Promoting Collaborative Learning Cultures to Help Teachers Support Students with Autism Spectrum Disorder [Hardcover]

This book goes through the changing pattern of various stages of teacher education development in Autism Spectrum Disorder, and then analyses the factors bearing on them. It presents a multifaceted approach in understanding the subject, as well as providing the current practice of teacher development for children with Autism Spectrum Disorder. This book suggests a system of professional development that builds on the principles of implementation science is most likely to lead to the adoption and use of innovations necessary to improve the quality of special education services. Implementation science emphasizes the systematic delivery of evidence-based practices. This book gives hints to educators and serves as a useful reference in the delivery of high quality professional development programmes.

Foreword.- Introduction.- Part I- Professional Learning on Autism Spectrum Disorder for Teachers in the Asia Pacific Region.- Chapter 1 Contextualising Teacher Education for Children with Autism Spectrum Disorder in Hong Kong.- Chapter 2 Professional Learning for Teachers of Students with Autism Spectrum Disorder in China.- Chapter 3 Professional Development for Teachers of Students with Autism Spectrum Disorder in Taiwan.- Chapter 4 Professional Learning Odyssey in a Singaporean Context.- Chapter 5 Current Status of Education for Children with Autism Spectrum Disorder  in Japan and Research Trends.- Part II - Current Education Practices for Students with Autism Spectrum Disorder in Schools.- Chapter 6 Constructing an Assessment Tool for Conducting Social and Behavioural Interventions in Support of Children with Autism Spectrum Disorder.- Chapter 7 Developing SchoolUniversity Partnerships to Help Teachers Run a Social Skills Training Programme for Students with Autism Spectrum Disorder.- Chapter 8 Evolving from a Case based model to a Whole-School Approach and Three-Tier Model in Supporting Students with ASD: A Case Study of a Resource School in ló/