Promoting Collaborative Learning Cultures to Help Teachers Support Students with Autism Spectrum Disorder

Foreword.- Introduction.- Part I- Professional Learning on Autism Spectrum Disorder for Teachers in the Asia Pacific Region.- Chapter 1 Contextualising Teacher Education for Children with Autism Spectrum Disorder in Hong Kong.- Chapter 2 Professional Learning for Teachers of Students with Autism Spectrum Disorder in China.- Chapter 3 Professional Development for Teachers of Students with Autism Spectrum Disorder in Taiwan.- Chapter 4 Professional Learning Odyssey in a Singaporean Context.- Chapter 5 Current Status of Education for Children with Autism Spectrum Disorder  in Japan and Research Trends.- Part II - Current Education Practices for Students with Autism Spectrum Disorder in Schools.- Chapter 6 Constructing an Assessment Tool for Conducting Social and Behavioural Interventions in Support of Children with Autism Spectrum Disorder.- Chapter 7 Developing School-University Partnerships to Help Teachers Run a Social Skills Training Programme for Students with Autism Spectrum Disorder.- Chapter 8 Evolving from a Case based model to a Whole-School Approach and Three-Tier Model in Supporting Students with ASD: A Case Study of a Resource School in Hong Kong.- Chapter 9 A Service Learning Course on the Education of Children with Autism Spectrum Disorder for University Undergraduates in Hong Kong.- Chapter 10 The Use of Corpus Compilation in the Study of Children with Autism Spectrum Disorder.- Chapter 11 Teaching Students with Autism Spectrum Disorder Social Skills through a Home-centre Collaborative Computer Programme.- Part III Emerging Approaches to Teaching and Learning for Teacher Professional Learning in Autism Spectrum Disorder.- Chapter 12 Videos as a Tool in Teacher Professional Learning: How Do Videos Scaffold Teachers' Understanding of the Behaviours of Students with ASD?.- Chapter 13 Optimizing Collaboration between Educational Psychologists and Teachers in the Facilitation of Class-wide Support to Students with ASD.- Chapter 14 Collaborative

Fuk-chuen Ho, PhD, has been the programme coordinator of courses for teachers of students with special educational needs for more than 20 years. He was assistant professor in the Department of Special Education and Counselling at the Education University of Hong Kong and associate professor (fractional) in the School of Arts and Humanities at Tung Wah College. He has been teaching in the areas of special/inclusive education in the university for over 30 years and has extensive experiences in managing teacher education programmes. His scholarly work has largely contributed to students with dyslexia and autism spectrum disorder and to their teachers. His research has been published in quality academic journals, including Journal of Autism and Developmental Disorders, Teacher and Teaching Education, Reading and Writing: An Interdisciplinary Journal, Educational Psychology, British Journal of Special Education and Journal of Learning Disabilities.

Cici Sze-Ching Lam, EdD, is a registered educational psychologist (Hong Kong Association of Education Psychologists). She is an honorary research associate at the Centre for Advancement in Inclusive and Special Education at the University of Hong Kong and former Senior Lecturer of the Department of Special Education and Counselling at the Education University of Hong Kong. She has had extensive experience in teaching and staff development in special/inclusive education in tertiary education. Her research interests are in the area of education for teaching professions in special and inclusive education, with a special interest in supporting inquiry approach to enhance experiential learning. She has been part of numerous large-scale research projects and has delivered training to parents and teachers for enhancing children's emotional and social skills. She served on the Hong Kong Special Administrative Region Curriculum Development Council Committee on Special Educational Needs and Hong Kong Examinations and Assessment