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 under the tutelage of Nancy Dalrymple, the first of many mentors. Currently, Ms. Wagner is a private autism consultant, school consultant, teacher trainer, guest lecturer, and published author of numerous articles and books. Her books include Inclusive Programming for Elementary Students with Autism (1999), Inclusive Programming for Middle School Students with Autism/Asperger’s Syndrome (2001), Inclusive Programming for High School Students with Autism and Asperger’s Syndrome, and Understanding Asperger’s: Fast Facts (2004). She also contributed a chapter to Asperger’s and Girls (2006). She received the Autism Society of America’s Literary Award for the book on inclusion in elementary schools, and was named the ASA’s (Greater Georgia Chapter) Professional of the Year in 2002. Ms. Wagner lives in the Atlanta, Georgia area with her husband and son.
Inclusive Programming for Middle School Students with Autism/Asperger's Syndromeby Sheila Wagner M.Ed.
Middle school presents unique challenges to those with autism / Asperger's, but it can also be exciting and rewarding. Inclusive Programming addresses transitioning to and from middle school, and everything in between: hormones, cliques, bullying, aggression, and "fitting in." The ingredients for success are pre-planning, frequent monitoring of… See more details below
Middle school presents unique challenges to those with autism / Asperger's, but it can also be exciting and rewarding. Inclusive Programming addresses transitioning to and from middle school, and everything in between: hormones, cliques, bullying, aggression, and "fitting in." The ingredients for success are pre-planning, frequent monitoring of progress, teacher training, and regular communication between all concerned. Add committed teachers, peer mentors/tutors, sensible allowances for individual students' needs (extra test time, visual/oral format, concrete language, less or different homework, a sensory-safe environment, social skills training) as called for, and you have a recipe for success. You'll find many helpful charts/resources in the Appendices.
Helpful chapters include:
- Autism in a Nutshell
- Inclusion Discussion
- Profiles and Characteristics of Middle School Students
- Formation of an Individual Education Plan (IEP)
- Behavior Programming in Middle School
- Academic Issues of Middle School Students
- Social Programming
- Collaborative Roles
- Future Horizons, Inc.
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- 8.21(w) x 11.05(h) x 0.48(d)
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