Online ISSN: 2325-7466
2006
Triannual
National Association of Special Education Teachers (NASET)
United States

Articles

Supporting Preschool Children with Autism Spectrum Disorders (ASD) and Their Families

  • Dr. Jin-ah Kim (Author) Roosevelt University image/svg+xml
    Dr. Jin-ah Kim is an assistant professor of Early Childhood Education in the College of Education at Roosevelt University. She has various experiences working with young children (0– 8 years old). She was a classroom teacher and curriculum director at a preschool. Currently, she teaches early childhood method courses, supervises both undergraduate and graduate students at Roosevelt University and works with children and teachers at early childhood centers and elementary schools. The focuses of her research are Service-Learning, parental involvement, children’s writing and math self-efficacy, as well as supporting and working with children with Autism Spectrum Disorders (ASD).
  • Dr. Nancy Cavaretta (Author) Roosevelt University
    Dr. Nancy Cavaretta is a clinical professor of special education at Roosevelt University, Chicago. She has also developed specialized programs for Chicago Public Schools that reflect best practices in special education. These programs are used as learning sites for Roosevelt University teacher candidates and for CPS professional development. Her programs have included High School Prep, focusing on students, ages 13-15, with severe Learning Disabilities and Emotional Disorders. Her current program addresses the needs of Early Childhood students on the Autism Spectrum. Other research interests include the connection between literacy development and expressive language among early childhood students on the autism spectrum, and mentoring of the first year special education teacher.
  • Krystle Fertig, MA (Author) Roosevelt University
    Krystle Fertig is a former Roosevelt University graduate student. She received a Master of Arts in Early Childhood Education in 2012, adding to her Bachelor of Arts in Psychology earned from the University of Illinois at Chicago. She is currently a guest (substitute) teacher for the Chicago Public Schools and several other Chicagoland school districts. One day she hopes to teach the primary grades in a classroom of her own.
DOI
https://doi.org/10.64546/jaasep.231
Abstract
The increased prevalence of children with Autism Spectrum Disorder (ASD) calls for improvement in implementing early interventions, which are critical in improving long-term outcomes. This includes providing better and appropriate education and services for children with ASD, as well as providing supports for their parents and families. The importance of this comes from the understanding that raising a child with ASD affects the entire family. Without the support, parents and families are at a heightened risk of mental health problems, such as stress and depression. Experienced in working with general and special education children, specifically children with ASD, we sought three suggestions that may help parents with a child with ASD. We can aid parents of children with ASD by providing services that help understand the IEP process, finding an appropriate future placement, providing structured teaching during home visits, and helping them become an advocate for their child.
Keywords
Autism, Pervasive Developmental Disorders, Advocacy, Preschool Children, Individualized Education Programs, Teaching Methods
References

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There are 14 references in total.
How to Cite
Kim, J.- ah, Cavaretta, N., & Fertig, K. (2014). Supporting Preschool Children with Autism Spectrum Disorders (ASD) and Their Families. Journal of the American Academy of Special Education Professionals, 9(1), 87-93. https://doi.org/10.64546/jaasep.231

Winter 2014

Article Information

  • Article Type Articles
  • Submitted January 17, 2014
  • Published February 15, 2014
  • Issue Winter 2014
  • Section Articles
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