DOCSLIB.ORG

Launceston Lending Library 1

Total Page：16

File Type：pdf, Size：1020Kb

Download full-text PDF Read full-text

Load more

Launceston Lending Library 1 Shelf Title Author Category Audience Listing 22 Things a Woman Must Know if She Loves a Man with Simone Book SIM Adult Asperger's Syndrome (Donated item) National Autism A Parent's Guide to Evidence-Based Practice and Autism Book NAT Adult Center All Birds Have Anxiety Hoopmann Book HOO Adult An Asperger Leader's Guide to Living and Leading Change Bergemann Book BER Adult Asperger's on the Job (Must have advice for people with Asperger's or High Functioning Autism and their Employers, Simone Book SIM Adult Educators and advocates Aspergirls Simone Book SIM Adult Aspergirls Simone Book SIM Adult Autism All-Stars (How we use our Autism and Asperger Traits Santomauro Book SAN Adult to Shine in Life) Been There. Done That. Try This! An Aspie's Guide to Life on Attwood, Evans, Book ATT Adult Earth (Donated by Footprint Books) Lesko Build Your Own Life Lawson Book LAW Adult Coming Out Asperger: Diagnosis, Disclosure & Self- Murray Book MUR Adult Confidence Discover - A Resource for people planning for the future (A Endeavour Book END Adult National Disability Insurance Scheme Help Guide) Foundation Findings and Conclusions: National Standards Project, Phase National Autism Book NAT Adult 2 Center Helping Adults with Asperger's Syndrome Get & Stay Hired Bissonnette Book BIS Adult Neurotribes - The Legacy of Autism and how to think smarter Silberman Book SIL Adult about people who think differently Taking Care of Yourself and Your Family - A Resource Book Ashfield Book ASH Adult for Good Mental Health Emonds and The Asperger Personal Guide (Donated item) Book EDM Adult Worton Edmonds and The Asperger Social Guide (Donated item) Book EDM Adult Worton Launceston Lending Library 2 Shelf Title Author Category Audience Listing The Autism Spectrum Guide to Sexuality and Relationships (Understand yourself and make choices that are right for Goodall Book GOO Adult you) The Complete Guide to Asperger's Syndrome Attwood Book ATT Adult The Guide to Good Mental Health on the Autism Spectrum Purkis, Goodall Book PUR Adult (Donated by Footprint Books) & Nugent The Happiness Trap (Based on ACT: A revolutionary mindfulness-based programme for overcoming stress, Harris Book HAR Adult anxiety and depression) The Happiness Trap (Based on ACT: A revolutionary mindfulness-based programme for overcoming stress, Harris Book HAR Adult anxiety and depression) The Passionate Mind - How People with Autism Learn Lawson Book LAW Adult (Donated item) Troubleshooting Relationships on the Autism Spectrum Stanford Book STA Adult (Donated item) An Asperger dictionary of everyday expressions Stuart-Hamilton Book STU Adult Taking Care of Yourself and Your Family - A Resource Book Ashfield Book ASH Adult for Good Mental Health Very Late Diagnosis of Asperger Syndrome (Autism Spectrum Disorder) - How Seeking a Diagnosis in Adulthood Can Wylie Book WYL Adult Change your Life Board Board The Socially Speaking Game (Board game for Ages 7 and up) Schroeder Game Game Game 1001 Great Ideas for Teaching & Raising Children with Autism Notbohm/Zysk Book NOT Child or Asperger's 1001 Great Ideas for Teaching & Raising Children with Autism Notbohm/Zysk Book NOT Child or Asperger's National Autism A Parent's Guide to Evidence-Based Practice and Autism Book NAT Child Center All Cats Have Asperger Syndrome (Donated item) Hoopmann Book HOO Child Anxiety in Children and Adolescents with Autism Spectrum Kerns and Ors Book KER Child Disorder (Evidence-Based Assessment and Treatment) Asperger's Syndrome - A Guide for Parents and Professionals Attwood Book ATT Child (Donated item) Australian Autism Handbook O'Reilly & Smith Book ORE Child Launceston Lending Library 3 Shelf Title Author Category Audience Listing Australian Autism Handbook O'Reilly & Smith Book ORE Child Australian Autism Handbook O'Reilly & Smith Book ORE Child Australian Autism Handbook 2nd Edition - Large Print O'Reilly/Wicks Book ORE Child Autism and Everyday Executive Function (A strengths-based approach for improving attention, memory, organisation, Moraine Book MOR Child and flexibility) Autism with Severe Learning Disabilities Jordan Book JOR Child Autism, The Invisible Cord - A Sibling's Diary Cain Book CAI Child Building Foundations - Autism: Your Child, Your Family ASPECT Book ASP Child Can I tell you about Autism? - A guide for friends, family and Welton Book WEL Child professionals Can't Eat, Won't Eat Legge Book LEG Child Children with Seizures [Guide for Parents, Teachers & Other Kutscher Book KUT Child Professionals] Comic Strip Conversations Gray Book GRA Child Smith, Donlan & Create a Reward Plan for your Child with Asperger Syndrome Book SMI Child Smith Dealing with Everyday Problems of Austism Spectrum Autism SA Booklet AUT Child Disorders: A Guide for Parents and Carers Djarmbi - The Different Kookaburra (Kindly donated by Positive Book POS Child Positive Partnerships) Partnerships Greenspan/ Engaging Autism Book GRE Child Wieder Executive Function "Dysfunction" - Strategies for Educators Moyes Book MOY Child & Parents (Donated by Footprint Books) Exploring Feelings - Cognitive Behaviour Therapy to Manage Attwood Book ATT Child Anger Launceston Lending Library 4 Shelf Title Author Category Audience Listing Exploring Feelings - Cognitive Behaviour Therapy to Manage Attwood Book ATT Child Anxiety Exploring Feelings for Young Children with High-Functioning Scarpa/Wells/At Book SCA Child Autism or Asperger's Disorder twood Findings and Conclusions: National Standards Project, Phase National Autism Book NAT Child 2 Center Getting into the Game (Sports Programs for Kids with Smith/Patterson Book SMI Child Autism) Helping Pupils with Autistic Spectrum Disorders to Learn Pittman Book PIT Child Helping Your Anxious Child - Second Edition (A Step-by-Step Rapee Book RAP Child Guide for Parents) I Am Special (Introducing Children and Young People to their Vermeulen Book VER Child Autism Spectrum Disorder) It's Raining Cats and Dogs (An Autism Spectrum Guide to the confusing world of idioms, metaphors and everyday Barton Book BAR Child expressions) Kevin Thinks Watts Book WAT Child Pudney & Little Volcanoes Book PUD Child Whitehouse Looking after Louis Ely & Dunbar Book ELY Child Make your Own Picture Stories for Kids with ASD (A DIY Attwood Book ATT Child Guide for Parents & Carers) Making Sense of Asperger's - A story for children Ende Book END Child Managing Anxiety in People with Autism (A Treatment guide Chalfant Book CHA Child for parents, teachers and mental health professionals) Managing Problem Behaviours Dodd Book DOD Child My Child Has Autism, Now What? - 10 Steps to get you Larson Kidd Book LAR Child started My Friend has Autism Tourville Book TOU Child No More Meltdowns Baker Book BAK Child Launceston Lending Library 5 Shelf Title Author Category Audience Listing Continence One Step at a Time - Guide to Toilet Training Booklet CON Child Found Aust Parenting a child with Asperger Syndrome (200 Tips and Boyd Book BOY Child Strategies) Paws Finikakos Book FIN Child Playing, Laughing and Learning with Children on the Autism Spectrum (A Practical Resource of Play Ideas for Parents and Moor Book MOO Child Carers) Raising a Sensory Smart Child Biel/Peske Book BIE Child Reading Faces and Learning about Human Emotions Maines Book MAI Child Revealing the Hidden Code: Social stories for people with Howley & Book HOW Child Autism Arnold Sensory Activities for Fantabulistic Kids Beare Booklet BEA Child Harris and Siblings of Children with Autism (A Guide for Families) Book HAR Child Glasberg Sleep Difficulties and Autism Spectrum Disorders (A Guide Aitken Book AIT Child for Parents and Professionals) Small Steps Forward (Using Games and Activities to Help Newman Book NEW Child Your Pre-School Child with Special Needs) Social Rules for Kids - The Top 100 Social Rules Kids Need to Diamond Book DIA Child Succeed Social Skills Groups for Children & Adolescents with Resource Painter PAI Child Asperger's Syndrome Book Some Kids have Autism Rustad Book RUS Child Special Boys' Business (supporting boys, their parents & Anderson/Angel Book AND Child carers through puberty) o/Stewart Angelo/Pritchar Special Girls' Business Book ANG Child d/Stewart Specialist Support Approaches to Autism Spectrum Disorder Hewitt Book HEW Child in Mainstream Settings Launceston Lending Library 6 Shelf Title Author Category Audience Listing Step by Step Visual Cookbook (Vol. 1 Healthy No-Cook Etchell Book ETC Child Recipes for Non-Readers) Stop, Think, Do - Social Skills Training - Primary years of Petersen Book PET Child schooling ages 8-12 Students with Disabilities in Mainstream Classrooms - A Shaddock/ Booklet SHA Child Resource for Teachers Giorcelli/Smith Super Skills (A Social Skills Group Program for Children with Asperger Syndrome, High-Functioning Autism and Related Coucouvanis Book COU Child Challenges) Teach me with Pictures (40 fun picture scripts to develop Griffin/Harris/ play and communication skills in children on the autism Booklet GRI Child Hodgdon spectrum) Teaching Children with Autism and Related Spectrum Magnusen Book MAG Child Disorders - An Art and a Science Ten Things Every Child with Autism Wishes You Knew Notbohm Book NOT Child The A to Z of Special Needs (A Practical Resource for Early Vize Book VIZ Child Childhood and Primary Teachers) The Autism Discussion Page - On Anxiety, Behavior, School, Nason Book NAS Child and Parenting Strategies The Autism Discussion Page - On the Core Challenges of Autism (A toolbox for helping children with autism feel safe, Nason Book NAS Child accepted,
Recommended publications
  • 2010 Cancun, Mexico

    2010 Cancun, Mexico

    Welcome to the NINETIETH ANNUAL CONVENTION of the WESTERN PSYCHOLOGICAL ASSOCIATION APRIL 22-25, 2010 at the Fiesta Americana Condesa Cancun The 90th meeting of the Western Psychological Association has: , The WPA Film Festival , Outstanding Invited Speakers , Special Programs for Students and Teachers , A Forum for Your Research Visit WPA at: www.westernpsych.org HOSTED BY 1 Dear Conference Attendees: On behalf of the University of Southern California, it is my great pleasure to welcome you to the 90th Annual Western Psychological Association Convention. USC, the Col- lege of Letters, Arts and Sciences, and the Department of Psychology are pleased to serve as sponsors of the annual meeting. I would especially like to thank WP A Presi- dent Stanley Sue, Executive Officer Chris Cozby, and Program Chair Steven Lopez for this opportunity. Located in Los Angeles, USC is one of the world’s leading private research universities. In the fall of 2009, USC enrolled 17,000 undergraduates, and 18,000 graduate and professional students. As a global university, the convention’s theme of diversity and its setting in Mexico are consistent with our multiple initiatives to address diversity issues within the United States. The Princeton Review has selected USC as one of 81 “Colleges with a Conscience” based on its outstanding record of involvement in the surrounding community with its large proportion of Latino Americans, African Americans and Asian Americans. In addition, USC enrolls more international students than any other U.S. university. Several mem- bers of the College’s Psychology Department are devoted to cross-national research in Korea, China, Rwanda, Finland, Sweden and Mexico, as well as multicultural research within the U.S.
  • Instructor Will Post This Information in Week 1 Welcome Announcement

    Instructor Will Post This Information in Week 1 Welcome Announcement

    Syllabus Page 1 of 10 AB583SA: Special Topics III- Study of China 3 Credit Hours Spring 2, 2019 Travel Dates: 4/22/19-5/1/19 Course Introduction Instructor: Office and Hours: Instructor will post this information in Week 1 welcome Phone: announcement. E-mail: Official Course Description: This interdisciplinary course will examine how behavioral analysis and related fields in psychology design applied solutions to complex social problems within the cultural contexts of China and our own communities. We will analyze behavioral analysis and other disciplinary interventions for issues such as psychiatric care, adoption, and the education of learners with special needs. Students will also consider ethics related to creating meaningful changes through their practice. While in China, students will meet learners with special needs in schools and talk with educational experts, learn about educational and organizational histories within the culture, explore interventions for individuals with mental health diagnoses, discuss topics with organizational and educational leaders and university students in China, and experience a variety of cultural events. Institutional Learning Goals, Competencies and Outcomes Institutional Learning Goals Please refer to the 2014-2015 Statement of Values for a description of how our Institutional Learning Goals are derived. Diversity Graduates will respect the value and dignity of individuals and groups across all cultural contexts, and advocate for inclusion and equity. They will demonstrate intercultural competence in domestic and international contexts with people who have ideas, beliefs, worldviews, experiences, and behaviors that are different from their own. By the end of this course, students will be able to… 1. Demonstrate knowledge of the world-view of the local culture within the context of psychology.
  • Production Notes for Feature Film, “Snow Cake” It's April 2005 and The

    Production Notes for Feature Film, “Snow Cake” It's April 2005 and The

    Production Notes for Feature Film, “Snow Cake” It’s April 2005 and the snow is melting fast in Wawa there is perceptible panic throughout the cast and crew of Snow Cake when they find out that this location chosen specifically for its customary frigid climate and overabundance of snow – has very little snow to speak of. “The reason we went to Wawa in the first place was to get the snow, says director Marc Evans with a smile. “I was very worried about not getting enough snow. And then Alan Rickman, who plays Alex, said ‘Look, at the end of the day, this film is not about snow. It’s got snow in the title, but it’s about the people who live in this place.’ And I thought, yes, that’s so true. It’s the interaction between the two main characters that forms the thrust of the film. The joy of this film is seeing how the characters interact.” In fact, the lack of snow may have been a blessing in disguise for the film. ‘It appears that this film is being guided by some unseen force in a way,” Rickman says. “We went to Wawa a week later than we were due to. Had we gone there the week before, we would have encountered temperatures that would have been so horrific to work in, so cold, below freezing” Instead, “we had a freak period of 13 days of unbroken sunshine, which on the face of it, with a film called Snow Cake, you might think would be a problem!” But Rickman had always said that the film would find itself and it did in the most beautiful way as the snow thawed around them.
  • Pausing Encounters with Autism and Its Unruly Representation: an Inquiry Into Method, Culture and Academia in the Making of Disability and Difference in Canada

    Pausing Encounters with Autism and Its Unruly Representation: an Inquiry Into Method, Culture and Academia in the Making of Disability and Difference in Canada

    Pausing Encounters with Autism and Its Unruly Representation: An inquiry into method, culture and academia in the making of disability and difference in Canada A dissertation submitted to the Committee of Graduate Studies in Partial Fulfillment of the Requirements for the Degree of Doctor of Philosophy in the Faculty of Arts and Science. TRENT UNIVERSITY Peterborough, Ontario, Canada Copyright by John Edward Marris 2013 Canadian Studies Ph.D. Graduate Program January 2014 ABSTRACT Pausing Encounters with Autism and Its Unruly Representation: An inquiry into method, culture and academia in the making of disability and difference in Canada John Edward Marris This dissertation seeks to explore and understand how autism, asperger and the autistic spectrum is represented in Canadian culture. Acknowledging the role of films, television, literature and print media in the construction of autism in the consciousness of the Canadian public, this project seeks to critique representations of autism on the grounds that these representations have an ethical responsibility to autistic individuals and those who share their lives. This project raises questions about how autism is constructed in formal and popular texts; explores retrospective diagnosis and labelling in biography and fiction; questions the use of autism and Asperger’s as metaphor for contemporary technology culture; examines autistic characterization in fiction; and argues that representations of autism need to be hospitable to autistic culture and difference. In carrying out this critique this project proposes and enacts a new interdisciplinary methodology for academic disability study that brings the academic researcher in contact with the perspectives of non-academic audiences working in the same subject area, and practices this approach through an unconventional focus group collaboration.
  • Disability in an Age of Environmental Risk by Sarah Gibbons a Thesis

    Disability in an Age of Environmental Risk by Sarah Gibbons a Thesis

    Disablement, Diversity, Deviation: Disability in an Age of Environmental Risk by Sarah Gibbons A thesis presented to the University of Waterloo in fulfillment of the thesis requirement for the degree of Doctor of Philosophy in English Waterloo, Ontario, Canada, 2016 © Sarah Gibbons 2016 I hereby declare that I am the sole author of this thesis. This is a true copy of the thesis, including any required final revisions, as accepted by my examiners. I understand that my thesis may be made electronically available to the public. ii Abstract This dissertation brings disability studies and postcolonial studies into dialogue with discourse surrounding risk in the environmental humanities. The central question that it investigates is how critics can reframe and reinterpret existing threat registers to accept and celebrate disability and embodied difference without passively accepting the social policies that produce disabling conditions. It examines the literary and rhetorical strategies of contemporary cultural works that one, promote a disability politics that aims for greater recognition of how our environmental surroundings affect human health and ability, but also two, put forward a disability politics that objects to devaluing disabled bodies by stigmatizing them as unnatural. Some of the major works under discussion in this dissertation include Marie Clements’s Burning Vision (2003), Indra Sinha’s Animal’s People (2007), Gerardine Wurzburg’s Wretches & Jabberers (2010) and Corinne Duyvis’s On the Edge of Gone (2016). The first section of this dissertation focuses on disability, illness, industry, and environmental health to consider how critics can discuss disability and environmental health in conjunction without returning to a medical model in which the term ‘disability’ often designates how closely bodies visibly conform or deviate from definitions of the normal body.
  • The Joy of Autism: Part 2

    The Joy of Autism: Part 2

    However, even autistic individuals who are profoundly disabled eventually gain the ability to communicate effectively, and to learn, and to reason about their behaviour and about effective ways to exercise control over their environment, their unique individual aspects of autism that go beyond the physiology of autism and the source of the profound intrinsic disabilities will come to light. These aspects of autism involve how they think, how they feel, how they express their sensory preferences and aesthetic sensibilities, and how they experience the world around them. Those aspects of individuality must be accorded the same degree of respect and the same validity of meaning as they would be in a non autistic individual rather than be written off, as they all too often are, as the meaningless products of a monolithically bad affliction." Based on these extremes -- the disabling factors and atypical individuality, Phil says, they are more so disabling because society devalues the atypical aspects and fails to accommodate the disabling ones. That my friends, is what we are working towards -- a place where the group we seek to "help," we listen to. We do not get offended when we are corrected by the group. We are the parents. We have a duty to listen because one day, our children may be the same people correcting others tomorrow. In closing, about assumptions, I post the article written by Ann MacDonald a few days ago in the Seattle Post Intelligencer: By ANNE MCDONALD GUEST COLUMNIST Three years ago, a 6-year-old Seattle girl called Ashley, who had severe disabilities, was, at her parents' request, given a medical treatment called "growth attenuation" to prevent her growing.
  • Name of Guide Library List

    Name of Guide Library List

    NameLibrary of guide List A Guide for ParentsBooks Working wonders for children with brain conditions Families where a child has a brain condition face challenges every day. Just to learn, play, make friends and experience the world can feel difficult, even impossible. But we don’t believe there’s any challenge that can’t be overcome. So we listen to families, we learn from them. We carry out research, we design and innovate, we make and share. From new equipment to new learning resources, to new ways to play and support each other, everything we find out together makes life better,better. It opens doors to discovering the world. It’s an incredibly rewarding journey for everyone involved. Why not be a part of it? You never know what we’ll discover together. www.cerebra.org.uk Our guides for parents help you find the answers you need. You can view and download the full series of our guides and factsheets completely free from our website www.cerebra.org.uk. If you would like to make a donation to help cover the cost of producing our guides give us a call on 01267 244216 or donate at www.cerebra.org.uk/fundraise/donate. Thank you. Contents How the Postal Lending Library Works 4 Acquired Brain Injury, Brain Tumour and Stroke 5 ADHD and ADD 6 Autism including Aspergers Syndrome (explaining autism) 7 Autism including Asperger Syndrome (living with autism) 10 Behaviour 14 Carers and Respite Care 16 Cerebral Palsy 17 Communication, Speech and Language 18 Down Syndrome 20 Education Teaching and Learning (general education) 21 Education Teaching
  • 14 Jan 2011 Draft

    14 Jan 2011 Draft

    MOVING BEYOND LOVE AND LUCK: BUILDING RIGHT RELATIONSHIPS AND RESPECTING LIVED EXPERIENCE IN NEW ZEALAND AUTISM POLICY by HILARY STACE A thesis submitted to the Victoria University of Wellington in fulfilment of the requirements for the degree of Doctor of Philosophy Victoria University of Wellington 2011 Abstract Autism Spectrum Disorder (ASD) diagnoses have been rising rapidly in recent years and New Zealand is just one country grappling with the policy challenges this presents. Currently, love, such as a supportive family, and luck, that appropriate services are available, are required by people with autism and their families for good outcomes, a situation that is neither equitable nor sustainable. Autism was first named as a separate condition in 1943. The concept of autism has developed significantly since then in many ways, including as the cultural identity that many autistic adults now claim. Influenced by the international disability rights movement and local activism, New Zealand policy is now based on the social model of disability, whereby society as a whole has responsibility for removing disabling barriers. In 1997, a New Zealand mother, unable to find appropriate support at a time of crisis, killed her autistic daughter. A decade of policy work followed, leading to the 2008 publication of the New Zealand Autism Spectrum Disorder Guideline (Ministries of Health and Education, 2008) which is the first whole-of-spectrum, whole-of-life, whole- of-government, best practice approach in the world to address the extensive issues surrounding ASD. Prioritisation and initial attempts at implementation revealed new problems. The complexity, lack of simple solutions and fragmentation of autism policy indicates that this is a „wicked‟ policy problem.
  • The Joy of Autism: Part 4

    The Joy of Autism: Part 4

    I also have a list of prominent unconfirmed participants, who should be confirmed shortly. I am looking for Canadian autistic persons to consider joining the board. Please send letters of interest to: [email protected] PERM ALINK POSTED BY ESTEE KLAR-WOLFOND AT 3/16/2006 11:19:00 AM 13 COM M ENTS LINKS TO THIS POST TUESDAY , M ARCH 14, 2006 The Difficulty of Knowing There is an old adage: Ignorance is Bliss. In the case of liberal eugenics, human genome research and ethics, some people might think this as they read on. As we come closer to discovering what makes us physically human, we come closer to becoming god-like. In the name of progress we fly higher and seek control. Apollo had a son called Phaethon, who was human. Phaethon nagged at Apollo to let him borrow the sun chariot and fly across the sky. Finally Apollo agreed. Phaethon proudly drove the sun chariot up into the sky, but then he lost control of the horses. The sun chariot dived towards the earth, burning everything. Finally Jupiter had to stop him with a thunder bolt. In the name of progress, human genetics, biotechnology and the economic engine that will profit dearly from it all, this movement will go on. To what end is yet to be determined. In the meantime, let’s keep talking about what this all means as my son hugs me from behind with his cherub smile this morning. I’ve been pondering my first pregnancy with Adam. The expectation of him. Needless to say, after thirty-six years of waiting, I was ecstatic.
  • Autism in the Workforce

    Autism in the Workforce

    Autism in the Workforce By: David A. Holbrook A thesis submitted in partial fulfillment of the requirements of the University Honors Program University of South Florida, St. Petersburg May 2, 2013 Thesis Director: Vicky Westra Founder of Artistas Café and Art for Autism University Honors Program University of South Florida St. Petersburg, Florida CERTIFICATE OF APPROVAL ___________________________ Honors Thesis ___________________________ This is to certify that the Honors Thesis of David A. Holbrook has been approved by the Examining Committee on May 2, 2013 as satisfying the thesis requirement of the University Honors Program Examining Committee: ___________________________ Thesis Director: Vicky Westra Founder of Artistas Café and Art for Autism ____________________________ Thesis Committee Member: Michael Glisson Manager of Artistas Café ___________________________ Thesis Committee Member: Stephanie Weber, Ph.D Professor, College of Education Abstract Individuals with Autism have tremendous challenges set out for them. Throughout their lives these individuals are told that they cannot succeed. They cannot achieve. Growing up with this mentality, these individuals enter adulthood without an outlet to give back to society. They are unable to find employment due to trepidations and misunderstandings of this disability brought on by a misleading and dangerous medical diagnosis. Unfortunately, this leads to them fading away within the crowd. They become a forgotten statistic amongst their generation. It is time for this ongoing trend to change. In this paper, the challenges and underlying factors of Autism brought on by the outlook of society are thoroughly examined. Moreover, the consequences of the resulting implications for society are similarly brought to light. This paper shows that the untapped capabilities and skills of these individuals are absolutely tremendous if and only if they are given a proper chance within society.
  • 2014 and Two in Fall 2014) That Already Incorporate the New Student Learning Outcomes Into the Course (See the COURSE GOALS/LEARNING OUTCOMES Portion of the Syllabus)

    2014 and Two in Fall 2014) That Already Incorporate the New Student Learning Outcomes Into the Course (See the COURSE GOALS/LEARNING OUTCOMES Portion of the Syllabus)

    FIRST-YEAR SEMINAR REAPPROVAL FORM UNIVERSITY OF MARY WASHINGTON COURSE TITLE: DISABILITY STUDIES: REPRESENTATIONS OF AUTISM IN CONTEMPORARY LITERATURE AND FILM SUBMITTED BY: Chris Foss DATE: 11-21-14 RATIONALE. Include short statement addressing how this course meets the FSEM’s basic components and new student learning outcomes (see FSEM call above). This course is the most-taught FSEM in the history of UMW; I have offered 23 different sections of the course since its debut in Spring 2008, including the four most recent sections (two in Spring 2014 and two in Fall 2014) that already incorporate the new student learning outcomes into the course (see the COURSE GOALS/LEARNING OUTCOMES portion of the syllabus). The basic components of a FSEM at UMW have remained the same since the inception of the program, so these have been incorporated into all 23 sections previously taught (see the first paragraph of the COURSE DESCRIPTION portion of the syllabus). This course also features multiple meaningful assignments where both writing and speaking are concerned (see the COURSE ASSIGNMENTS portion of the syllabus). Finally, this course already has incorporated two of the new Canvas modules (CA and CRAAP) into its syllabus/calendar. Please let me know if you have any questions or need any further information. SYLLABUS. Attach a course syllabus. SUBMIT this form and attached syllabus electronically as one document to Dave Stahlman ([email protected]). All submissions must be in electronic form. FIRST-YEAR SEMINAR 100A4 DISABILITY STUDIES: REPRESENTATIONS OF AUTISM IN CONTEMPORARY LITERATURE AND FILM FALL 2014 SECTIONS 01 & 02 12:00 & 1:00 MWF COMBS 348 Dr.
  • Psychological Association

    Psychological Association

    Graduate Program in Education INSTRUCTIONAL DESIGN AND ASSESSMENT FOR LEARNERS WITH AUTISM SPECTRUM DISORDERS (EDME 536-01) SPRING 2015 _________________________________________ Professor: Nancy J. Patrick, Ph.D. Course Dates: January 11 to March 7, 2015 Phone: 717-769-1800 ext. 7239 717-497-9846 (cell) Email: [email protected] Office hours: Tuesday evenings or by appointment Faculty Availability: via chat discussion, email, text (717-497-9846), phone, Skype (nancyjpatrick) or FaceTime ([email protected]) or face-to-face by appointment. Contact: I will be checking in on the course several times per day during the work week (unless otherwise notified). I am also very willing and happy to communicate individually with students as needed. Please contact me via email only if your question is of a personal nature. If you have questions about the course (assignments, dates, expectations, etc.) please post them on the General Course Discussion so that everyone can benefit from the answers. If you contact me individually, my commitment is to respond to you in 24 hours or less on weekdays. If you have an urgent question on the weekend, you may contact me on my cell phone (717) 497-9846. Faculty Expectations of Students: Orientation: At the beginning of the course you are expected to read the entire course syllabus, familiarize yourself with the course calendar and practice navigating the content in each of the Canvas tabs used in this course. Announcements: Please make sure that you read the announcements every time you log in to the course and it is possible to set-up your email and/or smartphone to alerts of announcements posted in the course in Canvas.