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Books on the topic 'Autistic children Education Australia Case studies'

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Author: Grafiati

Published: 10 December 2022

Last updated: 29 January 2023

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1

S, Handleman Jan, and Harris Sandra L, eds. Preschool education programs for children with autism. 2nd ed. Austin, Tex: Pro-Ed, 2001.

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L, Harris Sandra, and Handleman Jan S, eds. Preschool education programs for children with autism. Austin, Tex: PRO-ED, 1994.

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3

S, Handleman Jan, and Harris Sandra L, eds. School-age education programs for children with autism. Austin, Tex: PRO-ED, 2006.

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4

Drifte, Collette. Meeting special needs: A practical guide to support children with autistic spectrum disorders (autism). London: Step Forward Pub., 2007.

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5

The human encounter: Teachers and children living together in preschool. London: Falmer Press, 1991.

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6

My child wasn't born perfect: Learning disabilities and autism : the quest and success of a child. Wyoming, MI: Principia Media, 2012.

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7

Separating, losing, and excluding children: Narratives of difference. New York: Routledge, 2000.

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8

Ennio, Cipani, ed. Triumphs in early autism treatment: The stories of seven "best outcome" cases. New York: Springer Pub., 2008.

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9

Rethinking gender in early childhood education. London: Paul Chapman Pub., 2000.

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10

Seth, Chwast, ed. An unexpected life: Speaking through art. New York, NY: Sterling Pub. Co., 2011.

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11

Julia, Crowder, ed. Autism: From tragedy to triumph. Boston, MA: Branden Books, 1994.

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12

Sigman, Marian. Continuity and change in the social competence of children with autism, down syndrome, and developmental delays. Oxford: Blackwells, 1999.

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13

Ellen, Ruskin, and Arbelle Shoshana, eds. Continuity and change in the social competence of children with autism, Down syndrome, and developmental delays. Maldon, MA: Blackwell Publishers, 1999.

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14

Sigman, Marian. Continuity and change in the social competence of children with autism, Down syndrome, and developmental delays. Maldon, MA: Blackwell Publishers, 1999.

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15

Sigman, Marian. Continuity and change in the social competence of children with autism, Down syndrome, and developmental delays. Maldon, MA: Blackwell Publishers, 1999.

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16

Sigman, Marian. Continuity and change in the social competence of children with autism, Down syndrome, and developmental delays. Malden,MA: Society for Research in Child Development, 1999.

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17

Cruickshank, Ken. Teenagers, literacy and school: Researching in multilingual contexts. London: New York, 2006.

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18

1995-, Fleischmann Carly, ed. Carly's voice: Breaking through autism. New York: Touchstone/Simon & Schuster, 2012.

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19

Tove, Jensen, and Fyns amt (Denmark), eds. Jo, vel kan det nytte!: Om et værksteds- og et undervisningsprojekt for unge autistisk indesluttede. [Copenhagen]: Socialstyrelsen, 1989.

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20

Preschool Education Programs for Children with Autism. 3rd ed. Pro-Ed, 2007.

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21

S, Handleman Jan, and Harris Sandra L, eds. Preschool education programs for children with autism. 3rd ed. Austin, Tex: Pro-Ed, 2008.

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22

S, Handleman Jan, and Harris Sandra L, eds. School-age education programs for children with autism. Austin, Tex: PRO-ED, 2006.

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23

Tales from the Table: Lovaas/ABA Intervention With Children on the Autistic Spectrum. Jessica Kingsley Publishers, 2007.

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24

Hunnisett, Fran. Little Class with the Big Personality: Experiences of Teaching a Class of Young Children with Autism. Kingsley Publishers, Jessica, 2005.

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25

The Little Class with the Big Personality: Experiences of Teaching A Class of Young Children with Autism. Jessica Kingsley Publishers, 2005.

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26

Enabling Communication in Children With Autism. Jessica Kingsley Publishers, 2001.

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27

An Extraordinary School. Acer Press, 2012.

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28

Cipani, Ennio. Triumphs in Early Autism Treatment. Springer Publishing Company, Incorporated, 2008.

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29

Cipani, Ennio. Triumphs in Early Autism Treatment. Springer Publishing Company, Incorporated, 2008.

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30

Mintz, Joseph. Professional Uncertainty, Knowledge and Relationship in the Classroom: A Psychosocial Perspective. Taylor & Francis Group, 2014.

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31

Mintz, Joseph. Professional Uncertainty, Knowledge and Relationship in the Classroom: A Psychosocial Perspective. Taylor & Francis Group, 2017.

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32

Johnson, Carol, and Julia Crowder. Autism: From Tragedy to Triumph. Branden Books, 1994.

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33

Mintz, Joseph. Professional Uncertainty, Knowledge and Relationship in the Classroom: A Psychosocial Perspective. Taylor & Francis Group, 2014.

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34

Mintz, Joseph. Professional Uncertainty, Knowledge and Relationship in the Classroom: A Psychosocial Perspective. Taylor & Francis Group, 2014.

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35

Cruickshank, Ken. Teenagers, Literacy and School: Researching in Multilingual Contexts. Taylor & Francis Group, 2012.

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36

Cruickshank, Ken. Teenagers, Literacy and School: Researching in Multilingual Contexts. Taylor & Francis Group, 2006.

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37

Cruickshank, Ken. Teenagers, Literacy and School: Researching in Multilingual Contexts. Taylor & Francis Group, 2006.

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38

Cruickshank, Ken. Teenagers, Literacy and School: Researching in Multilingual Contexts. Taylor & Francis Group, 2006.

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39

Cruickshank, Ken. Teenagers, Literacy and School: Researching in Multilingual Contexts. Taylor & Francis Group, 2006.

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40

Harris, Pauline, and Harry Manatakis. Children As Citizens: Engaging with the Child's Voice in Educational Settings. Taylor & Francis Group, 2016.

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41

Children As Citizens: Engaging with the Child's Voice in Educational Settings. Taylor & Francis Group, 2013.

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42

Harris, Pauline, and Harry Manatakis. Children As Citizens: Engaging with the Child's Voice in Educational Settings. Taylor & Francis Group, 2013.

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43

Harris, Pauline, and Harry Manatakis. Children As Citizens: Engaging with the Child's Voice in Educational Settings. Taylor & Francis Group, 2013.

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44

Continuity And Change In The Social Competence Of Children With Autism Down Syndrome And Developmental Delays. Wiley-Blackwell, 1999.

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45

Takeda, Wakako, Cathy Banwell, Kelebogile T. Setiloane, and Melissa K. Melby. Intersections of Food and Culture. Oxford University Press, 2018. http://dx.doi.org/10.1093/oso/9780190626686.003.0011.

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Abstract:

This chapter examines how culture influences what people eat, and how food practices function to enculturate the next generation. We examine four case studies of two food items (sugars and animal proteins) in countries ranging from developing to developed economies, and Western, Eastern, and African cultures. The first three case studies focus on sugar (Australia, Japan, and Thailand) with Australia providing a case study from a Western developed country, Japan providing an example from an Eastern developed country, and Thailand providing an example from a new industrialized country. These three countries have seen changes in sugar consumption paralleling increases in non-communicable diseases. Although global concern for malnutrition is increasingly focused on overconsumption and obesity, it is important to remember that much of the world’s population still struggles with undernutrition. The fourth case study of the Yoruba in southern Nigeria serves to remind us of the importance of cross-cultural comparisons and diversity, as we see that many Yoruba children experience stunting and hunger. For them overconsumption of processed food and sugars is not the primary problem; rather, it is underconsumption of protein, particularly given their infectious disease load. Around the world, culture influences food preferences, and at the same time foods often are used to convey cultural values—such as convenience and modernity, urban lifestyle, hospitality, socialization, and moral education for children. Together these factors have implications for public health interventions and policies, yet collectively require a locally nuanced understanding of culture.

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