Titlebook: Educating Students with Autism Spectrum Disorder in China and Finland; Xiaoyi Hu,Eija Kärnä Book 2019 Springer Nature Singapore Pte Ltd. 2

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glomeruli

The Transition to Upper Secondary Level After Basic Education for Adolescents with Autism Spectrum nnish basic education. It also examines the importance of supports required during the transition phase. Two examples of pupils with ASD (Kalle and Maija) are utilized to illustrate how to plan and support pupils with ASD during their initial post-school transition. Transitions are defined, after wh

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Prospects for Education of Children with Autism Spectrum Disorder in China and Finland,levant intervention methods, school education, family education, and training. Inclusion is the official educational policy in Finland, and schools at all levels of the educational system are obliged to support the learning of all children. However, the practical implementation of inclusion is takin

Enthralling

Educational Placement of Children with Autism Spectrum Disorder in China,re children go in terms of their age and degree of disability. However, since China started very late in this realm, all these educational placements have their own problems, and the older persons with ASD are lacking in places to go.

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Continuing Education Choices for Adolescents with Autism Spectrum Disorder after Compulsory Educatichoose to continue to study at high schools or at secondary vocational education schools. More children with special needs choose vocational education instead of high school education as an extension of compulsory education. This chapter highlighted the continuing education situation for adolescents with ASD in China.

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2195-3473 le evidence-based practices in special-education schools andThis book addresses the difficult challenges that children with autism present educators. By comprehensively examining the scientific knowledge underlying educational practices, programs and strategies in China and Finland, it provides valu

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污秽

Kelsey J. Pritchard,Larry C. Jameschoose to continue to study at high schools or at secondary vocational education schools. More children with special needs choose vocational education instead of high school education as an extension of compulsory education. This chapter highlighted the continuing education situation for adolescents with ASD in China.

钝剑

https://doi.org/10.1007/978-3-642-04519-6al transition-planning documents are examined, after which the two cases of Kalle and Maija are introduced. This is followed by an illustration of the use of the documents in practice for the two pupils. The summary includes a discussion of implications for future directions.