- Assessment for Special Education Students for Grades 6-12 – No. 210
- Best Classroom Management Practices for Inclusive Classrooms for Grades 6-8
- Best Classroom Management Practices for Inclusive Classrooms, Grades 9-12 – No. 213
- Best Classroom Management Practices for Inclusive Classrooms, Grades K-5 – No. 211
- Best Practices for Differentiating in Inclusive Classrooms, 6-8 – No. 254b
- Best Practices for Differentiating in Inclusive Classrooms, K-12 – No. 254a
- Diagnosing Learning Difficulties, Grades K-12 – No. 216
- Differentiation as a Behavior Management for Special Needs Students Grades 6-8
- Differentiation as a Behavior Management for Special Needs Students, Grades K-5
- Differentiation as a Behavior Management Strategy for Special Needs Students Grades 9-12
- Evidence-based Methods for Teaching Exceptional Learners in All Content Areas, K-12
- Functional Behavior Assessment for Students with Disabilities, Grades K-12 – No. 218
- Implementing RtI: Tiered Intervention Strategies Grades K-12 – No. 221b
- Implementing the Florida MTSS – Multi-Tiered System of Support for Grades K-12 No. 221a
- Instructional Environments for Special Education Students Grades K-12, No. 219
- Intervention Strategies for Tiers II and III Students – Grades K-12 – No. 220
- Organizing and Maintaining Successful Classroom Environments, Grades 6-12 – No. 207
- Positive Behavior Supports, Grades 6-8 – No. 230
- Positive Behavior Supports, Grades K-5 – No. 229
- Positive Intervention Strategies, Grade K-12 – No. 228
- Remediating Learning Difficulties Grades K-12, No. 235
- Research-Based Assessment Practices for Special Needs Students Grades 3-8 – No. 234
- Response to Intervention for Incidence Disabilities, Grades 3-12 – No. 225
- School Procedures and ESEA Rules for Identification of Students with Disabilities: Assessment of Eligibility, Grades K-12 – No. 236
- Teaching to Autism for Grades K-5 – Course No. 239a
- The State of Florida Special Education Law Grades K-12, No. 237
- Tools and Practices for Effective Progress Monitoring, Grades K-12 – No. 231
- Transitional Plan Development for Students with Disabilities, Grades K-12 – No. 238
Evidence-based Methods for Teaching Exceptional Learners in All Content Areas, K-12
Special and exception need students to benefit from tested, evidence-based methods used in similar environments. Methods and strategies that withstood the challenges and rigors of day-to-day teaching in ESE classrooms will be demonstrated in this e-course. Core content areas with high student engagement and academic success use differentiation, teach academic vocabulary, apply rigorous writing across all genres and manage students in motivating and predictable ways. Participants will plan using Universal Design for Learning templates to plan for differentiated instruction and apply Marzano (2015) and Tomlinson (2013, 2015) design principles to serve as a framework for effective teaching and learning. From seating to structuring learning centers, participants will apply research-based essentials for organizing effective classroom environments that focus squarely on the special needs student while streamlining strategies across all multiple core content areas. Careful attention will be given to physical space, design, support systems, and activities to accommodate the different and varied needs among exceptional learners.
- Develop working knowledge of the evidence-based instructional principles that work into success for special needs students and exceptional learners.
- Glean and apply working knowledge about the classrooms and classroom environments that lead to successfully teaching to exceptional learners and special education students.
- Use UDL principles to align student-centered learning goals, and design effective instructional delivery modules.
- Apply tiered assessment strategies and respond to tiered assessment with the instruction that increases levels of intensity and duration to meet the needs of all students throughout all content areas.