|
|
|
|
|
Resource
Roundup:
Items
you can use
by
Linda Carter-Ferrier
Here's
a wonderful item: a non-verbal dictionary. It takes
the non-verbal parts of conversation and language, the
part our kids have trouble "getting", and defines
them, just as a regular dictionary defines words.
You can find the non-verbal dictionary at http://members.aol.com/nonverbal2/diction1.htm.
(Thanks to Barry Conner for sharing this resource with
us).
If
you are looking for a catalog that contains a comprehensive
collection of books, videos, teaching resources, and games
for individuals with autism spectrum disorder, you'll
be pleased with the catalog published by the Autism
Resource Network, Inc.
Based in Minnesota, the company's catalog includes material
in many subject areas, including Asperger's Syndrome,
inclusion, IEPs, special diets, social skills, and transition
issues.
To obtain a catalog, call the Autism Resource Network
at (952) 988-0088 or write to them at 904 Mainstreet,
#100, Hopkins, MN 55343.
Lastly, there is a new book, entitled "Educating Children
with Autism", which presents the findings of the National
Research Council's Committee on Educational Interventions
for Children with Autism. The book is edited
by Catherine Lord and James P. McGee and outlines an interdisciplinary
approach to education for children with autism.
The committee explores what makes education effective
for the child with autism and identifies specific characteristics
of programs that work. Recommendations are offered for
choosing educational content and strategies, introducing
interaction with other children, and other key areas.
This book examines some fundamental issues, including:
* How children's specific diagnoses should affect
edu- cational assessment and planning.
* How to support the families of children with autism.
* Features of effective instructional and comprehensive
programs and strategies.
(continued on next column)
|
|
|
|
|
|
|
|
|
|
|
*
How to better prepare teachers, school staffs, professionals,
and parents to educate children with autism.
* What policies at the federal, state, and local levels will
best ensure appropriate education, examining strategies and
resources needed to address the rights of children with autism
to appropriate education.
"Educating
Children with Autism" presents valuable information for parents,
administrators, advocates, researchers, and policy makers;
it can be ordered from the National
Academy Press [phone: (888) 624-8373 or web
site http://www.nap.edu.]
The report can also be read on-line at the NAP's web site.
|
|
|
|
|
|
|
|
|
|
|
|
Autistic
Teen in D.C. School
Goes
to the Head of the Class
by
Jay Mathews, Washington Post
Two years ago, Hazel Robinson
had had enough. She thought the private school in Northern
Virginia that her disabled son was attending was too easy
for him. She transferred him to Cardozo Senior High School,
a public school three blocks from her home in a low-income
part of Northwest Washington.
That was the first surprise for Cardozo Principal Reginald
Ballard, who had never had parents say they preferred
his special education services to those of a private school.
Usually the parents of disabled D.C. students want their
children removed from public programs and placed in private
facilities, with the cost borne by the D.C. government.
The second surprise happened on the stage of Cramton Auditorium
at Howard University. Robinson's son, Lee Alderman,
a shy 19-year-old with mild autism, became the first special
education student in the District -- and perhaps in the
metropolitan area -- to graduate as valedictorian
of his public high school class.
Experts on disabilities
say this is a nationally significant accomplishment, one
which may help erase the widespread but mistaken impression
that special education students cannot compete academically
with other classmates. About 13 percent of
the nation's public school students have individual
education plans, or IEPs, that entitle them to special
tutors, counselors and other services. Many do well in
school, educators say, but rarely try for the top honors.
"I have never personally
seen a student with an IEP achieve valedictorian status,"
said Lynn Boyer, a psychologist with 20 years of experience
in special education and project director for
(continued on next page)
|
|
|
|
|
|
1 2 3
4 5 
