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Level One Autism / High-Functioning Autism: Implications for Schools, Principals and Teachers

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avondale-bepress.abstract<p><strong>A Contextualisation</strong></p> <p>Recently a Master of Teaching student shared with</p> <p>me his practicum experience at a local primary</p> <p>school. “If only I had done your assignment first” he</p> <p>said, for a new student with high functioning autism</p> <p>had been enrolled in the class but his supervising</p> <p>teacher was at a loss to manage the perplexing</p> <p>behaviour in the classroom.</p> <p>Then a Master of Education student shared</p> <p>the experience of a little boy with high functioning</p> <p>autism who was frequently punished at his school</p> <p>for his ‘different’ behaviour.</p> <p>Can these scenarios be improved? I believe</p> <p>they can. So this paper has been written to increase</p> <p>understanding and to provide some practical and</p> <p>easily implemented suggestions.</p>
avondale-bepress.articleid1340
avondale-bepress.authorsMarion Shields
avondale-bepress.context-key10410443
avondale-bepress.coverpage-urlhttps://research.avondale.edu.au/teach/vol11/iss1/2
avondale-bepress.document-typeteaching_professional_practice
avondale-bepress.field.custom_citationShields, M. (2017). Level one autism / High-functioning autism: Implications for schools, principals and teachers. <em>TEACH Journal of Christian Education, 11</em>(1), 4-7. doi:10.55254/1835-1492.1340
avondale-bepress.field.doi10.55254/1835-1492.1340
avondale-bepress.field.embargo_date2017-07-10T00:00:00Z
avondale-bepress.field.publication_date2017-07-01T00:00:00Z
avondale-bepress.field.publisherAvondale Academic Press
avondale-bepress.fulltext-urlhttps://research.avondale.edu.au/cgi/viewcontent.cgi?article=1340&amp;context=teach&amp;unstamped=1
avondale-bepress.keywordsautism
avondale-bepress.keywordsclassroom climate
avondale-bepress.keywordsclassroom interventions
avondale-bepress.label2
avondale-bepress.publication-date2017-07-01T00:00:00Z
avondale-bepress.publication-titleTEACH Journal of Christian Education
avondale-bepress.statepublished
avondale-bepress.submission-date2017-07-10T16:21:02Z
avondale-bepress.submission-pathteach/vol11/iss1/2
avondale-bepress.titleLevel One Autism / High-Functioning Autism: Implications for Schools, Principals and Teachers
avondale-bepress.typearticle
dc.contributor.authorShields, Marion
dc.date.accessioned2023-11-01T00:25:04Z
dc.date.available2023-11-01T00:25:04Z
dc.date.issued2017-07-01
dc.date.submitted2017-07-10T16:21:02Z
dc.description.abstract<p><strong>A Contextualisation</strong></p> <p>Recently a Master of Teaching student shared with</p> <p>me his practicum experience at a local primary</p> <p>school. “If only I had done your assignment first” he</p> <p>said, for a new student with high functioning autism</p> <p>had been enrolled in the class but his supervising</p> <p>teacher was at a loss to manage the perplexing</p> <p>behaviour in the classroom.</p> <p>Then a Master of Education student shared</p> <p>the experience of a little boy with high functioning</p> <p>autism who was frequently punished at his school</p> <p>for his ‘different’ behaviour.</p> <p>Can these scenarios be improved? I believe</p> <p>they can. So this paper has been written to increase</p> <p>understanding and to provide some practical and</p> <p>easily implemented suggestions.</p>
dc.identifier.citationShields, M. (2017). Level one autism / High-functioning autism: Implications for schools, principals and teachers. <em>TEACH Journal of Christian Education, 11</em>(1), 4-7. doi:10.55254/1835-1492.1340
dc.identifier.doihttps://doi.org/10.55254/1835-1492.1340
dc.identifier.urihttps://research.avondale.edu.au/handle/123456789/10410443
dc.language.isoen_us
dc.publisherAvondale Academic Press
dc.subjectautism
dc.subjectclassroom climate
dc.subjectclassroom interventions
dc.titleLevel One Autism / High-Functioning Autism: Implications for Schools, Principals and Teachers
dc.typeJournal Article
dspace.entity.typePublication
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