Enhancing the well-being of students on the autism spectrum : learning from students, parents, and teachers / Joanne Danker.
Danker, Joanne| Call Number | 371.94 |
| Author | Danker, Joanne, author. |
| Title | Enhancing the well-being of students on the autism spectrum : learning from students, parents, and teachers / Joanne Danker. |
| Physical Description | 1 online resource (227 pages) |
| Contents | Cover; Half Title; Title; Copyright; CONTENTS; List of figures; List of tables; Acknowledgements; SECTION 1 Setting the context; 1 Introduction; Importance of student well-being; What is student well-being?; Lack of studies on the well-being of autistic students; Need for students' voices in studies on student well-being; The aim of this book; Structure of the book; References; 2 Autism spectrum disorder or autism spectrum condition?; Who are autistic students?; Social communication difficulties; Restrictive, repetitive patterns of behaviours, interests, or activities Medical or social model of disabilityPeople- or identity-first language; References; 3 Giving a voice to autistic students in research through photovoice; Photovoice; Benefits of using photovoice with autistic children; Possible considerations for researchers when using photovoice; References; 4 The research study underpinning this book; Multiple perspectives approach; Assets approach stemming from a strengths-based perspective; Bronfenbrenner's bioecological model of human development; Research methodology; The participants; Eliciting the views of teachers, parents, and autistic students FindingsReferences; SECTION 2 What makes up student well-being?; 5 Positive emotions; The broaden and build theory of positive emotions; Importance of experiencing positive emotions within the school context; Positive emotions identified from interviews with teachers, parents, and autistic students; Feeling safe; Having fun and being happy; Discussion on participants' responses regarding the broaden and build theory of positive emotions; Strategies to promote feelings of safety in autistic students; Strategies to promote positive feelings of fun and happiness; Conclusion; References 6 Negative emotionsThe need to reduce experiences of negative emotions; Experiences of negative emotions from the perspectives of autistic students; Discussion on students' dislike of school and strategies to overcome it; Discussion on students' anxieties and strategies to mitigate them; What parents and schools can do to alleviate students' anxiety; Conclusion; References; 7 Engagement; What is engagement?; Participants' responses on the engagement of autistic students; Participants' responses on psychological engagement; Discussion on participants' responses on psychological engagement Participants' responses on academic engagementDiscussion on participants' responses on academic engagement; Participants' responses on behavioural engagement; Discussion on participants' responses on behavioural engagement; Participants' responses on cognitive engagement; Discussion on participants' responses on cognitive engagement; Participants' responses on emotional engagement; Discussion on participants' responses on emotional engagement; Using universal design for learning to enhance students' level of engagement; Principle 1: provide multiple means of representation Guideline 1: provide options for perception |
| Summary | The importance of enhancing students' well-being is recognised around the world, yet the well-being of autistic students remains largely unexplored. With the increasing enrolment of autistic students in mainstream schools, it is imperative to develop a comprehensive understanding of the well-being of autistic students to facilitate their sense of well-being in school. Enhancing the Well-Being of Students on the Autism Spectrum offers an in-depth understanding of the well-being of students on the autism spectrum using the innovative research methodology, Photovoice. Throughout the text, the author incorporates photographs taken by students on the autism spectrum, as well as interviews with the students, their teachers, and parents, to bring the authentic experiences of these students to the fore. The book also covers: An overview of the well-being of autistic students; Barriers to the well-being of autistic students and ways to overcome them; Protective factors of the well-being of autistic students and ways to develop these within the school context. This book is a necessary companion for postgraduate students in the field of education and special education, practitioners within the school context, and researchers interested in the area of autism spectrum condition or student well-being. |
| Subject | Autistic children Education. EDUCATION / General |
| Multimedia |
Total Ratings:
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$a Cover; Half Title; Title; Copyright; CONTENTS; List of figures; List of tables; Acknowledgements; SECTION 1 Setting the context; 1 Introduction; Importance of student well-being; What is student well-being?; Lack of studies on the well-being of autistic students; Need for students' voices in studies on student well-being; The aim of this book; Structure of the book; References; 2 Autism spectrum disorder or autism spectrum condition?; Who are autistic students?; Social communication difficulties; Restrictive, repetitive patterns of behaviours, interests, or activities
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$a Medical or social model of disabilityPeople- or identity-first language; References; 3 Giving a voice to autistic students in research through photovoice; Photovoice; Benefits of using photovoice with autistic children; Possible considerations for researchers when using photovoice; References; 4 The research study underpinning this book; Multiple perspectives approach; Assets approach stemming from a strengths-based perspective; Bronfenbrenner's bioecological model of human development; Research methodology; The participants; Eliciting the views of teachers, parents, and autistic students
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$a FindingsReferences; SECTION 2 What makes up student well-being?; 5 Positive emotions; The broaden and build theory of positive emotions; Importance of experiencing positive emotions within the school context; Positive emotions identified from interviews with teachers, parents, and autistic students; Feeling safe; Having fun and being happy; Discussion on participants' responses regarding the broaden and build theory of positive emotions; Strategies to promote feelings of safety in autistic students; Strategies to promote positive feelings of fun and happiness; Conclusion; References
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$a 6 Negative emotionsThe need to reduce experiences of negative emotions; Experiences of negative emotions from the perspectives of autistic students; Discussion on students' dislike of school and strategies to overcome it; Discussion on students' anxieties and strategies to mitigate them; What parents and schools can do to alleviate students' anxiety; Conclusion; References; 7 Engagement; What is engagement?; Participants' responses on the engagement of autistic students; Participants' responses on psychological engagement; Discussion on participants' responses on psychological engagement
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$a Participants' responses on academic engagementDiscussion on participants' responses on academic engagement; Participants' responses on behavioural engagement; Discussion on participants' responses on behavioural engagement; Participants' responses on cognitive engagement; Discussion on participants' responses on cognitive engagement; Participants' responses on emotional engagement; Discussion on participants' responses on emotional engagement; Using universal design for learning to enhance students' level of engagement; Principle 1: provide multiple means of representation
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$a Guideline 1: provide options for perception
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$a The importance of enhancing students' well-being is recognised around the world, yet the well-being of autistic students remains largely unexplored. With the increasing enrolment of autistic students in mainstream schools, it is imperative to develop a comprehensive understanding of the well-being of autistic students to facilitate their sense of well-being in school. Enhancing the Well-Being of Students on the Autism Spectrum offers an in-depth understanding of the well-being of students on the autism spectrum using the innovative research methodology, Photovoice. Throughout the text, the author incorporates photographs taken by students on the autism spectrum, as well as interviews with the students, their teachers, and parents, to bring the authentic experiences of these students to the fore. The book also covers: An overview of the well-being of autistic students; Barriers to the well-being of autistic students and ways to overcome them; Protective factors of the well-being of autistic students and ways to develop these within the school context. This book is a necessary companion for postgraduate students in the field of education and special education, practitioners within the school context, and researchers interested in the area of autism spectrum condition or student well-being.
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| Summary | The importance of enhancing students' well-being is recognised around the world, yet the well-being of autistic students remains largely unexplored. With the increasing enrolment of autistic students in mainstream schools, it is imperative to develop a comprehensive understanding of the well-being of autistic students to facilitate their sense of well-being in school. Enhancing the Well-Being of Students on the Autism Spectrum offers an in-depth understanding of the well-being of students on the autism spectrum using the innovative research methodology, Photovoice. Throughout the text, the author incorporates photographs taken by students on the autism spectrum, as well as interviews with the students, their teachers, and parents, to bring the authentic experiences of these students to the fore. The book also covers: An overview of the well-being of autistic students; Barriers to the well-being of autistic students and ways to overcome them; Protective factors of the well-being of autistic students and ways to develop these within the school context. This book is a necessary companion for postgraduate students in the field of education and special education, practitioners within the school context, and researchers interested in the area of autism spectrum condition or student well-being. |
| Contents | Cover; Half Title; Title; Copyright; CONTENTS; List of figures; List of tables; Acknowledgements; SECTION 1 Setting the context; 1 Introduction; Importance of student well-being; What is student well-being?; Lack of studies on the well-being of autistic students; Need for students' voices in studies on student well-being; The aim of this book; Structure of the book; References; 2 Autism spectrum disorder or autism spectrum condition?; Who are autistic students?; Social communication difficulties; Restrictive, repetitive patterns of behaviours, interests, or activities Medical or social model of disabilityPeople- or identity-first language; References; 3 Giving a voice to autistic students in research through photovoice; Photovoice; Benefits of using photovoice with autistic children; Possible considerations for researchers when using photovoice; References; 4 The research study underpinning this book; Multiple perspectives approach; Assets approach stemming from a strengths-based perspective; Bronfenbrenner's bioecological model of human development; Research methodology; The participants; Eliciting the views of teachers, parents, and autistic students FindingsReferences; SECTION 2 What makes up student well-being?; 5 Positive emotions; The broaden and build theory of positive emotions; Importance of experiencing positive emotions within the school context; Positive emotions identified from interviews with teachers, parents, and autistic students; Feeling safe; Having fun and being happy; Discussion on participants' responses regarding the broaden and build theory of positive emotions; Strategies to promote feelings of safety in autistic students; Strategies to promote positive feelings of fun and happiness; Conclusion; References 6 Negative emotionsThe need to reduce experiences of negative emotions; Experiences of negative emotions from the perspectives of autistic students; Discussion on students' dislike of school and strategies to overcome it; Discussion on students' anxieties and strategies to mitigate them; What parents and schools can do to alleviate students' anxiety; Conclusion; References; 7 Engagement; What is engagement?; Participants' responses on the engagement of autistic students; Participants' responses on psychological engagement; Discussion on participants' responses on psychological engagement Participants' responses on academic engagementDiscussion on participants' responses on academic engagement; Participants' responses on behavioural engagement; Discussion on participants' responses on behavioural engagement; Participants' responses on cognitive engagement; Discussion on participants' responses on cognitive engagement; Participants' responses on emotional engagement; Discussion on participants' responses on emotional engagement; Using universal design for learning to enhance students' level of engagement; Principle 1: provide multiple means of representation Guideline 1: provide options for perception |
| Subject | Autistic children Education. EDUCATION / General |
| Multimedia |