Index 183Odom, S. L. 60, 119
Parker, R. C. 14
peer models: access of young children
with disabilities to 59; impact of being
136; selection of 134–6, 138; typically
developing peers serving as 26, 131–2
peer relationships: change during
adolescence 135; difficulties making and
maintaining 73; early years 58, 66; marked
development in the importance of 71;
poor 35, 145; social challenges and 131
Pellicano, E. 74
Pepler, D. 80
Perepa, P. 163
personal reflection 168–78; “bulletin
board monitor” 172; domains of
accommodation 170–7; inclusion
from the beginning 168–9; “multiplier
pencil box” 176; Musashino Higashi
Gakuen 177–8; parenta queries 169;
preschool 169–70; terror and wonder of
elementary school 170
Peters, R. 86, 88
Petrina, N. 74
Petry, K. 13, 145
Pickles, A. 22
Pierce and Schreibman (1997) 26
Pivotal Response Treatment (PRT) 26
post-school social inclusion for adults with
Autism in Australia 100–10; community
participation and interpersonal
relationships 107–11; National
Disability Insurance Scheme 110; past
and present efforts to improve social
inclusion 105–6; quality of life 102–3;
social capital 101–2; social inclusion
103–5; Social Role Valorization 104;
timeline of efforts to strengthen human
rights for people with disability 106;
transportation access 107–8; valued
social roles 104; weak ties 108
primary school years, social inclusion
in 71–81; bullying 77–8; Children’s
Friendship Training 80; friendships
73–5; international educational policy
72; interventions 78–81; opportunity
for socialisation 71; outcomes
associated with social exclusion 76–7;
parent-assisted interventions 80–1;
peer-mediated interventions 79–80;
school-based social skills interventions
78; social exclusion 75–6
priming 24
Project DATA (Developmentally
Appropriate Treatment for Autism) 63–4
Psychological Sense of School Membership
(PSSM) scale 89
Punshon, C. 49randomized controlled trial (RCT) 63
Ratanakul, P. 158
religious views of Autism 157–61
Rissel, C. 35
Robertson, C. 47
Rodger, S. 73
Roekel, E. 3
Rotheram-Fuller, E. 14, 136, 145
Rubinstein, D. 24Salamanca Statement 117
Scahill, L. 12
Schmidt, C. 136
Schmidt, C. T. 148
Schoen, B. 118
Scholte, R. H. 33
school-based social skills interventions 78;
see also primary school years, social
inclusion in
school communities, role of in facilitating
social inclusion 117–28; bioecological
systems theory 119–21; case studies
125–6; component correlation matrix
124; externalising behaviours 119;
microsystem 120, 127; Salamanca
Statement 117; social inclusion
construct 123; study 122–8; teacher
attitudes 121–2
school settings see typically developing
peers, use of in school settings (support
for social inclusion)
school shooters 37
Schultz, T. R. 148
Schwartzman, B. 24
Segall, M. J. 12
self-determination, definition of 146
self-identity 49–50
Shaked, M. 158
Shakespeare, T. 47
Shannon, C, D. 118
Shores, R. E. 136
Sideridis, G. D. 16
Simonoff, E. 22
Simplican, S. C. 103
Siperstein, G. N. 14
Skinner, D. 46
Skirrow, P. 49
Skuse, D. 86, 87, 88, 94