Efnisyfirlit

• Cover Page
• Half Title Page
• Title Page
• Copyright Page
• Contents
• Tables
• Figures
• Preface
• Foreword
• Abbreviations
• Contributors
• Chapter 1: An Afrocentric Perspective on Inclusive Education and Ubuntu
• References
• Chapter 2: Framing Autism
• 2.1 Introduction
• 2.2 Defining autism
• 2.3 Framing autism
• 2.4 Research design
• 2.4.1 Theoretical framework
• 2.5 Findings and discussion
• 2.5.1 Autism is framed as a deficit, disability, disorder, disaster and disease Rule #4
• 2.5.2 Autism is framed as a tragedy Rule #4
• 2.5.3 Autism is framed as an epidemic
• 2.5.4 Mixed, contradictory messages
• 2.5.5 Admission criteria
• 2.5.6 Recovery and cure
• 2.5.7 Only “high-functioning” autistic children can be included
• 2.6 Alternative framing: autism as ‘differ-bilities’
• 2.7 Conclusion
• 2.8 Recommendations
• References
• Websites
• Chapter 3: Early Identification and Curriculum Differentiation for Learners with Autism
• 3.1 Introduction
• 3.2 Early identification of learners with autism
• 3.3 Curriculum Differentiation for learners with autism
• 3.3.1 Professional development of teachers in Curriculum Differentiation for learners with autism
• 3.3.2 Classroom environment
• 3.3.3 Content
• 3.3.4 Process
• 3.3.5 Product
• 3.4 Conclusion
• References
• Chapter 4: Religion and Autism: Integrating the Person with Autism into a Community
• 4.1 Introduction
• 4.2 Autism in religious communities
• 4.3 Autism in educational communities
• References
• Chapter 5: Voices and Views of Senior Students with Asd
• 5.1 Introduction
• 5.2 Senior secondary students with HFA
• 5.2.1 Theoretical framework
• 5.2.2 Method
• 5.3 Findings
• 5.3.1 Visual cues
• 5.3.2 The role of the teacher
• 5.3.3 Organisation
• 5.3.4 General support strategies
• 5.4 Conclusion
• 5.4.1 Limitations and future directions
• 5.4.2 Acknowledgements
• References
• Chapter 6: Learners with ASD in a Rural Context
• 6.1 Introduction
• 6.2 Background on autism in a rural context
• 6.3 Rural perspectives of the causes of ASD
• 6.4 Rural environmental influences on early identification of learners with ASD
• 6.4.1 ASD and supernatural etiological factors
• 6.5 Education intervention to social interaction
• 6.5.1 Applied Behaviour Analysis (ABA)
• 6.5.2 Early Intensive Behavioural Intervention (EIBI)
• 6.5.3 Teaching Education to learners with Autism and Communication Handicaps (TEACCH)
• 6.6 Conclusion
• References
• Chapter 7: Technology Opening New Worlds For Those with Autism – an Overview
• 7.1 Introduction
• 7.2 Theoretical and conceptual frameworks
• 7.3 Augmentative and Alternative Communication (AAC) strategies
• 7.4 Review of the literature
• 7.5 Research methodologies
• 7.6 Results
• 7.7 Future directions for research
• 7.8 Conclusion
• References
• Chapter 8: Partnerships for Autism in the Zimbabwean Inclusive Education System
• 8.1 Theoretical framework
• 8.1.1 Systems theory
• 8.1.2 Systems theory and its applicability to partnerships for autism in the Zimbabwean Inclusive Education system
• 8.2 Partnerships for autism in Zimbabwean Inclusive Education system
• 8.3 Early identification of learners with ASD
• 8.4 Development of local training facilities
• 8.5 Types of partners in the learning of ASD learners in Zimbabwean Inclusive Education system
• 8.5.1 Natural support partners
• 8.5.2 Learners with ASD
• 8.5.3 Formal support partners
• 8.5.4 The philanthropic community
• 8.6 Challenges that are being met by inclusive community partners
• 8.6.1 Attitudinal challenges
• 8.6.2 Teacher preparation
• 8.6.3 Curriculum
• 8.6.4 Policies
• 8.6.5 Funding
• 8.6.6 Under-reporting of cases of ASD learners
• 8.7 Conclusion
• References
• Chapter 9: Parents and Community Partnerships In Educating Children with ASD as an Inclusive Education Strategy
• 9.1 Introduction
• 9.2 Social theories underpinning pedagogic responsiveness for ASD children
• 9.3 Parents and school partnerships
• 9.4 Community and school partnerships in teaching children with autism
• 9.5 Partnerships with other professionals in teaching children with autism
• 9.6 Partnerships with other stakeholder in the school in teaching children with autism
• 9.7 Conclusion
• References
• Chapter 10: ASD: Adolescents and Sexual Experiences In Rural Mpumalanga
• 10.1 Introduction
• 10.2 Sexuality education and ASD
• 10.3 Why is sexuality education important?
• 10.5 Ubuntu theoretical framework
• 10.6 Understanding human sexuality in the African context
• 10.7 Adolescents and sexual experiences and ASD
• 10.8 Sexual education
• 10.10 Sexual behaviour and individuals with ASD
• 10.11 School life
• 10.12 Parental involvement and sexuality
• 10.13 Community involvement and stakeholders
• 10.14 Conclusion
• References
• Chapter 11: Classroom Assessment of Learners with Autism – Implications for Educators
• 11.1 Introduction
• 11.2 Theoretical beliefs that support early childhood assessment
• 11.2.1 The ecological and socio-cultural theories
• 11.3 Activity-based intervention theory (ABI)
• 11.4 Why is early childhood classroom-assessment of autistic learners essential?
• 11.5 Ethical considerations
• 11.6 Family-partnerships during classroom assessment
• 11.7 Types of classroom assessment suited to young autistic learners
• 11.7.1 Testing Adaptations and/or accommodations
• 11.8 Alternate assessment
• 11.8.1 The learner-portfolio
• 11.8.2 Play-based classroom assessment
• 11.8.3 Functions of classroom assessment for autistic learners during early childhood
• 11.8.4 Learner-challenges during classroom assessment: Implications for educators
• 11.9 Conclusion
• References
• Chapter 12: Autism and Inclusion
• 12.1 Introduction
• 12.2 Challenges in inclusion of learners with autism
• 12.3 Inclusion strategies for learners with autism
• References
• 13 Autism and the Law
• 13.1 Introduction
• 13.2 Autism and the Constitution
• 13.2.1 Equality and dignity
• 12.2.2 Economic and social rights
• 12.3 Autism and legislation in South Africa
• 13.3.1 The South African Schools Act (1996), The NEPA (1996) and The Education White Paper 6(2001)
• 12.3.2 The Children’s Act (2005), The Criminal Procedure Act (1977), Mental Health Care Act (2002)
• 12.3.3 The BCEA (1997) the Promotion of Equality and the Prevention of Unfair Discrimination Act (2000), Employment Equity Act (1998)
• 13.4 South African jurisprudence
• 13.4.1 Western Cape ruling (2010)
• 13.4.2 Constitutional Court ruling
• 13.4.3 Labour Court ruling
• 13.5 International and foreign law
• 13.5.1 International law
• 13.5.2 Foreign law — United States
• 13.5.3 Foreign law — Canada
• 13.5.4 Foreign law — Europe
• 13.6 Conclusion
• References
• Cases
• A Preliminary Conclusion: Trends in Asd Research in South(Ern) Africa
• Appendix: Autism-Related Organisations in South Africa
• Index