari pengobatan untuk gangguan spektrum autistic saat ini. Pendidikan anak-anak dengan gangguan autis diterima sebagai tanggung jawab publik di bawah Pendidikan Semua Anak Cacat Undang-Undang di
1975. Meskipun mandat federal, bagaimanapun, tujuan, metode dan sumber daya yang tersedia bervariasi dari negara ke negara dan sistem sekolah untuk sistem sekolah. Dalam beberapa tahun terakhir, karena pertemuan faktor, pengadilan telah menjadi semakin aktif dalam menentukan metode dan sumber daya yang dialokasikan oleh sistem sekolah untuk pendidikan anak-anak dengan gangguan spektrum autistik. Buku ini bertujuan untuk membantu pelaksanaan pendidikan untuk anak penderita Autis.

Daftar Isi:

EXECUTIVE SUMMARY 1

Committee’s Charge, 2
Diagnosis, Assessment, and Prevalence, 2
Role of Families, 4
Goals for Educational Services, 5
Characteristics of Effective Interventions, 6
Public Policies, 7
Personnel Preparation, 7
Research , 8
    1  INTRODUCTION 11
        Features of Autism, 11
        The Challenge of Educating Children with Autism, 12
        The Committee’s Work, 13
        Organization of the Report, 19

I  GOALS FOR CHILDREN WITH AUTISM AND THEIR FAMILIES
    2  DIAGNOSIS, ASSESSMENT, AND PREVALENCE 23

        Multidisciplinary Perspectives, 23
        Prevalence of Autism and Related Conditions, 24
        Screening Instruments, 25
        Assessment, 26
        Medical Considerations, 30
        Implications for Intervention, 31
    3  FAMILY ROLES 32
        Special Demands on Parents, 33
        Teaching Parents Needed Skills, 35
        The Advocacy Role, 36
        Support for Families, 37
        From Research to Practice, 39
    4  GOALS FOR EDUCATIONAL SERVICES 40
        Interventions as Paths to Goals, 41
        Outcomes, 43
II CHARACTERISTICS OF EFFECTIVE INTERVENTIONS
    5  DEVELOPMENT OF COMMUNICATION 47
        Core Communication Deficits, 48
        Planning for Intervention, 50
        Intervention Approaches, 52
        From Research to Practice, 63
    6  SOCIAL DEVELOPMENT 66
        Developmental Constructs and Theory, 66
        Commonalties and Individual Differences, 69
        Planning for Intervention, 71
        Interventions Used to Teach Social Behavior, 75
        From Research to Practice, 81
    7  COGNITIVE DEVELOPMENT 82
        Cognitive Abilities in Infants and Very Young Children, 83
        Stability and Uses of Tests of Intelligence, 84
        General Issues in Cognitive Assessment, 87
        Theoretical Models of Cognitive Dysfunction in Autism, 88
        Academic Instruction and Outcomes, 90
        From Research to Practice, 92
    8  SENSORY AND MOTOR DEVELOPMENT 93
        Constructs and Deficits, 94
        Intervention Techniques, 98
        Sensory and Motor Development and Educational Programming, 101
        From Research to Practice, 102
    9  ADAPTIVE BEHAVIORS 103
        Background, 103
        Developmental Constructs and Theory, 105
        Form of Adaptive Behaviors, 106
        Assessing Adaptive Behavior and Planning for Intervention, 107
        Intervention Studies, 110
        Intervention Programs, 112
        From Research to Practice, 113
    10 PROBLEM BEHAVIORS 115
        Nature and Persistence of Behavior Problems, 116
        Preventive Interventions, 118
        After the Fact: Teaching Alternative Behaviors, 121
        Other Interventions, 127
        From Research to Practice, 131
    11 INSTRUCTIONAL STRATEGIES 133
        Types of Instructional Strategies, 133
        Individual Versus Group Instruction, 137
        The Use of Peers as Instructors, 138
        The Roles of Selected Disciplines, 138
    12 COMPREHENSIVE PROGRAMS 140
        Selection and Overview of Model Programs, 140
        Theoretical Orientations of Program Models, 147
        Convergence and Variability of Program Dimensions, 149
        Intervention Studies, 166
III  POLICY, LEGAL, AND RESEARCH CONTEXT
    13 PUBLIC POLICY AND LEGAL ISSUES 175

        Legislation, 176
        Adequacy of Services and Resources, 181
    14 PERSONNEL PREPARATION 183
        Need for a Support Infrastructure, 183
        Kinds of Personnel, 186
        Providers of Personnel Preparation, 188
        Content of Personnel Preparation Programs, 188
        Resources, 190
    15 METHODOLOGICAL ISSUES IN RESEARCH ON EDUCATIONAL 
         INTERVENTIONS 193
        Separate Literatures, 194
        Early Screening and Diagnosis, 195
        Description of Participants of Studies, 197
        Methodological Issues, 199
        From Research to Practice, 209
    16 CONCLUSIONS AND RECOMMENDATIONS 211
        Diagnosis, Assessment, and Prevalence, 211
        Role of Families, 214
        Goals for Educational Services, 216
        Characteristics of Effective Interventions, 218
        Public Policies, 222
        Personnel Preparation, 224
        Needed Research, 227
REFERENCES 231
BIOGRAPHICAL SKETCHES 290
INDEX 295



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