1st Edition
Good Autism Practice for Teachers Embracing Neurodiversity and Supporting Inclusion
Find out more about inclusive teaching with Good Autism Practice for Teachers, a well-regarded guide that equips educators with practical, evidence-informed strategies to support neurodivergent learners. Whether you're a seasoned teacher or a trainee, including SENCOs, this book is your key to transforming your classroom.
Explore the theory around autism, delving into topics such as;
- procedural /semantic memory,
- executive functioning,
- expressive/receptive language,
- sensory integration,
- behaviour as communication, and
- the importance of emotional literacy, co-regulation and resilience.
Packed with plenty of actionable advice you can incorporate into your everyday teaching, and high-quality strategies designed to foster positive relationships, enhance teaching and optimise learning outcomes.
Good Autism Practice for Teachers isn't about prescribing one-size-fits-all solutions; it's about empowering you to make informed decisions tailored to your unique class and students.
Introduction
PART ONE
1. Executive Functioning
2. Procedural / Semantic Memory
3. Sensory Processing
4. Expressive/ Receptive Language
5. Behaviour as Communication
6. Emotional Literacy
PART TWO
7. The power of positive language
8. Environmental influences
9. Positive relationships and co-regulation
10. Regulation and resilience
11. Consistency and predictability
12. Structure and organisation
13. Social and life skills
Conclusion
Biography
Karen Watson is an Additional Support Needs (ASN) educator, inclusion champion and teacher. She has worked in the sector for over ten years and is passionate about all things ASN / SEND, especially helping other professionals increase their confidence, knowledge and opportunities for inclusion. She currently works for East Ayrshire Council, has written for the TES and reaches out to other professionals via her podcast - Scottish ASN Teacher - and as a presenter on Teacher Hug Radio.
This is a well-structured text, with useful images / visuals to support deeper understanding and with many examples of best practice. Each chapter includes key points, reflective questions and information on further reading and associated references.
The chapter on ‘Change the Language’, is typical of the book’s format, in the ways in which, for example, Watson carefully explains the power of language and the need for all adults to be vigilant in challenging inappropriate language choices and respecting the needs of the autistic community.
This is a very accessible book and I can see that it will become well-used and often referred to, as Watson hopes.
Mary Mountstephen, SEN magazine
