Special Education & Inclusive Classrooms (PD)
Develop inclusive, accessible learning environments through evidence-based strategies that address diverse abilities, learning needs, neurodiversity, intervention, and student strengths.
Course Catalog
A Classroom for Everyone: Understanding Disabilities in the Inclusive Classroom (PD)
A Classroom for Everyone: Understanding Disabilities in the Inclusive Classroom prepares K–12 educators and school leaders to better understand and support students with learning disabilities in inclusive educational settings. Participants will explore current laws related to students with disabilities, examine both common and less common learning disabilities encountered in schools, and identify strategies for providing appropriate accommodations that support students’ individual learning needs. Participants will also develop strategies for creating positive, supportive learning environments that encourage academic success and engagement. By strengthening their knowledge of learning disabilities, legal responsibilities, equitable instructional practices, and classroom supports, educators can make informed decisions that improve teaching effectiveness and help students with learning disabilities succeed.
Intervention Strategies for Educators within the Multitiered System of Support (PD)
This course prepares K–12 educators and school leaders to understand and apply intervention practices within a Multi-Tiered System of Supports (MTSS). Participants examine the purposes, structures, and key components of MTSS, Response to Intervention (RTI), and Positive Behavioral Interventions and Supports (PBIS), and apply a structured problem-solving process to student needs. Emphasis is placed on using student data to select evidence-based interventions, implementing screening and progress-monitoring practices, and evaluating the effectiveness of academic and behavioral supports. Participants apply these practices across Tier I, Tier II, and Tier III supports through student case studies, classroom and intervention plans, data analysis, and team-based problem solving. The course also addresses collaboration with educators, specialists, and families, as well as the use of Universal Design for Learning (UDL) principles and assistive technology to support access and participation. By the end of the course, participants will be able to develop, implement, monitor, and refine targeted supports that can be used in classrooms and within broader school-based intervention systems.
Social Emotional Learning (PD)
Social-emotional learning (SEL) supports students’ ability to understand emotions, manage stress, build healthy relationships, and make responsible decisions. This course examines the five core competencies of the CASEL framework: self-awareness, self-management, social awareness, relationship skills, and responsible decision-making. Participants will consider how these interconnected competencies influence student well-being, academic engagement, classroom relationships, and equitable learning environments. Through practical classroom applications, participants will learn strategies for strengthening students’ emotional awareness, self-regulation, empathy, communication, collaboration, and decision-making. The course also invites educators to reflect on their own social-emotional development and apply SEL practices to their professional lives. Participants will leave prepared to integrate SEL into daily instruction, classroom interactions, and learning experiences in ways that support both student growth and educator well-being.
What Every Teacher Should Know About ADHD (PD)
Attention-Deficit/Hyperactivity Disorder (ADHD) is highly common among school-age students, making an understanding of ADHD essential for K–12 educators and school leaders. This course examines how the ADHD brain functions and how ADHD can influence students’ academic, social, and emotional experiences. Participants will develop greater insight into the needs and strengths of students with ADHD and consider how informed support can improve students’ learning experiences and sense of self. Participants will learn practical, evidence-informed strategies for supporting the academic, social, and emotional growth of students with ADHD. Research shows that the more trained and equipped educators and leaders are in working with neurodivergent students, the less burned out and more confident they feel in working with these students The course also addresses approaches that can strengthen teacher-student and parent-teacher relationships, helping educators create more effective and supportive learning experiences for students with ADHD.