Part 1 Effective practice and decision-making for parents of children with autism spectrum disorder.- 1 Defining the problem.- 2 Evidence-based practice and autism spectrum disorder.- 3 The Cycle of Learning: A framework for decision-making.- Part 2 Empowering parents to create education plans for their children with autism spectrum disorder.- 4 Empowering parents to create a vision for their children with autism spectrum disorder.- 5 Developing education plans within curriculum frameworks: Creating profiles and goals.- 6 Facilitating self-determination through education planning.- 7 Developing effective transition plans.- Part 3 Systems advocacy: Facilitating change at the systems level.- 8 Parent advocacy with schools: A success story.- 9 Creating a community of practice.- 10 Empowering parents to become informed advocates and decision-makers.- 11 Understanding law and policy to gain the best educational opportunities for children with autism spectrum disorder.- 12 Finding the common thread: Bringing it all together.
Amanda Webster is a Senior Lecturer at the Faculty of Social Sciences, University of Wollongong. She has gained national prominence for her focus on creating successful school communities for students with autism spectrum disorder (ASD) and their families. Starting her career nearly 30 years ago as a group home parent for adult women with autism and intellectual disabilities, she has worked closely with individuals with ASD and their families as a school leader, teacher, specialist consultant, and behaviour analyst in the USA and Australia. Since moving into the university setting, she has served as the Program Convenor for the Autism Studies program at Griffith University and is a researcher in the Cooperative Research Centre for Living with Autism.
Joy Cumming is a Professor of Education and Director of
the Assessment, Evaluation and Student Learning research
concentration at the Learning Sciences Institute Australia,
Australian Catholic University. Originally a secondary school
teacher for English and Mathematics, she has been involved in
educational research for nearly 40 years. She is internationally
recognised for her work in educational assessment, including
concerns about quality education practice, assessment and
accountability for diverse students and inclusive education. In
addition to educational qualifications, she holds formal legal
qualifications.
Susannah Rowland is currently completing a Master of
Autism Studies at Griffith University, and aspires to work with
families of children after graduation. Her present qualifications
include a Bachelor of Education in Early Childhood and a Graduate
Diploma of Education in Language and Literacy. Susannah has worked
as an early childhood educator and director in Australia and Hong
Kong, and as an early years co-ordinator in London. Her teaching
experience includes work with children from a range of cultural and
linguistic backgrounds, in a variety of educational
settings.
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