Comprehensive Individualized Curriculum and Instructional Design: Curriculum and Instruction for Students with Developmental Disabilities/Autism Spectrum Disorders

(3 reviews)

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Samuel Sennott, Portland State University
Sheldon Loman, Portland State University

Pub Date: 2015

ISBN 13: 978-1-3128868-7-2

Publisher: Portland State University Library

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Attribution-NonCommercial
CC BY-NC

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Reviewed by Stephanie Kurtts, Associate Professor, University of North Carolina at Greensboro, on 12/6/2016.

Comprehensive Individualized Curriculum and Instructional Design: Curriculum and Instruction for Students with Developmental Disabilities/Autism … read more

 

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Reviewed by Roger Ideishi, Associate Professor, Temple University, on 8/22/2016.

The textbook provides a good overview of instructional strategies for students with autism and special needs. The chapters provide nice overviews of … read more

 

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Reviewed by Brittany Joseph, Adjunct Instructor, The University of Toledo, on 8/22/2016.

The comprehensiveness of this textbook addresses a variety of areas within the study of Autism Spectrum Disorders. While the book does not include … read more

 

Table of Contents

Chapter 1Guiding Principles for Developing Comprehensive and Meaningful Instruction for Individuals with Complex Needs by Sheldon L. Loman, provides readers with practical resources to develop their repertoire of tools for designing supports for individuals with significant needs.

Chapter 2Naturalistic AAC Communication Intervention by Samuel Sennott, introduces the reader to Augmentative and Alternative Communication (AAC) and shares specific intervention resources including the innovative naturalistic strategy: MODELER.

Chapter 3Principles of Applied Behavior Analysis to Teach by Kristy Lee Park, provides an overview and examples of research-based approaches of Applied Behavior Analysis (ABA).

Chapter 4Developing Function-based Interventions by Sheldon Loman, shares a practical guide for the use of research-based critical features to design positive behavioral interventions based on the reasons why students engage in problem behaviors (i.e., function of student behavior).

Chapter 5iOS 8 Accessibility by Luis F. Pérez, presents the latest information on the accessibility of mobile devices using the iOS 8 Apple operating system. This chapter embeds multiple video examples for improving the accessibility for mobile devices with this newest operating system.

Chapter 6Using Content Acquisition Podcasts (CAPs) to Improve Vocabulary Instruction and Learning for Students with Disabilities and Their Teachers by Michael J. Kennedy, John Romig, and Wendy J. Rodgers, introduce a multimedia-based tool that can be created by teachers with technology they already have on their computers. In this chapter they provide examples of high-quality multimedia and step-by-step instructions for production.

About the Book

This open textbook addresses the population of individuals with disabilities that experience complex lifelong needs across multiple areas in their lives. Drs. Sennott and Loman drafted this book (along with the help from some friends) with the hope of providing pertinent, practical, and current resources to future special educators who plan to serve individuals with complex disabilities.

About the Contributors

Author(s)

Samuel Sennott, PhD, is an assistant professor of special education. He completed his doctorate at The Pennsylvania State University and is the co-creator of the original Proloquo2Go, the popular iOS application that helps people who have difficulty speaking due to a range of disabilities such as autism, Down syndrome, cerebral palsy, and other disabilities. Proloquo2Go has been featured on the front page of the NY Times, by ABC News, and on 60 Minutes. Dr. Sennott's clinical, research and development, and advocacy work focuses on assistive technology, augmentative and alternative communication (AAC), language and literacy, and universal design.

Sheldon Loman, PhD, is an assistant professor of special education. Dr. Loman received his PhD in special education from the University of Oregon, with the focus of his work on instructional practices for people with severe disabilities, educational systems change, and positive behavioral interventions and supports. He has a bachelor’s degree in psychology from the University of Hawaii and a master’s degree in special education with an emphasis on moderate/severe disabilities from San Francisco State University. His interest areas are inclusive education, instructional practices for individuals with significant disabilities, Functional Behavioral Assessment (FBA), Assistive Technology (AT) and Augmentative and Alternative Communication (AAC), and educational systems change.