Developing and Evaluating Educational Programs for Students with Autism
Recent years have witnessed a marked increase both in the number of children diagnosed with autism spectrum disorders (ASDs) and those placed alongside their typically developing peers in general education classrooms. These events bring with them a pletho
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Caroline I. Magyar
Developing and Evaluating Educational Programs for Students with Autism
Caroline I. Magyar Department of Pediatrics School of Medicine and Dentistry University of Rochester 601 Elmwood Ave, Box 671 Rochester, NY 14642 USA [email protected]
ISBN 978-1-4419-6302-4 e-ISBN 978-1-4419-6303-1 DOI 10.1007/978-1-4419-6303-1 Springer New York Dordrecht Heidelberg London # Springer Science+Business Media, LLC 2011 All rights reserved. This work may not be translated or copied in whole or in part without the written permission of the publisher (Springer Science+Business Media, LLC, 233 Spring Street, New York, NY 10013, USA), except for brief excerpts in connection with reviews or scholarly analysis. Use in connection with any form of information storage and retrieval, electronic adaptation, computer software, or by similar or dissimilar methodology now known or hereafter developed is forbidden. The use in this publication of trade names, trademarks, service marks, and similar terms, even if they are not identified as such, is not to be taken as an expression of opinion as to whether or not they are subject to proprietary rights. While the advice and information in this book are believed to be true and accurate at the date of going to press, neither the authors nor the editors nor the publisher can accept any legal responsibility for any errors or omissions that may be made. The publisher makes no warranty, express or implied, with respect to the material contained herein Printed on acid-free paper Springer is part of Springer ScienceþBusiness Media (www.springer.com)
This book is dedicated to Vincent Pandolfi, Ph.D. A man who never fails to inspire me to achieve my personal goals and dreams, and who always accepts me for who I am and for what I do. I am glad you are my life partner.
Preface
In recent years, there has been a dramatic increase in the number of children diagnosed with an autism spectrum disorder (ASD; Centers for Disease Control, 2009; Kogan et al., 2009). Many of these children are being classified as Autistic (U.S. Department of Education, 2005) and attending their neighborhood schools. However, this increase and the clinical complexity of ASD presents a rather unique challenge to many school districts in terms of their ability to identify and design appropriate educational programs and to identify and use evidence-based methods and practices that lead to improvements in student achievement; both of which are necessary to meet federal education mandates (IDEA, 2004; NCLB, 2001). To address this challenge an increasing number of books and other materials on educational methods and program models for students with ASD have been developed. Yet, few resources are based firmly in the literature on effective practices in education and ASD intervention. Even fewer still provide schools with a systematic approach that will allow them to evaluate their program development needs and to create a continuum of program options that can meet the varied needs of their students wi
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