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Inclusive Programming for High School Students with Autism or Asperger's Syndrome: Making Inclusion Work for Everyone!by Sheila Wagner
Synopses & Reviews
Winner of an Outstanding Literary Work of the Year Award by the Autism Society of America!
A NAPPA Honors Winner in the 2010 National Parenting Publications Awards!
Finalist in the 2009 ForeWord Book of the Year Awards!
Successful inclusion in high school is critical for achieving independence as an adult!
Even though inclusive education is now the standard for educating students with special needs, inclusion is a still a very new process. Successful inclusion relies on flexibility of parents and educators, and their ability to work together for the sake of the student. Training, collaboration, specialized teaching, long-term planning, and a clear idea of the desired outcome for the student—these are just as important at the high school level as they were in elementary and middle school.
This comprehensive guide will help you give your child or student the best possible high school experience. You will learn how to help students navigate the social minefields of friendships and dating, while fostering the executive functioning skills they will need as adults. Expert Sheila Wagner provides the strategies and solutions you’ll need before, during, and after high school.
High school can be challenging for any student, but it can be especially so for students on the autism spectrum. Social, emotional, and behavioral challenges often add to typical teen issues. This book help parents and teachers bridge the gaps between students and their education. It provides the practical information caregivers need so that they can provide adequate support for young adults while they are in school. This book also instructs caregivers how to prepare students for college, jobs, and other issues they may encounter in the future.
About the Author
Sheila Wagner, M.Ed., received her undergraduate degree in Education from the University of Wisconsin, Whitewater, and her graduate degree in Special Education from Georgia State University. Past experience in autism began at the Indiana Resource Center for Autism at Indiana University where she was an associate teacher, then demonstration teacher in the autism demonstration program and, later, an educational consultant to teachers and schools across the State of Indiana.
Currently, Ms. Wagner is an autism consultant, school consultant, teacher trainer, guest lecturer, and published author of numerous articles and books. She received the Autism Society of America’s Literary Award for the first book in her inclusion series, Inclusive Programming for Elementary Students with Autism, and was named ASA’s (Greater Georgia Chapter) Professional of the Year in 2002. Ms. Wagner lives in the Atlanta, Georgia area with her husband and son.
Table of Contents
Foreword by Michelle Garcia Winner
Part I: High School, Here We Come!
The High School Mentality
Transitioning from Middle School
Characteristics of Typically Developing
High School Students
Characteristics of High School Students with Autism
Characteristics of High School Students with Asperger’s Syndrome
Part II: Educational Issues
Restructuring High Schools for Inclusion
Four-year versus Five-year Programs
Dropping Out of School
Foreign Language Requirements
Collaborative Classes, Co-teaching and Inclusion Classes
Study-Abroad Programs/Exchange Programs
Independent Study Program
Organizational Skills at the High School Level
IEP Goals and Objectives
Private High Schools
Asperger’s and Giftedness: “Twice Exceptional” Students
Part III: Behavior Programming
Behavior Programming and Adolescent Angst
Positive Behavior Plans
Punishment-Based Behavior Programming
Teaching Consequences to Students with ASD
Motivation versus Cognitive Processing
Zero-tolerance and Discipline Standards
The Out-of-Control Student
You’re Under Arrest! ASD and Law Enforcement
Bullying and Peer Victimization
Part IV: The Social Scene
Social Skills Overview
Social Skills Assessment
Teaching Social Skills in High School
Prom Night and Dating
The Social-Sexual Scene
Puberty, Adolescence, and Sex Education
Part V: Adaptive/Vocational Options
Work Exploration Programs
Functional Academic Skills
Leisure Time in the Community
Vocational Rehabilitation Evaluation
Part VI: Transitioning to the Adult World
Informing Students about their Disability
Graduation: Age 18 or 21?
College Introductory Classes
Finding a College or University
Planning for Inclusion into the Community
Part VII: Words of Wisdom
Resources for Successful Inclusion Programs
What Our Readers Are Saying
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