* SOE Resources

by Susan Carter
Publication Date: 2019

In Australia and internationally much still needs to occur to promote inclusive practices in education and society with many educators not feeling equipped to recognise or appreciate diversity or cater effectively for inclusion. With embedded audio–visual components, this open textbook is designed to enhance the quality of the reader’s experience with each chapter posing key understandings underpinning inclusion and diversity. Readers are encouraged to answer questions on culture, special learning needs, varied educational contexts, gender diversity and more. The key expected outcome of this open textbook is to engage readers in making meaning of inclusion and diversity and applying their learning to their own individual contexts.

by Jennifer Paris, Kristin Beeve, and Clint Springer
Publication Date: 2018

Early Childhood Educational Programming is fundamentally grounded in developmentally appropriate practices and is supported through theoretical foundations woven throughout a curriculum. Various types of programs may emphasize one theory over another or take on more of an array of theories by combining approaches to achieve program goals.
In the early twentieth century, scientists and theorists—such as Jean Piaget and Lev Vygotsky— developed widely studied theories to explain how young children acquire knowledge. Scientists have continued to study children’s ways of knowing by care- fully observing and listening as children pursue new skills, explore materials, solve problems, work together with others, and encounter experiences that prompt them to think and reason (Shonkoff and Phillips 2000.) Young children’s actions and their explanations provide clues about how they develop ideas, master skills, and build knowledge. This research illuminates a key finding—infants and young children actively construct concepts and build skills by interacting with objects and with people, much of it occurring in the context of play. By nature, children are active participants in making meaning and constructing knowledge.

by Jennifer Paris, Antoinette Ricardo, & Dawn Rymond
Publication Date: 2018

This text is a presentation of how and why children grow, develop, and learn. We will look at how we change physically over time from conception through adolescence. We examine cognitive change, or how our ability to think and remember changes over the first 20 years or so of life. And we will look at how our emotions, psychological state, and social relationships change throughout childhood and adolescence.

by Jaana Juvonen, Vi-Nhuan Le, Tessa Kaganoff,
Catherine Augustine, and Louay Constant
Publication Date: 2004

(Open Access Book/Not a Textbook) Young teens undergo multiple changes that seem to set them apart from other students. But do middle schools actually meet their special needs? The authors describe some of the challenges and offer ways to tackle them, such as reassessing the organization of grades K-12; specifically assisting the students most in need; finding ways to prevent disciplinary problems; and helping parents understand how they can help their children learn at home.

by Mickey Losinski
Publication Date: 2017

This textbook provides information on the practice of teaching special education in the secondary schools. Research-based practices are explained for supporting student functioning in language arts, math, and other content areas. Specifically, the eight chapters address: (1) Introduction to secondary special education; (2) Curriculum-based measures to inform learning; (3) Strategies for working in a co-teaching environment; (4) Strategies for improving student behavior; (5) Strategies to support post-secondary transition; (6) Strategies for improving student outcomes in reading; (7) Strategies improving student outcomes in writing; and (8) Strategies for improving student outcomes in math.

by Kelvin Seifert and Rosemary Sutton
Publication Date: 2011

The very complexity of classroom life virtually guarantees that teaching never needs to get boring. Something new and exciting is bound to occur just when you least expect it. A student shows an insight that you never expected to see—or fails to show one that you were sure he had. An activity goes better than expected—or worse, or merely differently. You understand for the first time why a particular student behaves as she does, and begin thinking of how to respond to the student's behavior more helpfully in the future. After teaching a particular learning objective several times, you realize that you understand it differently than the first time you taught it. And so on. The job never stays the same; it evolves continually. As long as you keep teaching, you will have a job with novelty. A comprehensive educational psychology textbook, written for the Global Text Project. Topics covered include student development and diversity, classroom communication and assessment, and much more.

by Paul Lombardi
Publication Date: 2019
Will explore specific disability impact on learning and access to the general education curriculum by identifying teaching strategies, interventions, and educational and assistive technologies for students with disabilities, including: speech and language impairments, specific learning disabilities, intellectual and developmental disability, autism spectrum disorder, traumatic brain injury, emotional/behavioral disorders, physical and health disabilities, multiple disabilities, and sensory impairments.

by Samuel Sennott and Sheldon Loman
Publication Date: 2015

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.