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Abstrak :
This book provides an extensive overview of curricula and instructional strategies for teaching children with autism spectrum disorder (ASD). It offers an empirically solid framework for designing and developing interventions for learners along the autism spectrum by reducing skill deficits and enhancing learner strengths while being flexible enough to allow for individual differences. The book discusses key concepts in educating individuals with ASD as they impact the processes of syllabus building, from planning goals and objectives to generating content choosing appropriate teaching strategies, and assessing progress. Chapters detail curriculum designs in academic areas such as language skills, science, and social studies, as well as functional skills, including independent living, career development, and preventing social victimization. The book concludes with recommendations for future interventions and curricula-building. Among the topics covered: Communication and autism spectrum disorder. Mathematical problem-solving instruction for students with ASD. Visual arts curriculum for students with ASD. How to build programs focused on daily living and adult independence. Sexuality education for students with ASD. Curricula for Teaching Students with Autism Spectrum Disorder�is a must-have resource for�researchers, graduate students, and clinicians and related therapists and professionals in clinical child�and school psychology, childhood/​special education, social work, developmental psychology, behavioral therapy/​rehabilitation, and child and adolescent psychiatry.��.

Abstrak :
The many faces of youth crime is based on analysis of the merged data set and has a number of unique features. The analyses are based on an unusually large number of respondents (about 67,000 7th, 8th and 9th graders) collected by researchers from 31 countries. It includes reports on the characteristics, experiences and behaviour of first and second generation migrant youth from a variety of cultures. It is one of the first large-scale international studies asking 12-16 year olds about their victimization experiences (bullying, assault, robbery, theft). It describes both intriguing differences between young people from different countries and country clusters in the nature and extent of delinquency, victimization and substance use, as well as remarkable cross-national uniformities in delinquency, victimization, and substance use patterns. A careful comparative analysis of the social responses to offending and victimization adds to our limited knowledge on this important issue. Detailed chapters on the family, school, neighbourhood, lifestyle and peers provide a rich comparative description of these institutions and their impact on delinquency. It tests a number of theoretical perspectives (social control, self-control, social disorganization, routine activities/opportunity theory) on a large international sample from a variety of national contexts. It combines a theoretical focus with a thoughtful consideration of the policy implications of the findings. An extensive discussion of the ISRD methodology of 'flexible standardization' details the challenges of comparative research.

Abstrak :
This book challenges the validity of ADHD, learning disabilities, and dyslexia as meaningful special education categories, while it critically examines the misplaced medical model from which they're derived. The book asserts that the presumption that these disabilities cause school-related problems distracts from an active search for identifiable factors within a child's classroom that create and maintain responsibility for a child's underachievement and disruptive behavior. This futile effort to name a disability wastes precious time while the unattended youngster waits for assistance. When ultimately the disability is named, it provides no functional information that translates to effective strategies. The book exposes the school-based medical model's weaknesses, and reveals educational disabilities' altogether misunderstood structure, pointing out that ADHD and LD are not disabilities that a child has, but weak constructs that poorly describe each child's uniqueness. Finally, it provides an alternative model built on a child's strengths not his deficiencies, and it presents strategies that advance those strengths. The book emphasizes the positive outcomes when children experience school-related success, specifically their gained self-assurance. They make better choices, they become self-directed, and they experience the sustaining joy from learning and their own achievement