Preface

Abstract

This book examines current practices and issues related to assessing, instructing and lifelong planning for individuals with autism and developmental disabilities. Due to the inclusive philosophy of educating, training and treating individuals with autism and developmental disabilities, society is being challenged in a variety of ways to deal effectively with the growing number of children and adults with autism and developmental disabilities. Educators, mental health professionals, clinicians and parents are constantly searching for information on best practices and research-based findings related to: identification, characteristics, diagnosis; special, general, early and postsecondary education; and quality of life concerns. In this book, the authors provide information on best practices and research-based knowledge that should be helpful. For example, there are chapters on assessment which examine the emerging field of infant mental health, testing protocols, barriers to diagnosing diverse students and recent developments in the diagnosing and assessment of autism spectrum disorders such as genetic testing, home movies and robots. Also, there are a number of chapters on instructional aspects that delineate curriculum innovations, procedures to implement social skills, the use of assistive technology and planning for postsecondary education. Lastly, there are chapters on lifelong planning that provide readers with unique content on self-determination, the challenges of meeting social competence, sibling aspects and employment and retirement considerations. Finally, there is a case study and a chapter on the reflections of an individual with Autism Spectrum Disorders (ASD) that provide the reader with insightful commentary on the thinking and emotional experiences of persons with ASD.

Citation

Rotatori, A.F., Obiakor, F.E. and Burkhardt, S. (2008), "Preface", Rotatori, A.F., Obiakor, F.E. and Burkhardt, S. (Ed.) Autism and Developmental Disabilities: Current Practices and Issues (Advances in Special Education, Vol. 18), Emerald Group Publishing Limited, Leeds, p. ix. https://doi.org/10.1016/S0270-4013(08)18015-1