Comprehensive Individualized Curriculum and Instructional Design: Curriculum and Instruction for Students with Developmental Disabilities/Autism Spectrum Disorders
Contributors: Sennott and Loman
Publisher: Portland State University Library
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.
Teachers, instructors and faculty are facing unprecedented change, with often larger classes, more diverse students, demands from government and employers who want more accountability and the development of graduates who are workforce ready, and above all, we are all having to cope with ever changing technology. To handle change of this nature, teachers and instructors need a base of theory and knowledge that will provide a solid foundation for their teaching, no matter what changes or pressures they face.
Contributors: Bernnard, Bobish, Bullis, Hecker, Holden, Hosier, Jacobson, and Loney
Publisher: Open SUNY
Good researchers have a host of tools at their disposal that make navigating today's complex information ecosystem much more manageable. Gaining the knowledge, abilities, and self-reflection necessary to be a good researcher helps not only in academic settings, but is invaluable in any career, and throughout one's life. The Information Literacy User's Guide will start you on this route to success.
Contributors: Desrochers and Fallon
Publisher: Open SUNY
Instruction in Functional Assessment introduces learners to functional assessment (FA), which includes a variety of assessment approaches (indirect, observational, and experimental) for identifying the cause of an individual's challenging behavior for the purpose of designing effective treatments. FA is mandated by federal law and is a recognized empirically based approach to treatment of individuals with challenging behaviors (e.g., disruptive, self-injurious, and aggressive behaviors). Instruction in FA is essential for students who will one day enter professions as educators, psychologists, social workers, counselors, or mental health professionals.
Contributors: Seifert and Sutton
Publisher: University of Manitoba
Chapters in the text can be assigned either from beginning to end, as with a conventional printed book, or they can be selected in some other sequence to meet the needs of particular students or classes. In general the first half of the book focuses on broader questions and principles taken from psychology per se, and the second half focuses on somewhat more practical issues of teaching. But the division between “theory” and “practice” is only approximate; all parts of the book draw on research, theory, and practical wisdom wherever appropriate. Chapter 2 is about learning theory, and Chapter 3 is about development; but as we point out, these topics overlap with each other as well as with the concerns of daily teaching. Chapter 4 is about several forms of student diversity (what might be called individual differences in another context), and Chapter 5 is about one form of diversity that has become prominent in schools recently—students with disabilities. Chapter 6 is about motivation, a topic that is heavily studied by psychological researchers, but that also poses perennial challenges to classroom teachers.
Publisher: Saylor Foundation
The reason why Randall Fallows wrote Exploring Perspectives: A Concise Guide to Analysis is simple: to help give students a better understanding of how to discover, develop, and revise an analytical essay. Here is how his 5 chapter book goes about doing just that: