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| Acknowledgements | |
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| Preface | |
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| Introduction | |
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| What does the Practical Guide aim to achieve? | |
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| Structure of the Practical Guide | |
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| Notes on terminology | |
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| Unravelling Autism Spectrum Disorder, Associated Features and Theories of Thinking and Learning | |
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| Characteristics of Autism Spectrum Disorder and the Impact on the Student | |
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| What is Autism Spectrum Disorder? | |
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| Prevalence | |
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| Characteristics of ASD | |
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| Learning Theories Associated with Autism Spectrum Disorder | |
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| Theory of Mind | |
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| Executive functioning | |
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| Weak central coherence | |
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| The Relationships of Learning Theories of the Triad of Impairments | |
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| Implications of Autism Spectrum Disorder and Associated Features for High School Students with Autism Spectrum Disorder | |
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| Challenges in High Schools and their Impact on Students with Autism Spectrum Disorder | |
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| Complexity of the learning environment | |
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| Increased workload | |
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| Pace of work | |
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| Nature of teaching, learning and assessment | |
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| Benefits of senior high school | |
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| Learning Style and Scholastic Achievement | |
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| Learning style | |
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| Scholastic achievement | |
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| Social Understanding and Peer Relationships | |
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| Social development in ASD | |
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| Adolescence, ASD and peer interaction | |
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| Outcomes of social experiences for students with ASD | |
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| How to Combat Common Obstacles Experienced by High School Students with Autism Spectrum Disorder: Suggestions and Strategies | |
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| A Framework for Inclusion | |
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| Establishing PBS environments | |
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| Transition to High School - Implications for Practice | |
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| Planning | |
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| Process: transition visits | |
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| Follow-up: full-time enrolment | |
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| The support team: facilitating inclusion | |
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| Professional support | |
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| Staff knowledge and training | |
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| Promoting participation and scholastic achievement | |
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| Class-wide Pedagogical Approaches | |
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| Conducive learning conditions | |
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| Instructional considerations | |
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| Language and communication | |
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| Teaching styles: a balanced approach | |
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| Visually supported learning | |
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| Practising new skills | |
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| ASD-specific Approaches | |
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| Helping students with planning and organization | |
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| Establishing a Homework Centre at school | |
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| Learning support | |
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| Assignments and assessment tasks | |
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| Tools for supporting the student's learning | |
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| Individualized Learning/Education Plans | |
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| Assessment and planning | |
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| Curriculum | |
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| Social Interaction and Socio-emotional Support | |
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| Social support in the classroom | |
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| Teaching social skills | |
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| Promoting peer interaction | |
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| Providing social opportunities | |
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| Supporting friendship formation | |
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| Anxiety, Emotional Support and Student Welfare | |
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| Reducing and alleviating anxiety | |
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| Preventive strategies | |
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| Classroom support | |
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| Individual plans and crisis support | |
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| Intervention strategies | |
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| Anxiety and peer interaction | |
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| Emotional fragility and mental health | |
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| Supporting Students in Senior High School Towards | |
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| Independence | |
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| Learning support | |
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| Relationships and wellbeing | |
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| Post High School… Where to Next? | |
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| Planning for the Future | |
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| The Causes of Autism Spectrum Disorder | |
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| Resources | |
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| Outline of Research Methods | |
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| References | |
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| Further Reading | |
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| Subject Index | |
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| Author Index | |