Bibliografia

• Julie Hadwin, Simon Baron-Cohen, Patricia Howlin and Katie Hill: „Can we teach children with autism to understand emotions, belief, or pretence?”, (https://doi.org/10.1017/S0954579400007136, Published online: 01 March 2009
• Frith, U., Happé, F., & Siddons, F. Autism and theory of mind in everyday life. Social Development (1994)
• Timms L. A.: „60 Social Situations and Discussion Starters to Help Teens on the Autism Spectrum Deal with Friendships, Feelings, Conflict and More”, Jessica Kingsley Publishers, 2011
• Liane Holliday Willey: „Asperger Syndrome in Adolescence. Living with the Ups, the Downs and Things in Between, Jessica Kingsley Publishers, 2013
• „Temple Talks about Autism and the Older Child Paperback” – April 3, 2016 by Temple Grandin
• „The Autistic Brain: Helping Different Kinds of Minds Succeed” by Temple Grandin and Richard Panek, Houghton Mifflin Harcourt, 2014
• David Williams, Francesca Happé: „Pre-Conceptual Aspects of Self-Awareness in Autism Spectrum Disorder: The Case of Action-Monitoring”, Journal of Autism and Developmental Disorders, February 2009
• David Williams, Francesca Happé: „ Representing intentions in self and other: studies of autism and typical development”, First published: 02 February 2010, © Springer Science+Business Media
• H., „Adults with Autism: A Guide to Theory and Practice”, Cambridge University Press, Cambridge, 1996
• Attwood, T.: „ Zespół Aspergera. Kompletny przewodnik”, Harmonia Universalis, 2013
• Mesibov, John B. Thomas, S. Michael Chapman, Eric Schopler: „TTAP Profil umiejętności zawodowych i społecznych TEACCH”, Wydawnictwo: Fundacja SYNAPSIS, Wydanie II, Warszawa 2009
• „Autyzm w Europie. Systemy opieki nad osobami z autyzmem w krajach Unii Europejskiej”, Fundacja SYNAPSIS, Warszawa , 2002
• „Koncepcja Małego Systemu aktywizacji społecznej i zawodowej osób z autyzmem”, Fundacja SYNAPSIS,Warszawa’2010
• Temple Grandin , Debra Moore: „Kochaj i pomóż dorosnąć. Jak pomóc dziecku ze spektrum autyzmu wejść w dorosłe życie”, Wydawnictwo Uniwesytetu Jagiellońskiego,
• Dunst CJ, Trivette CM, Snyder DM. Family-professional partnerships: A behavioral science perspective. In: Fine MJ, Simpson RL, editors. Collaboration with parents and families of children and youth with exceptionalities. Austin, TX: PRO-ED; 2000.
• Erchul WP, Martens BK. School consultation: Conceptual and empirical bases of practice. Springer Science & Business Media;
• Model programu aktywizacji społecznej i zawodowej osób z Zespołem Aspegera i wysokofunkcjonujących osób z autyzmem, Fundacja SYNAPSIS, 2012
• Lundine V., Smith C., Career Training and Personal Planning for Students with Autism Spectrum. A practical Resourse for Schools”, Jessica Kingsley Publishers, London, 2006
• Esquivel SL, Ryan CS, Bonner M.: „Involved parents’ perceptions of their experiences in school-based team meetings”, Journal of Educational and Psychological Consultation. 2008

Materiały dostępne online:

• https://www.autismspeaks.org/sites/default/files/docs/ttk2_independent_living.pdf
• https://pdfs.semanticscholar.org/ae2c/647b1ce75de4a21d38dcfb92aea2ac8fa2b9.pdf
• https://www.ambitiousaboutautism.org.uk/understanding-autism/education/choosing-a-school
• http://dsq-sds.org/article/view/5524/4652
• https://www.autism.com/grandin_independence
• https://autismwestmidlands.org.uk/asset/2017/11/Building_independence.pdf
• https://www.iidc.indiana.edu/pages/i-can-do-it-myself-21-using-work-systems-to-build-independence-in-students-with-autism-spectrum-disorders