Committee on Educational Interventions for Children with Autism's Books

Educating Children with Autism

By: National Research Council,Division of Behavioral and Social Sciences and Education,Committee on Educational Interventions for Children with Autism

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Educating Children with Autism

By: National Research Council,Division of Behavioral and Social Sciences and Education,Committee on Educational Interventions for Children with Autism

Autism is a word most of us are familiar with. But do we really know what it means? Children with autism are challenged by the most essential human behaviors. They have difficulty interacting with other people-often failing to see people as people rather than simply objects in their environment. They cannot easily communicate ideas and feelings, have great trouble imagining what others think or feel, and in some cases spend their lives speechless. They frequently find it hard to make friends or even bond with family members. Their behavior can seem bizarre. Education is the primary form of treatment for this mysterious condition. This means that we place important responsibilities on schools, teachers and children's parents, as well as the other professionals who work with children with autism. With the passage of the Individuals with Disabilities Education Act of 1975, we accepted responsibility for educating children who face special challenges like autism. While we have since amassed a substantial body of research, researchers have not adequately communicated with one another, and their findings have not been integrated into a proven curriculum. Educating Children with Autism outlines an interdisciplinary approach to education for children with autism. The committee explores what makes education effective for the child with autism and identifies specific characteristics of programs that work. Recommendations are offered for choosing educational content and strategies, introducing interaction with other children, and other key areas. This book examines some fundamental issues, including: How children's specific diagnoses should affect educational assessment and planning How we can support the families of children with autism Features of effective instructional and comprehensive programs and strategies How we can better prepare teachers, school staffs, professionals, and parents to educate children with autism What policies at the federal, state, and local levels will best ensure appropriate education, examining strategies and resources needed to address the rights of children with autism to appropriate education. Children with autism present educators with one of their most difficult challenges. Through a comprehensive examination of the scientific knowledge underlying educational practices, programs, and strategies, Educating Children with Autism presents valuable information for parents, administrators, advocates, researchers, and policy makers.

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324

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National Academies Press

Published Date

ISBN 10

0309210011

ISBN 13

9780309210010

Educating Children with Autism

By: National Research Council,Division of Behavioral and Social Sciences and Education,Committee on Educational Interventions for Children with Autism

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Educating Children with Autism

By: National Research Council,Division of Behavioral and Social Sciences and Education,Committee on Educational Interventions for Children with Autism

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324

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National Academies Press

Published Date

ISBN 10

0309132924

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9780309132923

Special Educational Needs

Third Report of Session 2005-06

By: Great Britain: Parliament: House of Commons: Education and Skills Committee

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Special Educational Needs

Third Report of Session 2005-06

By: Great Britain: Parliament: House of Commons: Education and Skills Committee

This publication contains a range of oral and written evidence taken by the Committee in relation to its inquiry into special educational needs (SEN) provision, including contributions from Baroness Warnock, DfES officials and local authorities, Ofsted, the Audit Commission, the Disability Rights Commission, SEN advisors and organisations, charities and trade unions.

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268

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The Stationery Office

Published Date

ISBN 10

0215029631

ISBN 13

9780215029638

Vibrant and Healthy Kids

Aligning Science, Practice, and Policy to Advance Health Equity

By: National Academies of Sciences, Engineering, and Medicine,Health and Medicine Division,Board on Population Health and Public Health Practice,Committee on Applying Neurobiological and Socio-Behavioral Sciences from Prenatal Through Early Childhood Development: A Health Equity Approach

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Vibrant and Healthy Kids

Aligning Science, Practice, and Policy to Advance Health Equity

Children are the foundation of the United States, and supporting them is a key component of building a successful future. However, millions of children face health inequities that compromise their development, well-being, and long-term outcomes, despite substantial scientific evidence about how those adversities contribute to poor health. Advancements in neurobiological and socio-behavioral science show that critical biological systems develop in the prenatal through early childhood periods, and neurobiological development is extremely responsive to environmental influences during these stages. Consequently, social, economic, cultural, and environmental factors significantly affect a child's health ecosystem and ability to thrive throughout adulthood. Vibrant and Healthy Kids: Aligning Science, Practice, and Policy to Advance Health Equity builds upon and updates research from Communities in Action: Pathways to Health Equity (2017) and From Neurons to Neighborhoods: The Science of Early Childhood Development (2000). This report provides a brief overview of stressors that affect childhood development and health, a framework for applying current brain and development science to the real world, a roadmap for implementing tailored interventions, and recommendations about improving systems to better align with our understanding of the significant impact of health equity.

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621

Publisher

National Academies Press

Published Date

ISBN 10

0309493412

ISBN 13

9780309493413

Opportunities for Improving Programs and Services for Children with Disabilities

By: National Academies of Sciences, Engineering, and Medicine,Health and Medicine Division,Board on Health Care Services,Committee on Improving Health Outcomes for Children with Disabilities

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Opportunities for Improving Programs and Services for Children with Disabilities

By: National Academies of Sciences, Engineering, and Medicine,Health and Medicine Division,Board on Health Care Services,Committee on Improving Health Outcomes for Children with Disabilities

Although the general public in the United States assumes children to be generally healthy and thriving, a substantial and growing number of children have at least one chronic health condition. Many of these conditions are associated with disabilities and interfere regularly with children's usual activities, such as play or leisure activities, attending school, and engaging in family or community activities. In their most severe forms, such disorders are serious lifelong threats to children's social, emotional well-being and quality of life, and anticipated adult outcomes such as for employment or independent living. However, pinpointing the prevalence of disability among children in the U.S. is difficult, as conceptual frameworks and definitions of disability vary among federal programs that provide services to this population and national surveys, the two primary sources for prevalence data. Opportunities for Improving Programs and Services for Children with Disabilities provides a comprehensive analysis of health outcomes for school-aged children with disabilities. This report reviews and assesses programs, services, and supports available to these children and their families. It also describes overarching program, service, and treatment goals; examines outreach efforts and utilization rates; identifies what outcomes are measured and how they are reported; and describes what is known about the effectiveness of these programs and services.

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351

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National Academies Press

Published Date

ISBN 10

0309472245

ISBN 13

9780309472241

Speech and Language Disorders in Children

Implications for the Social Security Administration's Supplemental Security Income Program

By: National Academies of Sciences, Engineering, and Medicine,Division of Behavioral and Social Sciences and Education,Institute of Medicine,Board on Children, Youth, and Families,Board on the Health of Select Populations,Committee on the Evaluation of the Supplemental Security Income (SSI) Disability Program for Children with Speech Disorders and Language Disorders

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Speech and Language Disorders in Children

Implications for the Social Security Administration's Supplemental Security Income Program

Speech and language are central to the human experience; they are the vital means by which people convey and receive knowledge, thoughts, feelings, and other internal experiences. Acquisition of communication skills begins early in childhood and is foundational to the ability to gain access to culturally transmitted knowledge, organize and share thoughts and feelings, and participate in social interactions and relationships. Thus, speech disorders and language disorders-disruptions in communication development-can have wide-ranging and adverse impacts on the ability to communicate and also to acquire new knowledge and fully participate in society. Severe disruptions in speech or language acquisition have both direct and indirect consequences for child and adolescent development, not only in communication, but also in associated abilities such as reading and academic achievement that depend on speech and language skills. The Supplemental Security Income (SSI) program for children provides financial assistance to children from low-income, resource-limited families who are determined to have conditions that meet the disability standard required under law. Between 2000 and 2010, there was an unprecedented rise in the number of applications and the number of children found to meet the disability criteria. The factors that contribute to these changes are a primary focus of this report. Speech and Language Disorders in Children provides an overview of the current status of the diagnosis and treatment of speech and language disorders and levels of impairment in the U.S. population under age 18. This study identifies past and current trends in the prevalence and persistence of speech disorders and language disorders for the general U.S. population under age 18 and compares those trends to trends in the SSI childhood disability population.

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Page Count

305

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National Academies Press

Published Date

ISBN 10

0309388783

ISBN 13

9780309388788

Book's by Committee on Educational Interventions for Children with Autism

Educating Children with Autism

Educating Children with Autism

Educating Children with Autism

Educating Children with Autism

Special Educational Needs

Special Educational Needs

Vibrant and Healthy Kids

Vibrant and Healthy Kids

Opportunities for Improving Programs and Services for Children with Disabilities

Opportunities for Improving Programs and Services for Children with Disabilities

Speech and Language Disorders in Children

Speech and Language Disorders in Children

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