Course List and Objectives

• Discover the importance of the lEP development process.
• Understand the purpose of an IEP meeting.
• Learn proactive steps to take before an IEP meeting
• Identity ways to ensure a productive IEP meeting.
• Learn effective IEP meeting follow-up measures.
• Develop strategies for enhancing an IEP meeting.
• Learn strategies for handling unusual circumstances related to IEP meetings.

• Identify various team members who could have a role in the IEP process.
• Understand the role each IEP team member plays in developing and implementing a student's IEP.
• Understand the responsibilities of the IEP case manager.

• Review the definition of "parent" according to IDEA 2004.
• Identify who should be included on the IEP team.
• Determine the importance of parental involvement in the IEP process.
• Understand the grief cycle that parents of children with disabilities experience.
• Identify the barriers that may prevent culturally and linguistically diverse (CLD) parents from participating in the IEP process.
• Understand how to support families of children with disabilities through the beginning stages of the lEP process.

• Identify ways to support parents of children with disabilities before the lEP meeting.
• Review how to support parents on the day of the IEP meeting
• Learn tips for facilitating effective IEP meetings.
• Discuss ways to support parents after the lEP meeting is over.
• Learn how to guarantee high-quality translating services.
• Know how to utilize progress report meetings effectively.

• Define the job title of paraeducator and acquire knowledge of general characteristics.
• Identify common myths about paraeducators.
• Recognize paraeducator accommodation and modification guidelines.
• Recognize the importance of providing an orientation to the classroom.
• Learn to define specific paraeducator duties.
• Identify strategies for planning with paraeducators.
• Describe various instructional arrangements for teachers and paraeducators.

• Understand the roles and responsibilities of the teacher as a supervisor of paraeducators.
• Differentiate the roles of official and immediate supervisor and identify specific responsibilities of classroom teachers as immediate supervisors.
• Identify tips, strategies, and suggestions for effective supervision of paraeducators.
• Learn effective strategies for dealing with paraeducators assigned to classrooms.
• Understand the classroom teacher's role in paraeducator performance evaluation.
• Learn effective strategies for dealing with classroom instructional problems involving the paraeducator.

• Define co-teaching and its essential elements.
• Identify the rationale for using a co-teach model and its benefit to students.
• Give non-examples of co-teaching basics.
• Describe different models of co-teaching.
• Explain the specific responsibilities of the general education and special education teacher.
• Name fundamental issues to consider prior to implementing a co-teaching model.
• Understand how to determine the effectiveness of co-teaching efforts.

• Understand the purpose of instructional or behavioral data collection.
• Review tips for successful data collection.
• Discover various methods for collecting instructional data.
• Examine various methods for collecting behavioral data.
• Learn how to make good decisions based on data.

• Review various assessment strategies to improve student learning and understand the importance of both assessment of learning and assessment for learning.

• Learn the different types of performance criteria and how they can increase student pertormance and achievement.

• Learn how the types of questions he or she asks in the classroom can build student focus, engagement, and learning.

• Learn how employing a mix of high-level and low-level cognitive questions and ensuring that tests match objectives helps accurately measure student learning and growth.

• Learn why formative assessments are necessary.
• Understand different types of online formative assessments.
• Understand how to implement the different types of online formative assessments.

• Learn to protect personal data online.
• Understand different types of malware and how to avoid them.
• Learn about anti-virus programs and how they prevent and/or clean up a virus attack.
• Find strategies for avoiding phishing, spoofing, and other attempts to access personal data.
• Get helpful tips for password security.

• Understand how your IP address can become a piece of personal data.
• Learn how websites track and use your data.
• Learn about filter bubbles and how they impact Google search results.
• Learn how to view and change the ad settings in your browser.

• Understand what a digital footprint is how to manage it.
• Learn about browser cookies and cache.

• Learn about personally identifiable information and how FERPA protects this information for students.
• Learn about the Children's Online Privacy Protection Act and what constitutes consent.
• Understand the hidden cost of free software.
• Learn about responsible internet use for teachers and students.

• Learn to find credible, high-quality websites.
• Distinguish fact from opinion.

• Learn about copyright law in the United States and why it's important.
• Understand permissible circumstances to use or share music, images, videos, books, journals, sound recordings, and other works of original authorship.

• Recognize technology challenges for students and parents/caregivers.
• Create a plan to address technology challenges that empowers students and parents/caregivers.
• Identify resources to support the teacher, student, and parents/caregivers.
• Generate structures to organize lessons, communications, resources, etc.

• Understand the importance of starting off the year strong. 
• Determine how the first day of the year should be structured to maximize order and welcome students. 
• Review strategies for making the first day socially, emotionally, and academically meaningful. 

• Understand the importance of teaching with the end in mind. 
• Learn how to create lesson plans with the objective at the forefront.  
• Review examples of effective lessons and assessments.  

• Learn the integral role that expectations play in motivating students and in creating a safe learning environment for all.  
• Understand the importance of setting positive expectations for yourself and your students. 
• Realize that meeting expectations requires planning, hard work, and follow through.  

• Understand that before you can expect students to behave appropriately, you have to teach them what constitutes appropriate behavior.

• Gain a better understanding of the purpose behind establishing classroom rules. 
• Learn how some rules can turn negative and how to avoid this pitfall. 
• Be able to create and implement effective rules that are straightforward, manageable, and easy to understand. 

• Define the term “wow” and how it applies to parent support, involvement, and participation. 
• Learn a number of ways to contact parents effectively and positively. 
• Be able to create a list of questions to guide conversations with parents. 

• Learn some of the causes of student disengagement and why these are so detrimental to learning outcomes. 
• Be able to alter existing lessons to increase student engagement. 
• Become more aware of student signs of disinterest, confusion, or lack of motivation. 

• Distinguish between students’ negative perceptions about their own ability to recall learning and their desires to have better memories. 
• Learn strategies to create a learning environment more conducive to stronger memory. 
• Be able modify existing lessons to be more easily understood and remembered. 

• Define follow-up as it relates to study skills, academic performance, and improving attitudes. 
• Learn strategies for follow-up efforts with students. 
• Be able to make follow-up effective, personal, and impactful. 

• Learn seven communication skills to get students of any age to listen. 
• Employ methods, techniques, and skills designed to help students want to listen.  
• Be able to listen effectively yourself.  

• Learn a three-step process to prepare for a successful classroom discussion. 
• Demonstrate a more active role in leading classroom discussions. 
• Understand the importance of preparing, leading, and then bringing closure to every classroom discussion. 

• Comprehend the importance of finishing the school year strong. 
• Learn key messages to send students away with a positive perspective. 
• Demonstrate stronger relationship-building with students, even in the last days of school. 

• Understand the dangers of negative teacher messages. 
• Learn key messages that students need to hear to maintain their motivation until the last day. 
• Demonstrate a more positive attitude toward the conclusion of school for the year. 

• Understand why creating a climate that encourages, nurtures, and inspires learning is essential to increasing student interest, motivation, effort, and achievement.
• Learn eight elements of an engaging classroom environment.

• Learn how to communicate high expectations to students continually and get students to accept high expectations for themselves.

• Learn how building student trust increases student learning.  
• Learn how enthusiasm raises students’ expectation of success and improves learning and classroom management.  
• Learn how student success depends on organized and prepared teachers who understand and prepare for institutional context. 

• Learn the characteristics that the most effective teachers possess and strive to perfect.

• Study eight reasons a student may not be learning.

Learn to establish classroom routines for:

• Entering the classroom and preparing for the lesson.
• Helping students and answering their questions.
• Setting expectations for organizing and supplying personal classroom supplies.
• Facilitating class discussions.
• Transitioning into small groups and teams.
• Managing students leaving the classroom, both during and at the end of class.

• Learn six basic activities to use when designing curriculum as well as the importance of using essential questions to promote student learning.

• Learn the seven conditions that can create flow in the classroom, helping students perform at higher levels.

• Learn five ways to build an interactive classroom where engagement is always at high levels.

• Learn what type of praise actually decreases success for students, and conversely what the best ways and reasons are to give praise.

• Learn how to get a better sense of the dispositions that create success and how to steer students there.

• Learn the vital difference between coaching and mentoring and when to employ each.

• Be able to state the legal basis for keeping information confidential about students served by special education.
• Discover the types of student information and who has access to that information.
• Explore ways to avoid sharing confidential information.
• Identify ways to maintain confidentiality in the community and in the classroom.
• Learn how to answer questions involving confidential information about students.
• Learn the basic requirements of FERPA for serving students with disabilities in the school setting.
• Understand the intent of HIPAA and its effect on schools.

• Understand the importance of effective communication.
• Learn the elements of the communication process.
• Learn strategies to send effective verbal messages.
• Understand the importance of listening and the elements of the process.
• Learn about nonverbal and paraverbal communication.
• Understand factors that affect communication.

• Learn that conflict can have both positive and negative results.
• Discover how conflict affects special education.
• Define conflict.
• Understand common responses to conflict.
• Become familiar with a problem-solving and conflict resolution process.
• Identity six steps to collaborative problem solving.

• Discover five essential components of powerful feedback that increase achievement.

• Understand what it means to be a future-ready learner and recognize how this is different from the past.
• Learn about the any-collar workplace and how to prepare students for it.

• Learn how to determine the right learning outcomes for students.
• Understand what it means to codesign learning paths with students.

• Understand that the opportunities we give students in school determine the type of learners they become.
• Learn that in order to integrate real-world experiences in our classrooms, we must carve out time for trial, error, and uncertainty.

• Learn that attending to the meaning students see in their learning helps us gauge students' mastery of their learning.
• Understand that multidimensional assessments give students a vehicle to show their preparedness for the future.

• Learn that preparing students for future life, work, and citizenship requires more than exposure to a robust, traditional curriculum.
• Understand that strengthening the link between education and the economy requires students to develop soft skills and dispositions that contribute to college, career, and life readiness.

• Understand where beliefs about learning originated.
• Sufficiently understand what is known about learning to effectively influence instructional decisions.

• Review several early theories of learning.
• Understand the connection between learning and experience.

• Learn about the different forms of memory.
• Understand how to use exprience and perception to retain information.

• Understand that learning is based on associations.
• Learn the different ways we can assimilate, accommodate, or reject new information.

• Learn the important processes of moving information from short-term to long-term memory.
• Understand how information is retrieved from memory.

• Learn how Millennial parenting styles are different from the past and how that affects your classroom.
• Understand how to best communicate with Millennial parents.

• Understand that teachers are well positioned to embrace leadership opportunities from the role they currently occupy.
• Learn that the requisite skills and dispositions to be an effective teacher leader can be learned, perfected, and refined.

• Learn how to become the kind of teacher students will follow because they want to, not because they have to.
• Learn to turn classroom leadership into a reciprocal process.

• Identify bloodborne pathogens and other biohazards.
• Recognize possible consequences of contamination from bloodborne pathogens.
• Discover what techniques you can use to protect yourself from bloodborne pathogens and other biohazards.
• Learn about controls associated with bloodborne pathogens and other biohazards.
• Understand how to prevent contamination after accidental exposure.
• Practice theoretical responses to different scenarios involving bloodborne pathogens and other biohazards.

• Understand the importance of learning first aid and its role in providing a safe learning environment.
• Learn how to prevent and prepare for emergencies-and how to prevent disease and parasite transmission.
• Gain an understanding of the content and importance of an emergency action plan.
• Learn the initial steps in emergency response-as well as how to check the scene for safety.
• Gain an understanding of when to call and how to interact with the emergency medical services (EMS) system.

• Review information contained in TB 145 - Introduction to Emergency Action Principles.
• Learn how to respond and provide care in the event of an emergency or sudden illness.
• Gain an understanding of how to evaluate and treat wounds, control bleeding, and help burn victims.
• Learn the basics of evaluating and treating musculoskeletal injuries.
• Discuss how to help victims of sudden illnesses and heat- and cold-related illnesses.

• Be able to explain the type of assistance a student can receive after it's clear that he or she needs help.
• Define RTI and describe an RTI model.
• Identify the rationale for using an RTI model and its benefit to students.
• Describe essential components of RTI.
• Explain the laws that led to the development of tiered services in public education.
• Understand the need for collaboration between special education and general education teachers within an RTI model.

• Learn strategies for getting students to learn in the upper levels of Bloom's Taxonomy: analysis, synthesis, and evaluation.

• Learn how to create "sticky teaching" which leads to learning results and extended recall.

• Learn strategies to capture students' attention and ask questions in ways that are clear, keep the whole class engaged, and lead students to higher levels of thinking.

• Learn how he or she can employ key strategies for engaging in deep dialogue to become active and helpful problem-solving contributors to the larger issues facing the school or district.

• Learn how to design engaging instruction through four teaching elements: variety, challenging working materials, relevant instruction, and feedback.

• Learn how to switch up the tasks to create a truly engaging assignment.

• Examine three types of choices that include student voices and contribute to students accepting responsibility and ownership for learning.

• Learn effective strategies for presenting questions and managing responses in order to keep all students engaged and learning.

• Learn how to develop and pose questions that will get students to respond critically, creatively, and positively.

• Learn how to help students see the relevancy and real-world applications of what is being taught in the classroom.

• Learn useful tips for recognizing and overcoming students' learning blocks.

• Learn how to nurture students' ability to know when and how to ask for help.

• Learn ten specific, immediately effective techniques for increasing the quality of work students produce.

• Learn the importance of motivation to the achievement of gifted learners.
• Debunk myths associated with gifted learners.
• Discuss why some gifted learners perform below their ability.
• Identity strategies that will help motivate gifted learners.

• Gain strategies for creating a differentiated classroom by focusing on the importance of understanding students' skill levels, individual interests, and learning styles.

• Learn how to motivate students by adjusting lessons to meet students' needs and interests.

• Learn to modify instructional and assessment techniques to help students learn, complete assignments, study effectively, and demonstrate what they have learned.

• Review strategies and best practices for effectively using both cooperative groups and ability grouping in the classroom.

• Gain a basic understanding of the role that instruction in organizational skill strategies plays in assisting students to focus on the learning process and accomplish an academic task independently.
• Be able to teach organizational strategies.
• Learn suggestions for providing feedback to students.
• Know strategies to use when working with students on teacher-pleasing behavior, understanding and completing assignments, reading textbooks, taking tests, writing paragraphs, and understanding concepts.
• Understand how to assist students in becoming proficient, strategic learners.

• Learn how to push students to connect knowledge to real-life applications.

• Learn why it's important for students to be able to assess their own learning and strategies to teach them to do so.

• Recognize the benefits of online discussion boards for middle and high school classes in an age of distance learning.
• Determine the goal or purpose of each online discussion.
• Set online discussion expectations for equal student participation.
• Examine the teacher's role in online discussions.

• Understand what arts integration entails.
• Learn how arts integration creates student engagement.
• Understand that arts integration leads to more authentic learning experiences.
• Learn that allowing for student choice increases student engagement.
• Find tips and tricks for facilitating arts integration.

• Learn about some common signs of trauma in students.
• Learn about the challenges trauma presents to learning.

• Understand how chronic trauma can significantly influence how a student will engage and respond at school.
• Learn common mistakes we can make and their alternatives when responding to students who experience chronic trauma.

• Understand what some of the long-term effects of trauma can be for young people.
• Learn a few ways to help a student who is experiencing the aftereffects of trauma.

• Understand the difference between fitting in and belonging.
• Learn ways to create and maintain a sense of belonging for all of your students.

• Learn the difference between stress and anxiety.
• Understand how to help students manage their anxiety.

• Define social language and identify its role in English language learning and for instructional purposes.
• Define academic language and identify its role in English language learning and in content learning.
• Differentiate between social and academic language in the development of English language proficiency.
• Identify the role of listening, speaking, reading, and writing in traditional foreign and second language classrooms.
• Describe social and academic listening and speaking tasks.
• Describe social and academic reading and writing tasks.
• Name different models of second language teaching that integrate listening, speaking, reading, and writing skills.

• Describe characteristics unique to English language learners.
• Discuss the role that prior learning experiences have on second language learning.
• Identify and discuss different social, cultural, and environmental factors that affect English language learners.
• Recognize individual learner characteristics that influence second language learning.
• Describe different learning styles and strategies of second language learning.

• Learn about different factors that play a role in choosing an ESL program.
• Name the main characteristics of each type of program and distinguish between each of them.
• Define the terms related to different ESL programs (mainstream, immersion, etc.).
• Discuss the advantages and disadvantages of each type of ESL program.

• Examine the role of the family of EB students.
• Explain common barriers to communication between schools and families of English language learners.
• Discover ways that schools can improve communication and facilitate parent involvement.
• Learn measures that emergent bilinguals' parents or guardians can take to foster their child's academic development.
• Identify ways to access community resources to enhance EB students' education.

• Define the different components of language.
• Discuss the role of cultural competence in language learning.
• Explain the concept of language transfer.
• Name the levels of English language proficiency and describe how English language learners perform at each level.

• Define different types of background knowledge.
• Explain the difference between activating and building on background knowledge.
• Identify and give examples of different techniques to activate background knowledge.
• Learn about different techniques that can be used to build background knowledge.
• Describe methods of working with text, video, and other media.

• Identify some common language difficulties of English language learners.
• Examine figurative language and its challenges for ELLs.
• Describe problems that idioms may present for students.
• Learn about false cognates and the confusion they may cause for learners.

• Describe different learning styles and the aspects of learning styles associated with second language learning.
• Learn tips and techniques that appeal to visual learners.
• Identify strategies that appeal to auditory learners.
• Discover ways to reach tactile and kinesthetic learners.

• Review the role of background knowledge in reading comprehension.
• Identify five ways to help students process information.
• Describe different text structures and identify graphic organizers that can help students understand and identify text structures.
• Learn different note-taking strategies that will help students with reading comprehension.
• Describe strategies you can use with students to help them remember important information after reading a text.

• Examine different types of classroom activities that can be used to engage
• English language learners in the reading process.
• Learn about cooperative learning strategies for ELLs and how the strategies can be applied to reading.
• Describe different strategies for ELLs' independent reading activities.

• Learn about and differentiate among types of assessments including formative, summative, portfolio, formal, and informal.
• Discover classroom techniques such as questioning, discussing, and summarizing to assess and check students' comprehension.
• Discuss verbal and nonverbal responses such as body language, silence, and intonation that ELLs may have to instruction.

• Identify some common language difficulties of English language learners.
• Anticipate problems that count and noncount nouns may present for students.
• Learn about the use of articles and the confusion they may cause for learners.
• Discover some tips and strategies for addressing grammatical difficulties.

• Discuss various elements of classroom management.
• Examine the role of pair and small group work in classroom management.
• Define, understand, and incorporate flexible grouping.
• Discover ways to manage uncomfortable silences.
• Identify ways to allow more processing time for students.

• Learn about different types of anxiety that English language learners may experience in the classroom.
• Discover some of the sources of language learning anxiety.
• Learn about classroom strategies for building a supportive and engaging classroom environment.
• Describe technological methods for reducing learner anxiety.

• Examine the importance of vocabulary in language learning.
• Define content words and examine strategies for teaching content words and helping students to use and retain them.
• List process and function words and learn techniques for teaching them.
• Discover why learning word parts can aid emergent bilinguals.
• Discuss techniques for working with suffixes, prefixes, and root words.

• Recognize when English language learners are requesting assistance.
• Determine when and how frequently to correct students' errors.
• Learn how to help ELLs self-correct by employing nonverbal cues.
• Examine how to use rephrasing and reformulation techniques to help students self-correct.

• Learn about and differentiate between content-based and sheltered ESL
  instruction models.
• Learn how these models can motivate students and prepare them for mainstream classes.
• Describe and give examples of content and language objectives.
• Recall different types of activities and student groupings and apply them to content area instruction.
• Review informal comprehension checks and understand how rubrics can be used to assess comprehension.

• Define scaffolding.
• Understand why, when, and how emergent bilinguals need scaffolding.

• Learn different kinds of scaffolding that you can include in your classroom practice.
• Consider and create scaffolds that are necessary for your classroom.

• Define interaction for emergent bilinguals in a classroom environment. 
• Become familiar with the four different types of interaction.  
• Learn good lesson design.  
• Learn what is needed and how to plan when working with students in an interactive lesson.

• Identity the disabilities included under the IDEA legislation.
• Learn characteristics and intervention suggestions for students with learning disabilities.
• Learn characteristics and intervention suggestions for students with emotional disturbance.
• Learn characteristics and intervention suggestions for students with intellectual disabilities.
• Learn characteristics and intervention suggestions for students with orthopedic impairment.
• Learn characteristics and intervention suggestions for students with other health impairments.

• Identify the disabilities included under the IDEA legislation.
• Learn characteristics and intervention suggestions for students with speech and language impairment.
• Learn characteristics and intervention suggestions for students with visual | impairment.
• Learn characteristics and intervention suggestions for students who are deaf or hard of hearing.
• Learn characteristics and intervention suggestions for students with traumatic brain injury.
• Learn characteristics and intervention suggestions for students with autism spectrum disorder.
• Learn characteristics and intervention suggestions for students with developmental delay.
• Learn characteristics and intervention suggestions for students with ADHD.
• Learn characteristics and intervention suggestions for gifted students.

• Learn the definition and characteristics of ADHD.
• Identify the symptoms of ADHD.
• Discover the prevalence of ADHD.
• Investigate the various treatment approaches for ADHD.
• Learn the best ways to educate students with ADHD.
• Identify the best accommodation ideas and instructional techniques for students with ADHD.

• Develop an understanding of the common concerns faced by families of individuals with disabilities.
• Become aware that parents want you to have high expectations for their children with disabilities.
• Learn what actions you can take to address safety concerns of parents.
• Understand your role in helping positively shape the attitudes of others toward individuals with disabilities.
• Identity ways to ease transitions for students with disabilities and their families.

• Understand the definitions of different language impairments.
• Identify ways to treat students' communication disorders.
• Learn the sequence of successful learning for a student with language delays.
• Review strategies for improving listening skills to increase language skills in the classroom.
• Discover ways to increase student comprehension by checking for understanding.

• Learn terminology associated with academic assessments.
• Identify the importance of collecting baseline data.
• Pinpoint ways to use assessment data to determine present levels of performance.
• Assess the types of data that are used to show and monitor progress.
• Discover how different types of assessment can influence student learning.
• Explain why assessments are important sources of information for those who teach and support students with special needs.

• Learn about the issues of fairness, grading, and sharing information when it comes to making modifications in the general classroom.

• Discuss difficulties that struggling readers might have when navigating a textbook.
• Identify the characteristics of expository text.
• Review three features of textbooks that can influence a student's understanding of textbook material.
• Understand the broad benefits of intervention strategies for struggling readers.
• Discover strategies for supporting reading fluency.
• Learn strategies for supporting concentration and organization.
• Review strategies for supporting reading comprehension.
• Identify strategies for assisting students to be self-motivated and competent readers

• Learn the reason for the inclusion of students with special needs in the general classroom.
• Distinguish informal modifications from specified modifications.
• Identity a variety of reasons for making student modifications.
• Understand basic concepts associated with making modifications.

• Define instructional modifications (accommodations) and curricular | modifications (modifications).
• Become familiar with the different levels of modifications.
• Distinguish between accommodations and modifications.
• Describe the process of defining and developing curricular modifications.
• Learn strategies for making curricular modifications.
• Understand the importance of monitoring and documenting student progress.

• Define instructional modifications (accommodations).
• Identify basic accommodation information and tips.
• Learn about accommodations for students with learning disabilities.
• Explore accommodation strategies for students with behavior disorders.
• Examine suggestions for accommodating students with intellectual disabilities.
• Become familiar with accommodation strategies for students with autism spectrum disorder.
• Learn about accommodating students with attention disorders.

• Think about strategies for helping students with special needs.
• Review strategies for questioning students.
• Examine options for extending time given for assignments and tests.
• Explore ideas for shortening assignments.
• Discover ways to prompt students to recall information.
• Understand how task analysis can help students with special needs.
• Learn tips for adapting study guides.
• Understand the role of assistive technology in accommodating student needs.
• Examine two different ways to approach assessment accommodations.
• Identify appropriate accommodations as prescription medicine for students with special needs.

• Differentiate between direct and indirect special education services.
• Learn the six settings associated with the special education continuum of services and identify the three which serve the largest numbers of students.
• Identify characteristics of inclusive, resource, and self-contained settings.
• Identify tips and suggestions for teachers working in or supporting inclusive, resource, or self-contained settings.
• Understand the roles and responsibilities of teachers for inclusive, resource, and self-contained settings.

• Learn the characteristics of autism spectrum disorder (ASD). 
• Understand how professionals diagnose ASD. 
• Become familiar with signs, symptoms, and issues associated with ASD. 
• Learn the causes, prevalence, and prognosis for individuals with ASD. 

• Review the characteristics of ASD. 
• Understand the definition and function of communication. 
• Examine the communication characteristics associated with ASD. 
• Gain information on how learning issues impact communication. 
• Learn about the different modes of communication that children with ASD may use. 

• Review the characteristics of ASD. 
• Become familiar with the behavioral characteristics associated with ASD. 
• Understand the needs and functions of behavior. 
• Discover how positive behavioral supports can help prevent challenging behaviors. 
• Learn techniques for replacing challenging behaviors with positive behaviors. 

• Review the characteristics of ASD. 
• Understand the definition and characteristics of social interaction. 
• Gain information on how learning issues impact social interactions. 
• Learn about different instructional approaches for social skills training. 
• Gain tips to make social skills instruction more effective. 

• Be introduced to the concept of prompting for students with ASD. 
• Examine the rationale for using prompting strategies in instruction and learning. 
• Discover the varying levels of prompting and understand how the prompt hierarchy can be used to promote student independence. 
• Discuss the advantages and disadvantages associated with prompting. 
• Learn tips and strategies for applying prompting procedures appropriately. 

• Define dyslexia.
• Examine the background of historical educational mandates regarding dyslexia.
• Recognize the characteristics of dyslexia.
• Identify some myths and misconceptions about the characteristics of dyslexia.
• Explore appropriate research-based reading assessments to help identify students with dyslexia prior to referral to special education programs.

• Examine research on the carly signs of and risk factors for dyslexia.
• Explore the importance of a universal screener for specific learning disabilities, including dyslexia.
• Examine the importance of oral language and phonemic awareness in early literacy.
• Create a toolbox of research-based strategies to use with emergent readers.

• Utilize reading interest surveys and informal reading inventories to get to know students.
• Employ research-based strategies for flexible grouping in order to assist struggling readers and students with a reading disability, including dyslexia.
• Utilize research-based best practices for determining intensive interventions for struggling readers in fluency and vocabulary to increase reading comprehension.
• Use research-based accommodations for struggling readers in the general education classroom setting.
• Develop a toolbox of graphic organizers and free assessments for timed fluency rate and sight word recognition that will provide data for struggling readers that need intensive interventions.

• Recognize the importance of visual representation for instructing students with dyslexia.
• Identify the five types of text structures.
• Recognize some of the most common signal words for each nonfiction text structure.
• Utilize the appropriate research-based graphic organizer for each type of text structure.