FRONT COVER -- How to Make School Make Sense: A Parents' Guide to Helping the Child with Asperger Syndrome -- Contents -- Foreword -- Preface -- Chapter 1 Where Do We Start? What You Can Do by Yourself as Parent(s) -- 1.1 Get involved -- 1.2 Provide organization help for your child -- 1.3 Make the school aware of your child's home-basedstrengths -- 1.4 Make the teacher aware of what motivates yourchild -- 1.5 Form a group with other parents of pupils with AS -within school or in your area -- 1.6 Involve specialists -- 1.7 Share responsibility for your child's learning -- 1.8 Be involved fully in reviews -- 1.9 Share home or school information -- 1.10 Find out about visits (both to school and out ofschool) -- 1.11 Discuss the issue of homework -- 1.12 Provide continuity during holiday times -- 1.13 Invite members of staff home, especially the classteacher -- 1.14 Be aware of the school's anti-bullying policies,and be prepared to become involved quickly if issuesarise -- Chapter 2 Looking for Help Within the Classroom -- 2.1 Talk to the teacher about classroom look andlayout -- 2.2 Provide specifics that already work -- 2.3 Be imaginative about TA support -- 2.4 Provide or suggest a whole range of visual cuesand clues -- 2.5 Ask that break-time rules be made explicit -- 2.6 Agree on rules of etiquette to avoid 'rudeness' -- 2.7 Request differentiation to avoid problems -- 2.8 Reproduce work to be done in a more accessibleformat -- 2.9 Provide a laptop -- 2.10 Discuss provision of a workstation -- 2.11 Build a quiet area in class -- 2.12 Work with the teacher on the use of language -- 2.13 Ask that the learning goals of each session bemade explicit, preferably in visual form -- 2.14 Encourage peer support -- 2.15 Value the work done by the class teacher andthe TA -- Chapter 3 Whole-school Solution -- 3.1 Request explicit rules.

3.2 Create a quiet space -- 3.3 Create break-time zones -- 3.4 Draw together shared expertise and work ontransitions -- 3.5 Request a pupil 'incident log' -- 3.6 Bells! -- 3.7 Create occupational therapy sessions before orduring school -- 3.8 Look at identification or directions around school -- 3.9 Request social skills groups -- 3.10 Have a whole-staff philosophy (includingnon-teaching staff) -- 3.11 Look at representation of pupils with AS -- 3.12 Ask the school to provide a forum to put parentsin touch with one another -- 3.13 Educate or inform peers and peers' parents -- 3.14 Consider siblings -- 3.15 Review sex education policy -- 3.16 Consider teacher personality -- 3.17 Facilitate school-wide communication -- Chapter 4 Quick Reference: What to Do when Things go Wrong -- 4.1 Provide 'space' -- 4.2 Do not punish the behaviour -- 4.3 Treat the cause, not the effect, and provide analternative response -- 4.4 Don't reinforce the wrong behaviour -- 4.5 Be your child's 'AS interpreter' -- 4.6 Locate the trigger -- 4.7 Check level of understanding -- 4.8 Check that you are clear about what you want -- 4.9 Consider giving up… -- INDEX.

Every child's education relies on a partnership between parents, professionals and, of course, the child. This book gives parents of children with Asperger syndrome (AS) practical advice on how to make the most of this important partnership and work with schools to ensure their child's needs are being met.

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Electronic reproduction. Ann Arbor, Michigan : ProQuest Ebook Central, 2018. Available via World Wide Web. Access may be limited to ProQuest Ebook Central affiliated libraries.