Some students are challenging due to internal frustration, defensiveness and aggression. This resource provides teachers with appropriate responses.
This Module examines the importance of effective study skills strategies and includes information on why some students struggle with those skills and why it's critical for teachers to explicitly teach such strategies (est. completion time: 1 hour).
This companion to the Study Skills (Part 1) Module reiterates the importance of teachers providing explicit instruction on the use of study skills strategies and overviews a number of effective strategies: graphic organizers, note-taking, mnemonics, organizing materials, time management, comprehension strategies, and self-regulation strategies (est. completion time: 2.5 hours).
A revision of Supporting Beginning Special Educators: Tips for Educational Leaders, this Module emphasizes the importance of administrative support for beginning special education teachers. It also demonstrates how teacher support can increase the teacher's effectiveness in the classroom (est. completion time: 1 hour).
A revision of Addressing the Revolving Door: How to Retain Your Special Education Teachers, this Module highlights the key elements for school administrators who seek to support special educators and increase teacher retention (est. completion time: 1 hour).
When working with children with developmental disabilities, teachers can accomplish a great deal by managing the learning environment proactively to prevent behavior problems and promote learning. But identified students may also experience behavior or learning problems because they lack key skills (e.g., capacity to interact with other children in socially appropriate ways). Children with developmental disabilities should therefore have explicit skills-training in deficit areas as a central component in their curriculum.
This Module helps teachers understand second language acquisition, the importance of academic English, and instructional practices that will enhance learning for English Learners (est. completion time: 2 hours).
This course investigates the psychosocial aspects of vision loss. Coping techniques and issues of self-esteem are explored, along with principles of self-determination. Other topics include the psychosocial aspects of personal life management such as orientation and mobility, use of volunteers, sexuality, and the Americans with Disabilities Act. Psychosocial issues specific to people from diverse cultures are also addressed.
This Module examines the three principles of Universal Design for Learning (UDL) and discusses how to apply these principles to the four curricular components (i.e., goals, instructional materials, instructional methods, and assessments) (est. completion time: 2.5 hours).
This Module encourages students to explore their own attitudes and beliefs about people with disabilities. It highlights the abilities of students with disabilities (est. completion time: 1 hour).
This Module is designed for school personnel who may be collaborating with the school nurse during IEP meetings or during other occasions involving the health problems of students with disabilities (est. completion time: 1 hour).
This Module, first in a two-part series, outlines the instructional challenges frequently encountered by teachers in juvenile corrections settings. It discusses some of the ways to address these challenges, including key instructional and behavioral foundations and recommendations for working with students with disabilities (est. completion time: 2 hours).
This Module, second in a two-part series, addresses considerations and recommendations for transitioning youth from juvenile corrections facilities back to community, school, and workplace settings (est. completion time: 1.5 hours).