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https://ec.ncpublicschools.gov/disability-resources/significant-cognitive-disabilities/professional-development-opportunities
Professional Development Opportunities. Summer Literacy Institute for Teachers of Students with Significant Cognitive Disabilities- Advanced Training This course is intended for teachers who develop curriculum and lessons based on the ExtendedContent Standards.
https://www.ncld.org/news/policy-and-advocacy/school-wide-professional-development-to-help-the-1-in-5
The toolkit includes information about key professional development topics such as MTSS, UDL, personalized learning and strengths-based IEPs. It also discusses advocacy strategies that parents can use with their schools or districts to make sure teacher …
https://tech.ed.gov/edtech-english-learner-toolkits/developers/
Introduction The Department of Education encourages educational technology developers to take the needs of English learners and their educators into consideration in their technology design. As of the 2015–16 school year, there were over five million English learners, about 10 percent of all K–12 students. Many teachers, including those in small and rural districts, instruct …
https://www.cec.sped.org/Professional-Development/Events-Calendar/2013/10/WEBSRS1306/WEB1322
Nov 05, 2013 · Using class profiling, goal selection, app evaluation methods and universal design for learning as their guides, professionals in education and rehabilitation sciences share their top 10 apps to support multiple means of representation, expression and engagement so that ALL students, including those with disabilities,, can enjoy meaningful ...
https://www.texasldcenter.org/professional-development
Reading Instruction for Middle School Students: Developing Lessons for Improving Comprehension. This guide is designed for teachers and provides detailed information about some of the lesson plans used in Tier 2 intervention for struggling readers in middle school as part of the research efforts of the Texas Center for Learning Disabilities (TCLD).
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