Autism, Discrimination and the Law / James H. GRAHAM

Public ISBD Titre : Autism, Discrimination and the Law : A Quick Guide for Parents, Educators and Employers Type de document : texte imprimé Auteurs : James H. GRAHAM, Auteur Editeur : Londres [Angleterre] : Jessica Kingsley Publishers Année de publication : 2008 Importance : 144 p. Format : 15,5cm x 23,2cm x 1cm ISBN/ISSN/EAN : 978-1-84310-627-2 Note générale : Bibliogr., Index Langues : Anglais (eng) Index. décimale : VIE-D VIE-D - Vie Quotidienne - Droit Résumé : Autism, Discrimination and the Law outlines how the legal requirements of the Disability Discrimination Act 1995 might be met for students and employees with autism spectrum disorders (ASDs). What might discrimination against people with autism look like? What can you do to prevent discrimination against people with autism? What should you do if you have been discriminated against? The book includes an overview of current knowledge of autism, and details of the changes in legislation concerning disability discrimination. The main part of the book is devoted to case studies from further education and employment demonstrating how reasonable adjustments can be made successfully. This accessible book will be an essential reference for employers, policy makers, Local Education Authorities, Learning and Skills Councils, Training providers, schools and colleges, personnel officers, careers officers, charities, residential homes, parents, indeed anyone working with people with autistic spectrum disorders. Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=490 Autism, Discrimination and the Law : A Quick Guide for Parents, Educators and Employers [texte imprimé] / James H. GRAHAM, Auteur . - Londres [Angleterre] : Jessica Kingsley Publishers, 2008 . - 144 p. ; 15,5cm x 23,2cm x 1cm. ISBN : 978-1-84310-627-2 Bibliogr., Index Langues : Anglais (eng) Index. décimale : VIE-D VIE-D - Vie Quotidienne - Droit Résumé : Autism, Discrimination and the Law outlines how the legal requirements of the Disability Discrimination Act 1995 might be met for students and employees with autism spectrum disorders (ASDs). What might discrimination against people with autism look like? What can you do to prevent discrimination against people with autism? What should you do if you have been discriminated against? The book includes an overview of current knowledge of autism, and details of the changes in legislation concerning disability discrimination. The main part of the book is devoted to case studies from further education and employment demonstrating how reasonable adjustments can be made successfully. This accessible book will be an essential reference for employers, policy makers, Local Education Authorities, Learning and Skills Councils, Training providers, schools and colleges, personnel officers, careers officers, charities, residential homes, parents, indeed anyone working with people with autistic spectrum disorders. Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=490

Exemplaires(1)

Code-barres	Cote	Support	Localisation	Section	Disponibilité
DOC0000545	VIE-D GRA	DVD	Centre d'Information et de Documentation du CRA Rhône-Alpes	VIE -Vie quotidienne	Disponible

Les abonnés qui ont emprunté ce document ont également emprunté :

Le livre noir de l'autisme	CATTAN, Olivia
Psychiatric Symptoms and Comorbidities in Autism Spectrum Disorder	MAZZONE, Luigi
Troubles du déficit de l'attention-hyperactivité chez l'enfant et l'adulte	BROWN, Thomas E.
TDAH et estime de soi	DUCLOS, Germain
Working with Autistic Transgender and Non-Binary People	KOURTI, Marianthi
La cause des autistes	JANOIS, Sophie

Mild dermatoglyphic deviations in adolescents with autism spectrum disorders and average intellectual abilities as compared to typically developing boys / Esther I. DE BRUIN in Autism Research and Treatment, 2014 (2014)  

Public ISBD [article]  inAutism Research and Treatment > 2014 (2014) Titre : Mild dermatoglyphic deviations in adolescents with autism spectrum disorders and average intellectual abilities as compared to typically developing boys Type de document : texte imprimé Auteurs : Esther I. DE BRUIN, Auteur ; James H. GRAHAM, Auteur ; Anneke LOUWERSE, Auteur ; Anja C. HUIZINK, Auteur Langues : Anglais (eng) Index. décimale : PER Périodiques Résumé : Dermatoglyphics, ridge constellations on the hands and feet, are permanently formed by the second trimester of pregnancy. Consequently, they are considered "fossilized" evidence of a specific prenatal period. A high frequency of dermatoglyphic anomalies, or a high rate of dermatoglyphic asymmetry (discordance), is an indication of developmental instability (prenatal disturbances) prior to 24-week gestation. Most dermatoglyphic studies in psychiatry focus on adult schizophrenia. Studies on dermatoglyphic deviances and autism are sparse, include severely disturbed and intellectually retarded patients with autism, and are carried out mainly in non-Western European populations. In this study, finger print patterns, atd-angles, and palmar flexion crease patterns (PFCs) are compared between Western European adolescent teenage males, of average intellect, with Autism Spectrum Disorders (ASD; n = 46) and typically developing adolescent teenage males (TD; n = 49). Boys with ASD had a higher rate of discordance in their finger print patterns than TD boys. Thus, the hypothesized prenatal disturbances that play a role in the etiology of schizophrenia and severe autism might not be specific to these severe psychiatric disorders but might also be involved in the etiology of varying degrees of ASD. En ligne : http://dx.doi.org/10.1155/2014/968134 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=331 [article] Mild dermatoglyphic deviations in adolescents with autism spectrum disorders and average intellectual abilities as compared to typically developing boys [texte imprimé] / Esther I. DE BRUIN, Auteur ; James H. GRAHAM, Auteur ; Anneke LOUWERSE, Auteur ; Anja C. HUIZINK, Auteur. Langues : Anglais (eng) in Autism Research and Treatment > 2014 (2014) Index. décimale : PER Périodiques Résumé : Dermatoglyphics, ridge constellations on the hands and feet, are permanently formed by the second trimester of pregnancy. Consequently, they are considered "fossilized" evidence of a specific prenatal period. A high frequency of dermatoglyphic anomalies, or a high rate of dermatoglyphic asymmetry (discordance), is an indication of developmental instability (prenatal disturbances) prior to 24-week gestation. Most dermatoglyphic studies in psychiatry focus on adult schizophrenia. Studies on dermatoglyphic deviances and autism are sparse, include severely disturbed and intellectually retarded patients with autism, and are carried out mainly in non-Western European populations. In this study, finger print patterns, atd-angles, and palmar flexion crease patterns (PFCs) are compared between Western European adolescent teenage males, of average intellect, with Autism Spectrum Disorders (ASD; n = 46) and typically developing adolescent teenage males (TD; n = 49). Boys with ASD had a higher rate of discordance in their finger print patterns than TD boys. Thus, the hypothesized prenatal disturbances that play a role in the etiology of schizophrenia and severe autism might not be specific to these severe psychiatric disorders but might also be involved in the etiology of varying degrees of ASD. En ligne : http://dx.doi.org/10.1155/2014/968134 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=331

Small-Group Technology-Assisted Instruction: Virtual Teacher and Robot Peer for Individuals with Autism Spectrum Disorder / Mohammad Nasser SAADATZI in Journal of Autism and Developmental Disorders, 48-11 (November 2018)  

Public ISBD [article]  inJournal of Autism and Developmental Disorders > 48-11 (November 2018) . - p.3816-3830 Titre : Small-Group Technology-Assisted Instruction: Virtual Teacher and Robot Peer for Individuals with Autism Spectrum Disorder Type de document : texte imprimé Auteurs : Mohammad Nasser SAADATZI, Auteur ; Robert C. PENNINGTON, Auteur ; Karla C. WELCH, Auteur ; James H. GRAHAM, Auteur Article en page(s) : p.3816-3830 Langues : Anglais (eng) Index. décimale : PER Périodiques Résumé : The authors combined virtual reality technology and social robotics to develop a tutoring system that resembled a small-group arrangement. This tutoring system featured a virtual teacher instructing sight words, and included a humanoid robot emulating a peer. The authors used a multiple-probe design across word sets to evaluate the effects of the instructional package on the explicit acquisition and vicarious learning of sight words instructed to three children with autism spectrum disorder (ASD) and the robot peer. Results indicated that participants acquired, maintained, and generalized 100% of the words explicitly instructed to them, made fewer errors while learning the words common between them and the robot peer, and vicariously learned 94% of the words solely instructed to the robot. En ligne : https://doi.org/10.1007/s10803-018-3654-2 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=370 [article] Small-Group Technology-Assisted Instruction: Virtual Teacher and Robot Peer for Individuals with Autism Spectrum Disorder [texte imprimé] / Mohammad Nasser SAADATZI, Auteur ; Robert C. PENNINGTON, Auteur ; Karla C. WELCH, Auteur ; James H. GRAHAM, Auteur . - p.3816-3830. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 48-11 (November 2018) . - p.3816-3830 Index. décimale : PER Périodiques Résumé : The authors combined virtual reality technology and social robotics to develop a tutoring system that resembled a small-group arrangement. This tutoring system featured a virtual teacher instructing sight words, and included a humanoid robot emulating a peer. The authors used a multiple-probe design across word sets to evaluate the effects of the instructional package on the explicit acquisition and vicarious learning of sight words instructed to three children with autism spectrum disorder (ASD) and the robot peer. Results indicated that participants acquired, maintained, and generalized 100% of the words explicitly instructed to them, made fewer errors while learning the words common between them and the robot peer, and vicariously learned 94% of the words solely instructed to the robot. En ligne : https://doi.org/10.1007/s10803-018-3654-2 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=370

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