Education and girls on the autism spectrum : developing an integrated approach / edited by Judith Hebron and Caroline Bond.
By: Hebron, Judith.
Contributor(s): Bond, Caroline [editor.].Publisher: London ; Philadelphia, PA : Jessica Kingsley Publishers, 2019Description: 277 pages ; 23 cm : illustrations.Content type: text Media type: unmediated Carrier type: volumeISBN: 9781785924606.Subject(s): AUTISM | GIRLS | EDUCATION | PRIMARY SCHOOLS | TRANSITION FROM PRIMARY SCHOOL TO HIGH SCHOOL | CASE STUDIES | SECONDARY SCHOOLS | MENTAL HEALTH | SERVICE PROVISION | SPEECH AND LANGUAGE DIFFICULTIES
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Includes bibliographical references and indexes.
Introduction / Caroline Bond and Judith Hebron -- Education as a girl with Asperger's Syndrome : a first-hand perspective / Rachael Salter -- Growing up and taking charge : personal perspectives from an autistic woman and her mother / Sarah-Jane Critchley and Elizabeth Critchley -- Autistic girls in the early years and primary school / Lynn McCann -- Managing the transition from primary to secondary school for autistic girls : a case study approach / Judith Hebron -- Meeting the needs of autistic girls at secondary school / Gareth Morewood, Carla Tomlinson, and Caroline Bond -- The specialist secondary experience : an alternative view of secondary education for autistic girls / Sarah Wild -- Girls with autism : psychiatric, neurodevelopmental and psychiatric aspects / Christopher Gillberg -- A clinical psychology perspective on the experiences and mental health challenges of girls with autism / Judy Eaton -- Speech and language difficulties and service provision for girls with autism / Alexandra Sturrock and Etienne Goldsack -- The role of educational psychologists in supporting girls with autism in education / Caroline Bond and Siobhan O'Hagan -- Conclusion / Caroline Bond and Judith Hebron.
"Addressing the gender gap in the understanding of autism, this book takes a multi-perspective examination of the key issues in education for girls with autism. This collection distills latest research and makes recommendations for a collaborative and integrated approach that enables girls on the spectrum to reach their full potential. Diagnostic procedures have traditionally been based on male norms, leading to a bias in research, as well as missed or delayed diagnosis among girls and women with autism. There is now a growing recognition that girls with autism need to be diagnosed earlier so that appropriate support can be offered. By establishing close collaborations between girls with autism, their parents, teachers and specialist professionals, the field can move forwards in terms of providing understanding and an appropriate educational framework for success"-- Provided by publisher.