Core vocabulary instruction training video for teachers from the Center for Literacy and Disability Studies at UNC–Chapel Hill.

Clusive is an adaptive and accessible web-based reading and learning environment designed to engage students in independent reading. It is designed for students in grades 5–12.

This module provides an introduction to the College and Career Readiness Standards in English Language Arts and Mathematics for teachers who work with students with significant cognitive disabilities who will complete the alternate assessment.

This inclusive lower elementary class is beginning a predictable chart writing lesson. This video highlights one student's use of her communication system to engage in the activity.

This module describes the concept of how composing and decomposing shapes supports other mathematical concepts, the idea that smaller units can be combined to form larger units and vice versa, concepts about area that students can work on before learning to calculate area, and how tiling and part

This module focuses on composing, decomposing, and comparing numbers and how these concepts support students' understanding of addition, subtraction, multiplication, and division.

SETTT for Success offers a facilitated module bundle, including an adaptable slide deck and facilitator guide, on the topic of comprehensive academic instruction.

This is a video series about eight conditions or principles associated with literacy learning success for students with significant support needs. Site includes self-reflection and guideance for using the videos.

In this self-contained high school classroom, a teacher supports her student in being persistent in her communication attempt. They use both the student's verbal abilities and her augmentative communication system to try and convey a clear message.

This module provides an introduction to the domain of counting and cardinality. It includes information regarding research-based instructional approaches and their application to students with significant cognitive disabilities.

In this module, participants will briefly review the anchor-read-apply framework and will be introduced to the DR- TA, KWL, and Yes/No comprehension instructional strategies.

This brief evaluates common claims about professional learning (PL) against the research evidence with the goal of distinguishing fact from fiction about PL to help ensure that all teachers and students receive the learning opportunities they deserve.

This module describes the system of claims and conceptual areas that organize the DLM Alternate Assessment System. Understanding this system will support educational teams as they begin to identify instructional priorities for students with significant cognitive disabilities.

This module focuses on the use of core vocabulary as a support for communication for students who cannot use speech to meet their face-to-face communication needs and require augmentative and alternative communication.