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year three: Work

self study

My self study was 56 hours of independent study composed of a variety of learning methods such as literature study, online coursework, self-organized learning excursions, and interviewing specialists on the self selected topic:
Engendering Self-efficacy and Independence in Early Childhood Students with Autism

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year three: Welcome

Bibliography

About learning for justice. (n.d.). Retrieved April 12, 2021, from https://www.learningforjustice.org/about?fbclid=IwAR20JULW9HCXzGoWNU7nfNUNzFEtLpGqkqCY1SIdjIvdjffjeSX1OZrSUsY
Adichie, C. N. (2018). Americanah. New York: Alfred A. Knopf.
Anderson, S., Phd. (2021, March 30). Dressing for Success: How Self-Help Skills Can Help Individuals with Autism. Retrieved April 12, 2021, from https://researchautism.org/dressing-for-success-how-self-help-skills-can-help-individuals-with-autism/.
Baker, J. E., & Myles, B. S. (2004). Social skills training for children and adolescents with Asperger Syndrome and social-communication problems. Shawnee Mission, KA: Autism Asperger Publishing Company.
Bellini, S. (2016). Building social relationships 2: A systematic approach to teaching social interaction skills to children and adolescents on the autism spectrum. Overland Park: AAPC.
Bryant, D. P., Bryant, B. R., & Smith, D. D. (2020). Teaching students with special needs in inclusive classrooms. Los Angeles: SAGE.
Carter, S., Gilbey, K., Abawi, L., Fanshawe, M., Desmarchelier, R., Brownlow, C., . . . Lawrence, J. (2019). Opening Eyes Onto Inclusion and Diversity. Queensland: University of Southern Queensland.
Chawarska, K., & Volkmar, F. R. (2005). Autism in infancy and early childhood. Handbook of Autism and Pervasive Developmental Disorders, 223-246. doi:10.1002/9780470939345.ch8
Chris Drew on November 18, 2. (2019, November 18). How to create inclusive classroom spaces for students with physical disabilities. Retrieved April 11, 2021, from https://www.weareteachers.com/inclusive-classroom-spaces/
Corwinpress. (2017, May 04). Zaretta Hammond: Culturally Responsive teaching and the Brain Webinar. Retrieved April 11, 2021, from https://www.youtube.com/watch?v=O2kzbH7ZWGg&ab_channel=Corwin
Dere, Z. (n.d.). Analyzing social play and social interaction of a child with autism spectrum disorder in the inclusive kindergarten education. Retrieved April 12, 2021, from https://oapub.org/edu/index.php/ejse/article/view/2032
Dieleman, L. M., Soenens, B., Vansteenkiste, M., Prinzie, P., Laporte, N., & De Pauw, S. S. (2018). Daily sources of Autonomy-Supportive and controlling parenting in mothers of children With ASD: The role of child behavior And Mothers’ psychological needs. Journal of Autism and Developmental Disorders, 49(2), 509-526. doi:10.1007/s10803-018-3726-3
Dynia, J., Walton, K., Brock, M., & Tiede, G. (2020, June 29). Early childhood special education teachers' use of evidence-based practices with children with autism spectrum disorder. Retrieved April 12, 2021, from https://www.sciencedirect.com/science/article/abs/pii/S1750946720300969
Enav, Y., Erhard-Weiss, D., Goldenberg, A., Knudston, M., Hardan, A. Y., & Gross, J. J. (2020). Contextual determinants of parental reflective functioning: Children with autism versus their typically developing siblings. Autism, 24(6), 1578-1582. doi:10.1177/1362361320908096
Flynn, L., & Healy, O. (2012). A review of treatments for deficits in social skills and self-help skills in autism spectrum disorder. Research in Autism Spectrum Disorders,6(1), 431-441. doi:10.1016/j.rasd.2011.06.016
Frederickson, N., & Cline, T. (2015). Special educational needs, inclusion and diversity. Maidenhead, Berkshire: Open University Press.
Handleman, J. S., & Harris, S. L. (2006). School-age education programs for children with autism. Austin, TX: PRO-ED.
How can i teach a child with autism self-help skills? (n.d.). Retrieved April 12, 2021, from https://www.appliedbehavioranalysisprograms.com/faq/self-help-skills-child-with-autism/.
Julie M. Lane, & David R. Jones. (2016). Inclusion in international SCHOOLS: Theoretical principles, ethical practices, and Consequentialist theories. Journal of Psychology Research, 6(5). doi:10.17265/2159-5542/2016.05.004
Kamps, D. M., Leonard, B. R., Vernon, S., Dugan, E. P., Delquadri, J. C., Gershon, B., . . . Folk, L. (1992). Teaching social skills to students with autism to increase peer interactions in an integrated first-grade classroom. Journal of Applied Behavior Analysis, 25(2), 281-288. doi:10.1901/jaba.1992.25-281
Law, G. C., Neihart, M., & Dutt, A. (2017). The use of behavior modeling training in a mobile app parent training program to improve functional communication of young children with autism spectrum disorder. Autism, 22(4), 424-439. doi:10.1177/1362361316683887
Lucker, K. D. (2009). A review of Self-help skills for people with Autism: A SYSTEMATIC teaching approach by Stephen R. Anderson, AMY L. jablonski, Marcus L. THOMEER, and Vicki Madaus Knapp. Behavior Analysis in Practice, 2(1), 65-67. doi:10.1007/bf03391740
Meyer, A., Rose, D. H., & Gordon, D. T. (2014). Universal design for learning: Theory and practice. Wakefield, MA: CAST Professional Publishing, an imprint of CAST.
Ministry of Education, N. (2020, June 29). Dyslexia and learning. Retrieved April 11, 2021, from https://www.inclusive.tki.org.nz/guides/dyslexia-and-learning/
Palacio, R. (2020). Wonder. London: Penguin.
Pelletier, K., Bartlett, K., Powell, W., & Kusuma-Powell, O. (2013). The Next Frontier: Inclusion in International Schools A Practical Guide for School Leaders. Retrieved April 12, 2021, from http://www.nextfrontierinclusion.org/wp-content/uploads/2013/04/NFI-Practical-Guide.pdf
Robson, D. (n.d.). How to write social stories. Retrieved April 11, 2021, from https://www.andnextcomesl.com/2017/03/how-to-write-social-stories.html
Shrestha, A., Anderson, A., & Moore, D. W. (2012). Using point-of-view video modeling and forward chaining to teach a functional self-help skill to a child with autism. Journal of Behavioral Education, 22(2), 157-167. doi:10.1007/s10864-012-9165-x
Sofer, O. J., & Goldstein, J. (2018). Say what you mean a mindful approach to nonviolent communication. Boulder, CO: Shambhala Publications.
Styles, A. (2011). Social StoriesTM: Does the research evidence support the popularity? Educational Psychology in Practice,27(4), 415-436. doi:10.1080/02667363.2011.624312
Thompson, J. J. (2009). International Schools: Growth and influence. Paris: United Nations Educational, Scientific and Cultural Organization.
Vakil, S., Welton, E., O’Connor, B., & Kline, L. S. (2008). Inclusion means everyone! the role of the early childhood educator when including young children with autism in the classroom. Early Childhood Education Journal, 36(4), 321-326. doi:10.1007/s10643-008-0289-5
Van der Meer, L., Sutherland, D., O’Reilly, M. F., Lancioni, G. E., & Sigafoos, J. (2012). A further comparison of manual signing, picture exchange, and speech-generating devices as communication modes for children with autism spectrum disorders. Research in Autism Spectrum Disorders, 6(4), 1247-1257. doi:10.1016/j.rasd.2012.04.005
Watson, C. G., Cantu, J., & Terry, N. (2017). Special education: A beginner's guide to serving all students. Denton, TX: Aquiline Books UNT, an imprint of the University of North Texas Libraries.
Watt, M., & Wagner, S. L. (2013). Parenting a child with autism spectrum disorder: Parental work context. Community, Work & Family, 16(1), 20-38. doi:10.1080/13668803.2012.692890
WWC: Early childhood education for children with Disabilities Evidence Review Protocol. (n.d.). Retrieved April 11, 2021, from https://ies.ed.gov/ncee/wwc/Document/30

year three: Quote
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