Higher Functioning Adolescents and Young Adults with Autism: A Teacher's Guide.

Autor/inn/en	Fullerton, Ann; und weitere
Titel	Higher Functioning Adolescents and Young Adults with Autism: A Teacher's Guide.
Quelle	(1996), (96 Seiten)Verfügbarkeit
Beigaben	Illustrationen; Tabellen
Sprache	englisch
Dokumenttyp	gedruckt; Monographie
ISBN	0-89079-681-5
Schlagwörter	Leitfaden; Academic Accommodations (Disabilities); Adolescent Development; Adolescents; Autism; Cognitive Processes; Communication Skills; Instructional Materials; Interpersonal Competence; Learning Strategies; Material Development; Media Adaptation; Mild Disabilities; Organization; Peer Relationship; Postsecondary Education; Self Concept; Symptoms (Individual Disorders); Teaching Methods; Teaching Models; Time Management; Young Adults + Suchen Sie Ihr Suchwort? Adolescent; Adolescence; Adoleszenz; Jugend; Jugendalter; Jugendlicher; Autismus; Cognitive process; Kognitiver Prozess; Kommunikationsstil; Lehrmaterial; Lehrmittel; Unterrichtsmedien; Interpersonale Kompetenz; Learning methode; Learning techniques; Lernmethode; Lernstrategie; Lehrmaterialentwicklung; Medienverwendung; Organisation; Organisationsstruktur; Peer-Beziehungen; Post-secondary education; Tertiäre Bildung; Selbstkonzept; Psychiatrische Symptomatik; Teaching method; Lehrmethode; Unterrichtsmethode; Lehrmodell; Zeitmanagement; Young adult; Junger Erwachsener
Abstract	This guide offers strategies for working with students with autism in the areas of academic instruction, organization and time management, and social skills. The importance of considering the autistic student's use of language and thinking style is stressed. Chapter 1, "Who Are Higher Functioning Young Adults with Autism?" (Ann Fullerton), provides the current definition of higher functioning autism and describes the sensory, cognitive, and social experiences of these persons. Chapter 2, "Adolescence and Young Adulthood" (Ann Fullerton), explores the impact of adolescence on the young adult's changing relationship with peers and on identity formation. Chapter 3, "Adapting Instructional Materials and Strategies" (Joyce Stratton), provides strategies for assessing needs and providing different levels of assistance to enable higher functioning students to experience academic success. Chapter 4, "Organization and Time Management Strategies" (Phyllis Coyne), shows how to help persons with autism learn to sequence, organize, and use time concepts in their daily lives. The last chapter, "Social Assistance" (Carol Gray), offers strategies to provide adolescents with accurate social information and effective responses to social situations. A list of resources, including organizations, newsletters, guides to relaxation techniques, and books, is appended. (Individual chapters contain references). (DB)
Anmerkungen	PRO-ED, 8700 Shoal Creek Blvd., Austin, TX 78757-6897 ($29).
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2004/1/01