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Introduction

What difficulties do children with autism spectrum disorder face?
Following their characteristics according to developmental stages from infancy to adolescence, what kind of developmental support is necessary, and what are the points to consider when creating a classroom? A leading clinical education scholar examines these issues while referencing practical examples from the field!

Comment from the publisher

Currently, it is said that there are three to four children with developmental disabilities (children facing developmental difficulties) in each class. How to face these children and what kind of classroom to create including these children is a major challenge for homeroom teachers.
Sudden violence, panic, incessant talking to oneself, running out of the classroom in the classroom... Such children are not “troublesome children,” but truly “children in trouble,” and the education that supports and values their development is, according to the author, also education that values many children in the classroom.
And in actual educational settings, this book depicts the true nature of education by referencing numerous case examples of how educators are working with these “troublesome children” (educational practices).
In the educational field of this country, where difficulties are piled up, I am once again moved by the fact that dedicated teachers have worked hard to produce such excellent educational practices. In that sense, I believe this book will become an important bible for teachers at schools and after-school care sites.

Content (from “BOOK” database)

What difficulties do children with autism spectrum disorder face? Following their characteristics according to developmental stages, what kind of developmental support is necessary, and what are the points to consider when creating a classroom? A leading clinical education scholar examines these issues while referencing practical examples from the field.

About the author

Hiroyuki Kusunoki
Born in Osaka in 1960. Completed the doctoral course at Kyoto University Graduate School of Education in 1989. In 1992, appointed as a full-time lecturer at the Faculty of Literature, Kitakyushu City University, and from 2005, became a professor there.
Specializations (current): Clinical education (children’s personality development and educational guidance), family support theory. Director of the Japan Society of Life Guidance, appointed national committee member of the National Life Guidance Research Association, director of the Japan Childcare and Education Society, chairman of the NPO Childcare Association, and head of the Kyushu branch of the Childcare Instructor Specialization Research Group.
His publications include “Clinical Education of Bullying and Child Abuse” (Minerva Publishing, 2002), “Concerned Children and Concerned Parents — For Understanding and Support” (Kamogawa Publishing, 2005), “Connecting Support with Concerned Parents” (Kamogawa Publishing, 2008), and edited works such as “Developmental Disorders and Bullying/Violence” (Create Kamogawa, 2008).

Author biography (from “BOOK” author introduction information)

Hiroyuki Kusunoki
Born in Osaka in 1960. Completed the doctoral course at Kyoto University Graduate School of Education in 1989. Appointed as a full-time lecturer at the Faculty of Literature, Kitakyushu City University in 1992, and became a professor there in 2005. Specializes in clinical education (children’s personality development and educational guidance, family support theory). Director of the Japan Society of Life Guidance, appointed national committee member of the National Life Guidance Research Association, director of the Japan Childcare and Education Society, chairman of the NPO Childcare Association, and head of the Kyushu branch of the Childcare Instructor Specialization Research Group (This data was current at the time of publication of this book).