Autism and Early Years Practice: A Guide for Early Years Professionals, Teachers and Parents (Paperback)

`The book is timely and important and will be a very useful resource to parents and practitioners of young children with autism` - Autism: The International Journal of Research and Practice

`The book gives lots of excellent information about the autistic spectrum, with descriptions of characteristics and tendencies. There are interesting case studies to help the reader apply the theory to children they know. The book would be a valuable addition to a settings' special needs literature'- Nursery World

`Autism and Early Years Practice: A Guide for Early Years Professionals, Teachers and Parents, will be an important book for both trainees and existing staff in the ECEC field, whatever their professional background and titles' - Tricia David, from the Foreword

`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

With every early years setting now expected to be more inclusive, early years professionals are increasingly working with children who have autism or who appear on the autistic spectrum.

This book is written with the needs of the practitioner firmly in mind. It offers advice based on the author's own experience as a practitioner and provides the reader with sound knowledge of the area which will support and inform practice. Useful, practical, realistic and constructive suggestions will be made by exploring research and current examples of good practice; these will be supported by individual case studies as exemplars. Each chapter will highlight key issues, offer suggestions for discussion and direct the reader to key texts for further reading.

Subjects covered include:

· definitions of autism

· the demands of relevant legislation

· considering the needs of the family

· issues of diagnosis and assessment

· understanding the world of the child with autism

· programmes of intervention

· including young children with autism

· working effectively within a multi-disciplinary system

· current issues and suggestions for the future

All early years students and professionals working with children in a variety of early years settings will find this book helpful and closely matched to their needs.

Kate Wall is Early Childhood Studies Programme Director at Canterbury Christ Church University College. She has worked extensively as a practitioner in early years mainstream and special needs settings.

Synopsis
With every early years setting now expected to be more inclusive, early years professionals are increasingly working with children who have autism or who appear on the autistic spectrum. Autism and Early Years Practice is written with the needs of the practitioner firmly in mind. It offers advice based on the author's own experience as a practitioner and provides the reader with sound knowledge of the area which will support and inform practice. Useful, practical, realistic and constructive suggestions will be made by exploring research and current examples of good practice; these will be supported by individual case studies as exemplars. Each chapter will highlight key issues, offer suggestions for discussion and direct the reader to key texts for further reading.

Subjects covered include: definitions of autism; the demands of relevant legislation; considering the needs of the family; issues of diagnosis and assessment; understanding the world of the child with autism; programmes of intervention; including young children with autism; working effectively within a multi-disciplinary system; current issues and suggestions for the future; All early years students and professionals working with children in a variety of early years settings will find this book helpful and closely matched to their needs. Kate Wall is Early Childhood Studies Programme Director at Canterbury Christ Church University College. She has worked extensively as a practitioner in early years mainstream and special needs settings.

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