Autism and Inclusive Education

Cover -- Half Title -- Title Page -- Copyright Page -- Table of Contents -- Acknowledgements -- List of Contributors -- Teachers, Practitioners and Parents -- Autistic Students -- Chapter 1 Introduction -- Who Are Autistic People? -- When We Know Better, We Do Better -- Section Highlights -- The Purpose of This Guide -- A Novel Approach -- The Structure of This Guide -- The Advantages of Vignettes -- A Note On the Organisation of Chapter 4 Through Chapter 9 -- SECTION ONE -- SECTION TWO -- Section Highlights -- A Shared Understanding of Terms -- Autism -- Neurodiversity, Neurodivergence, and Neurotypical -- Ableism -- Identity First Language -- Notes & -- Reflections -- Notes -- References -- Chapter 2 The Self-Reported School Priorities of Autistic Students -- A Brief History of Autism and Inclusive Policy -- Classification and Institutionalisation -- Advocacy, Human Rights, and Education -- Section Highlights -- Speaking, Minimally Speaking, and Non-Speaking Autistic Students -- Section Highlights -- School Priorities of Autistic Students: A Review of the Research -- The 5 Cs of Meaningful Inclusion: Communication, Connection, Classroom Environment, Curriculum, and Collaboration -- Communication -- Connection -- Classroom Environment -- Curriculum -- Collaboration -- Section Highlights -- Priorities of Teachers, Practitioners, and Parents -- Teacher Priorities -- Practitioner Priorities -- Parent Priorities -- Section Highlights -- Notes & -- Reflections -- References -- Chapter 3 Evidence-Based Practices to Support Autistic Children and Youth -- Autism and Inclusion: Research On Evidence-Based Practices -- Evidence-Based Practices to Support Autistic Children and Youth -- Evidence-Based Practices to Support Autistic Children and Youth in Inclusive Settings -- Evidence-Based Practice to Support Students With Disabilities.