Supporting Social Inclusion for Students with Autism Spectrum Disorders Insights from Research and Practice

184 Index

Smith, E. F. 87
social capital 101–2
social exclusion 75–6; outcomes associated
with 76–7
social inclusion and Autism Spectrum
Disorder 9–17; Autism Spectrum Disorder
10–11; enactment of social inclusion
in the school context 14; equity of
representation 17; inclusion in education
11–12; social inclusion 13–14; social skills
15–17; student as influencer 14–15
social inclusion for students with Autism
Spectrum Disorder 21–8; evidence-based
interventions 23–7; importance of social
interventions for students with ASD
22–3; least restrictive environment 21;
paraeducator support 26; peer-mediated
interventions 26; Pivotal Response
Treatment 26; priming 24; social
impairments in students with ASD 21–2
Social Role Valorization 104
social vulnerability see bullying and social
vulnerability of students with Autism
Spectrum Disorder
Solomon, A. 10
Spears, R. 47
special educational needs (SEN) 12; family
and 145; international educational
policy on 72; perception of the pupil
with 145; transition management and
92; young people with, challenges of
transition for 85
Sprague, J. 168, 170
Stackhaus, J. 25
Staunton, S. 86, 87, 88, 94
Stephenson, J. 74
Stichter, J. P. 136, 148
Strain, P. S. 60
Strang, J. F. 22
Strauss, A. L. 125
Strnadová, I. 146
Survey of Disability, Ageing and Carers
(SDAC) 11

Tait, K. 158
Tansey, T. N. 118
Terras, M. M. 85
tertiary education 108
Tobin, H. 87
Topping, K. J. 87, 88, 89
Trainor, S. 35
transition from primary to secondary school
for students with Autism Spectrum
Conditions 84–98; attitude towards school
95–6; bullying 94–5; communication

92–3; experience of transition from

students, parent and teacher perspectives

91–7; identity, Autism and 96; literature

review 85–8; new friendships and the

peer group 94; primary to secondary

school transition 86–7; recommendations

97; relationships 94; satisfaction with

school across the transition 89–90;

satisfaction with school and social

inclusion 88–9; special educational needs

85; study 89; support 93–4; transition

planning and management 91–2

Turcotte, A. 26

typically developing (TD) peers, use of

in school settings (support for social

inclusion) 131–8; future directions 138;

impact of being a peer model 136; peer

burden and burnout 137; peer-mediated

approaches 132–4; peer-mediated

intervention outcomes 134; peer models

131–2; peer relationships 131, 135; school

supports 137; selection of peer models

134–6; social demands, changing 135

UN Convention on the Rights of the

Child 144

UN Convention on the Rights of Persons

with Disability (CPRD) 101, 106

Underwood, D. M. 86

Upadhyaya, S. 162

valued social roles 104

van de Meer, L. 163

van Houten, E. 13

Venkateswaran, S. 162

Volkmar, F. 12

Wakefield, Andrew 11

Walden Early Childhood Programs 64–5

Wallace, G. L. 22

Walton, K. M. 147

Wang, C, K, J. 118

Watkins, N. 25

weak ties 108

Wehby, J. H. 136

Weir, K. 146, 147

Weiss, J. A. 80

Whalon, K. J. 15

White, S. W. 12

Wills, M. C. 22

Winefield, T. 35

Wolfensberger, W. 104

Zercher, C. 60

Ziviani, J. 73