Presents the history, current status and future directions of education for children with autism in China and FinlandEquips readers to handle evidence-based practices in special-education schools and inclusive settings in two countriesProvides explanations and strategies that are easy to find and address the variety of developmental characteristics, learning styles and abilities inherent in school-aged children with autism or Asperger's in two countries

Autorentext

Xiaoyi Hu, associate professor of Department of Special Education and the Director of Education Research Center for Children with ASD, Faculty of Education Beijing Normal University. Xiaoyi Hu received her PhD in Special Education for University of Kansas in 2011. She is also the adjunct researcher at the Beach Center on Disabilities, University of Kansas. She has been worked on several national grants and research projects in interventions for children with ASD and family support. Currently, she is leading a national grant in China on Teaching Children with Autism in Special Education Schools in China, a national grant on implementing Lego-therapy to school-aged children with autism in China, an international grant on Supporting the Strengths and Activity of Children with Autism in a Technology-enhanced Learning Environment with Finland and United States, and a state-level grant on developmental Assistive Communication Technology to Children with Autism in Beijing.
Eija Kärnä, Ph.D., professor, has worked as Professor of Special Education as part of the Faculty of Philosophy at the University of Eastern Finland since 2002. Professor Kärnä received her PhD in Special Education from Syracuse University in New York, USA, in 1993. During her career, Professor Kärnä has worked on several international development and research projects, and she has conducted multidisciplinary research with researchers from several scientific fields (e.g., linguistics, psychology, nursing science, computer science). She has worked as a co-leader (Technologies for Children with Individual Needs project, IISS) or a leader (EvTech, CASCATE) on several research projects that have addressed the interaction between technology and children with special educational needs.

Inhalt
Chapter 1 Laws and Policies on the Education of Children with ASD in China.- Chapter 2 Policy and Legislation on the Education for Children with ASD in Finland.- Chapter 3 Current Status of Education for Children with ASD.- Chapter 4 The current situation and development trend of interventions for children with autism spectrum disorder in Finland.- Chapter 5 Educational Placement of Children with ASD.- Chapter 6 Educational Placement for Children with Autism Spectrum Disorders in Finland.- Chapter 7 Teaching Strategies in China for Children with ASD.- Chapter 8 Teaching Methods and Practices for Children with Autism Spectrum Disorders in Finland.- Chapter 9 Curriculums Offered for Children with ASD in China.- Chapter 10 Curriculum for Comprehensive School-aged Children with Autism Spectrum Disorders.- Chapter 11 Teacher Education for Children with ASD.- Chapter 12 Teacher Training for children with autism spectrum disorders in Finland.- Chapter 13 Continuing Education Choicesfor Adolescents with ASD after Compulsory Education.- Chapter 14 The transition to further education after basic education for adolescents with ASD in Finland.- Chapter 15 Prospects for Education of Children with ASD in China and Finland.