3 Review(s)

'More than just a list of practical points....The book is well worth buying and should appeal both to support workers and their managers' - Secondary School SENCo, London 'This book will be of value to all those who support pupils with an autistic spectrum disorder. However, as it tackles the day-to-day practice of teaching and working with such pupils it should be read by teachers too' - Tess Coll, autism outreach teacher 'There can be no doubt that the action suggested by the authors to improve outcomes for pupils with ASD, would benefit the inclusion of all pupils' - Special Needs Information Press 'This book will be a really useful resource for those supporting children with ASDs in a range of schools, both special and mainstream. It uses case study material collected from experience and discussions with staff, to illustrate dilemmas and strategies. It encourages reflection on practice by posing questions at different points. The book also provides many useful references to published materials and websites for readers to follow up and suggests how support assistants can work to become part of the whole staff team' - Dr Glenys Jones, University of Birmingham Specifically designed to provide information and professional guidance for people working in educational support roles, this book focuses on the work carried out by Teaching Assistants in mainstream primary and secondary schools. The book will give them the tools and awareness to work confidently with pupils from across the autistic spectrum, whilst validating their position within a staff team. Using real-life case studies to illustrate common issues faced by support staff within any educational setting, it recogniszes the often tough situations they find themselves in with pupils, and with other members of staff, and will equip them with many basic strategies that will lead to effective working within their setting. 'The chapters are short and well structured. This book will be of value to all those who support pupils with an autistic spectrum disorder. However, as it tackles the day-to-day practice of teaching and working with such pupils it should be read by teachers too' - Special