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9781849051699

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This comprehensive, constructive information - filled resource is a title that should be on the bookshelf of anyone caring for an autistic child, either at school or at home. -- Families Online Al-Ghani, a special educational needs teacher whose son has ASD, and Kenward, a retired specialist teacher for inclusion support, compile practical ideas to ease the transition to school and inclusive classrooms for children with autism spectrum disorder (ASD). Their program offers a visual structured approach to the school day, incorporating scrapbooks, visual schedules, motivation boards, and symbols for various activities. Ideas are given for common situations such as preparing children for substitute teachers and holidays, and dealing with children's obsessions. -- Reference and Research Book News I have a sticker chart. When I do lots of work I get stickers to put on the chart and then I get prizes. I am a lot happier at school since Kay showed Mrs Goodwin how to use these things. I really wish I had these things when I first started school. -- Joshua Merrick, Pupil with AS, Red Lake Count Primary School, Hastings, UK The earlier these strategies can be put in place the better. As soon as a child with ASD enters school for the first time they should be exposed to the visual way of working. In my case, the child was not diagnosed until she was in Year 3, but seeing first hand the positive way in which they have worked I would definitely advocate these techniques for children of Reception age. -- Jane Barnard, Individual Needs Assistant to a girl with Asperger Syndrome, Little Ridge Community Primary School, St. Leonards-On-Sea, UK To have a book that will contain a range of strategies, resources and useful suggestions to support the inclusion of a child with an ASD will do much to lessen the anxiety levels of many of these children and no doubt the teachers or Special Educational Needs Coordinators (SENCO) that strive to support them. From Home to School with Autism will be a vital tool for all education professionals teaching and supporting young children. -- Anna Collins, Acting Key Stage 1 SENCO and class teacher, Silverdale Primary School, Hastings, UK It is always good to read about strategies to help teaching staff in the mainstream classroom help children on the autistic spectrum. The fact that this book is clearly set out and in larger than average hint makes it easy to dip into and find relevant information. I have enjoyed reading this book and particularly liked the Happy Scrap book idea and the helpful tips for Teaching Assistants. I also like the wide range of visual cues used throughout, given as ideas to help children with ASDs process information better. The ideas of the pupil profile book and the starting school books were really good and so beneficial too... Overall, I think the idea of the book is something that is much needed. Now we just need educational staff to take notice and implement some of these very helpful strategies. -- OAASIS

It is always good to read about strategies to help teaching staff in the mainstream classroom help children on the autistic spectrum. The fact that this book is clearly set out and in larger than average hint makes it easy to dip into and find relevant information. I have enjoyed reading this book and particularly liked the Happy Scrap book idea and the helpful tips for Teaching Assistants. I also like the wide range of visual cues used throughout, given as ideas to help children with ASDs process information better. The ideas of the pupil profile book and the starting school books were really good and so beneficial too... Overall, I think the idea of the book is something that is much needed. Now we just need educational staff to take notice and implement some of these very helpful strategies. -- OAASIS To have a book that will contain a range of strategies, resources and useful suggestions to support the inclusion of a child with an ASD will do much to lessen the anxiety levels of many of these children and no doubt the teachers or Special Educational Needs Coordinators (SENCO) that strive to support them. From Home to School with Autism will be a vital tool for all education professionals teaching and supporting young children. -- Anna Collins, Acting Key Stage 1 SENCO and class teacher, Silverdale Primary School, Hastings, UK The earlier these strategies can be put in place the better. As soon as a child with ASD enters school for the first time they should be exposed to the visual way of working. In my case, the child was not diagnosed until she was in Year 3, but seeing first hand the positive way in which they have worked I would definitely advocate these techniques for children of Reception age. -- Jane Barnard, Individual Needs Assistant to a girl with Asperger Syndrome, Little Ridge Community Primary School, St. Leonards-On-Sea, UK I have a sticker chart. When I do lots of work I get stickers to put on the chart and then I get prizes. I am a lot happier at school since Kay showed Mrs Goodwin how to use these things. I really wish I had these things when I first started school. -- Joshua Merrick, Pupil with AS, Red Lake Count Primary School, Hastings, UK Al-Ghani, a special educational needs teacher whose son has ASD, and Kenward, a retired specialist teacher for inclusion support, compile practical ideas to ease the transition to school and inclusive classrooms for children with autism spectrum disorder (ASD). Their program offers a visual structured approach to the school day, incorporating scrapbooks, visual schedules, motivation boards, and symbols for various activities. Ideas are given for common situations such as preparing children for substitute teachers and holidays, and dealing with children's obsessions. -- Reference and Research Book News This comprehensive, constructive information - filled resource is a title that should be on the bookshelf of anyone caring for an autistic child, either at school or at home. -- Families Online

Author Information

K. I. Al-Ghani is a special educational needs teacher who has worked for more than 35 years in the field of education. She is currently a specialist teacher for inclusion support and is involved with training professionals, students and parents in aspects of ASD. As an author and a mother of a son with ASD - the illustrator Haitham Al-Ghani - she has spent the last 25 years researching the enigma that is autism. Lynda Kenward has over thirty years experience of working in special education. Now retired, her recent role as specialist teacher for inclusion support has motivated a particular interest in developing visual resources for children with ASD.

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