Education and Girls on the Autism Spectrum: Developing an Integrated Approach

by Judith Hebron (Editor), Caroline Bond (Editor), Judy Eaton (Contribution by), Christopher Gillberg (Contribution by), Alexandra Sturrock (Contribution by)

Overview

Addressing the gender gap in the understanding of autism, this multi-perspective book explores the educational needs of girls on the autism spectrum from early years to secondary school, in both mainstream and special settings. The collection, comprising insights from autistic women and girls and educational and medical professionals makes recommendations for a collaborative and integrated approach that enables girls on the spectrum to reach their full potential. By establishing close collaborations between girls on the spectrum, their parents, teachers and specialist professionals, the field can move forwards in terms of providing understanding and an appropriate educational framework for success.

Product Details

ISBN-13:	9781784508371
Publisher:	Jessica Kingsley Publishers
Publication date:	08/21/2019
Sold by:	Barnes & Noble
Format:	eBook
Pages:	280
File size:	2 MB

About the Author

Judith Hebron is a Lecturer in Psychology with Education at the University of Leeds.

Caroline Bond is a Senior Lecturer in Educational and Child Psychology at the University of Manchester.

Dr Judy Eaton is a clinical psychologist. She has assessed and worked with many girls with autism spectrum disorder (ASD) with mental health issues in both in- and out-patient settings. She lives in Norfolk, UK.
Gareth Morewood is the Educational Advisor for Studio III. Previously, he worked for 25 years in UK schools, the last 17 of which were as SENCo in a large, inclusive secondary school in the North West of England. Gareth has extensive experience supporting schools, families and working directly with young people in the UK and abroad.

Table of Contents

Acknowledgements; Introduction - Caroline Bond and Judith Hebron; Section 1: Personal Perspectives; 1. Education as a Girl with Asperger's Syndrome: A First-Hand Perspective -Rachael Salter; 2. Growing Up and Taking Charge: Personal Perspectives from an Autistic Woman and her Mother - Sarah-Jane Critchley and Elizabeth Critchley; Section 2: School-based approaches; 3. Autistic Girls in the Early Years and Primary School - Lynn McCann; 4.Managing the Transition from Primary to Secondary School for Autistic Girls: A Case Study Approach - Judith Hebron; 5. Meeting the Needs of Autistic Girls at Secondary School - Gareth Morewood, Carla Tomlinson, and Caroline Bond; 6. The Specialist Secondary Experience: An Alternative View of Secondary Education for Autistic Girls - Sarah Wild; Section 3: Wider professional support and intervention; 7. Girls with Autism: Psychiatric, Neurodevelopmental and Psychiatric Aspects - Christopher Gillberg; 8. A Clinical Psychology Perspective on the Experiences and Mental Health Challenges of Girls with Autism - Judy Eaton; 9. Speech and Language Difficulties and Service Provision for Girls with Autism - Alexandra Sturrock and Etienne Goldsack; 10. The Role of Educational Psychologists in Supporting Girls with Autism in Education - Caroline Bond and Siobhan O'Hagan; Conclusion - Caroline Bond and Judith Hebron; Biographies; References and Index

Editorial Reviews

This book is a treasure trove of ideas and insights about autistic girls and women in education. It brings together a wonderful diversity of perspectives, with contributions from autistic people, parents, specialist teachers, clinicians and researchers. It will be of interest to anyone looking to promote the wellbeing and life chances of autistic girls and women.

Dr Will Mandy

This book is an invaluable resource for those interested in providing appropriate support to autistic girls. It brings together personal experience, professional expertise and research in an accessible way. The subject is brought alive by compelling narratives, clear case studies and examples of excellent practice from a range of contexts.

Dr Karen Guldberg

The distinctive educational experiences of autistic girls and young women have been overlooked for far too long. Hebron and Bond's superb edited collection begins to put that right by combining insightful personal reminiscences and professional reflections with cutting-edge research. This is a collection that everyone interested in autism research and practice needs to read.

Liz Pellicano