The module provides information on how to apply the knowledge from Fraction Concepts and Models Part I to students with significant cognitive disabilities.

In this module, participants will gain understanding of how students can use language descriptors as a foundation for developing mathematical language using variables.

This module reviews the Anchor-Read-Apply framework for reading comprehension. Participants will learn how to generate purposes for reading using the DLM Essential Elements and review activities to help students activate background knowledge.

This article describes several strategies for incorporating active learning techniques in class and outside the classroom.

This module provides information to help educators increase their knowledge of grade-appropriate social studies concepts, knowledge, and skills to support effective planning or modification of their existing social studies instructional units for students with significant cognitive disabilities.

This module provides information to help educators increase their knowledge of grade-appropriate social studies concepts, knowledge, and skills to support effective planning or modification of their existing social studies instructional units for students with significant cognitive disabilities.

This module provides information to help educators increase their knowledge of grade-appropriate social studies concepts, knowledge, and skills to support effective planning or modification of their existing social studies instructional units for students with significant cognitive disabilities.

This module provides information to help educators increase their knowledge of grade-appropriate social studies concepts, knowledge, and skills to support effective planning or modification of their existing social studies instructional units for students with significant cognitive disabilities.

This module provides information to help educators increase their knowledge of grade-appropriate social studies concepts, knowledge, and skills to support effective planning or modification of their existing social studies instructional units for students with significant cognitive disabilities.

This module provides information to help educators increase their knowledge of grade-appropriate social studies concepts, knowledge, and skills to support effective planning or modification of their existing social studies instructional units for students with significant cognitive disabilities.

This guide highlights the many opportunities available for constructing students’ competence through various aspects of their educational programs. The information in this guide is aligned with Chapter 1 of the Cheryl M. Jorgensen book, It’s More Than “Just Being In.”

The Guide to Promoting Professional Development provides information, resources, and examples to help you: (1) identify appropriate audiences for your PD services, (2) reach these audiences with relevant and well-defined services that are based on best practices, and (3) design and share appealin

In this self-contained lower elementary classroom, the teacher conducts a read-aloud while the students try to identify the character's feelings in the story.

This toolkit explains the need for a training cadre to sustain an organization’s professional development goals and provides resources to support those efforts.

This issue of Impact features articles that explore inclusion for students with significant cognitive disabilities. Perspectives from the students, parents, and educators are represented in the articles.