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.
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.
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.
Inhaltsangabe
Dedication Thanks to Foreword by Michelle Garcia Winner Introduction Acronyms 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 Registrars Four-year versus Five-year Programs Course Selection Honors/AP Classes Dropping Out of School Foreign Language Requirements Collaborative Classes, Co-teaching and Inclusion Classes Study-Abroad Programs/Exchange Programs Independent Study Program Online Courses Home Schooling Athletic Emphasis Organizational Skills at the High School Level IEP Goals and Objectives Academic Accommodations/Modifications Graduation Requirements Summer Coursework Rubrics 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 Legal Issues You're Under Arrest! ASD and Law Enforcement Bullying and Peer Victimization Related Topics Part IV: The Social Scene Social Skills Overview Social Skills Assessment IEP Objectives Acting Proactively Teaching Social Skills in High School Developing Friendships Peer Programming Music Programs Prom Night and Dating The Social-Sexual Scene Puberty, Adolescence, and Sex Education Before-/After-School Activities Part V: Adaptive/Vocational Options Adaptive Skills Work Exploration Programs Vocational Activities Functional Academic Skills Domestic Living Leisure Time in the Community Driving Permits/Privileges Vocational Rehabilitation Evaluation Part VI: Transitioning to the Adult World Long-term Planning Informing Students about their Disability Diplomas GEDs Graduation: Age 18 or 21? College Introductory Classes Finding a College or University Associate's Degrees Planning for Inclusion into the Community Adult Services Part VII: Words of Wisdom Appendix Resources for Successful Inclusion Programs References
Dedication Thanks to Foreword by Michelle Garcia Winner Introduction Acronyms 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 Registrars Four-year versus Five-year Programs Course Selection Honors/AP Classes Dropping Out of School Foreign Language Requirements Collaborative Classes, Co-teaching and Inclusion Classes Study-Abroad Programs/Exchange Programs Independent Study Program Online Courses Home Schooling Athletic Emphasis Organizational Skills at the High School Level IEP Goals and Objectives Academic Accommodations/Modifications Graduation Requirements Summer Coursework Rubrics 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 Legal Issues You're Under Arrest! ASD and Law Enforcement Bullying and Peer Victimization Related Topics Part IV: The Social Scene Social Skills Overview Social Skills Assessment IEP Objectives Acting Proactively Teaching Social Skills in High School Developing Friendships Peer Programming Music Programs Prom Night and Dating The Social-Sexual Scene Puberty, Adolescence, and Sex Education Before-/After-School Activities Part V: Adaptive/Vocational Options Adaptive Skills Work Exploration Programs Vocational Activities Functional Academic Skills Domestic Living Leisure Time in the Community Driving Permits/Privileges Vocational Rehabilitation Evaluation Part VI: Transitioning to the Adult World Long-term Planning Informing Students about their Disability Diplomas GEDs Graduation: Age 18 or 21? College Introductory Classes Finding a College or University Associate's Degrees Planning for Inclusion into the Community Adult Services Part VII: Words of Wisdom Appendix Resources for Successful Inclusion Programs References
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