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  <titleInfo>
    <title>Homeschooling the child with autism</title>
    <subTitle>answers to the top questions parents and professionals ask</subTitle>
  </titleInfo>
  <name type="personal">
    <namePart>Schetter, Patricia</namePart>
    <namePart type="date">1971-</namePart>
    <role>
      <roleTerm authority="marcrelator" type="text">creator</roleTerm>
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  <name type="personal">
    <namePart>Lighthall, Kandis</namePart>
    <namePart type="date">1948-</namePart>
  </name>
  <typeOfResource>text</typeOfResource>
  <genre authority="marc">bibliography</genre>
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    <place>
      <placeTerm type="text">San Francisco</placeTerm>
    </place>
    <publisher>Jossey-Bass</publisher>
    <dateIssued>c2009</dateIssued>
    <dateIssued encoding="marc">2009</dateIssued>
    <edition>1st ed.</edition>
    <issuance>monographic</issuance>
  </originInfo>
  <language>
    <languageTerm authority="iso639-2b" type="code">eng</languageTerm>
  </language>
  <physicalDescription>
    <form authority="marcform">print</form>
    <extent>xix, 259 p. : ill. ; 23 cm.</extent>
  </physicalDescription>
  <tableOfContents>What is ASD and how do the core areas of impairment affect students in a traditional school setting? -- Is there peer-reviewed research that supports homeschooling for students with ASD? -- Why do some families of children with ASD consider homeschooling? -- What are the different types of homeschooling? -- How do parents choose the right type of homeschool program for their child? -- What are the reported advantages of homeschooling children with ASD? -- What are the challenges of homeschooling children with ASD? -- What supports, resources, and curricula are available and how can families access them? -- What special education services is my child entitled to if I choose to homeschool? -- How should a family get started with homeschooling? -- How should the core deficits of social skills and social thinking be addressed? -- How can social opportunities be incorporated into the homeschooler's day? -- How should the core deficits in organizational skills and thinking be addressed? -- How can interests be incorporated into instruction? -- How should the daily schedule be designed? -- How can parents address behavioural issues? -- How can parents determine the appropriate accommodations and modifications that are necessary for curricular success? -- When should parents consider a transition back to traditional educational settings or programs and how is this done? -- How should a family plan for transition to college? -- What are other postsecondary options besides college? -- Interview with Janelle Lewis -- Interview with Karen Crum -- Interview with Connie Ajay -- Interview with Michelle King -- Interview with Ann Coe -- Interview with Ben - age eleven -- Interview with Bobby - age thirteen -- Interview with Katie - age fifteen -- Interview with Ian - age seventeen.</tableOfContents>
  <note type="statement of responsibility">Patricia Schetter and Kandis Lighthall ; foreword by Jeanette McAfee.</note>
  <note>Includes bibliographical references (p. 243-[252]) and index.</note>
  <subject authority="lcsh">
    <topic>Autistic children</topic>
    <topic>Education</topic>
  </subject>
  <subject authority="lcsh">
    <topic>Home schooling</topic>
  </subject>
  <classification authority="lcc">LC4717 .S33 2009</classification>
  <classification authority="ddc" edition="22">371.94 SCH L</classification>
  <relatedItem type="series">
    <titleInfo>
      <title>Jossey-Bass teacher</title>
    </titleInfo>
  </relatedItem>
  <identifier type="isbn">9780470292563 (pbk.)</identifier>
  <identifier type="isbn"> </identifier>
  <identifier type="lccn">2008041497</identifier>
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