This professional development module was created by Access Center staff for technical assistance providers or district or State personnel. This module provides background information about differentiated instruction, demonstrates differentiation strategies, and addresses issues of implementation at the school and district level.

This professional development module explores the components of the definition of co-teaching, how co-teaching looks in the classroom, scheduling and planning issues, and the challenge of supervising and evaluating a co-teaching team.

This version is the Co-Teaching Module for Supervisors.

Co-Teaching Preparation Checklist (Word)
Frequently Asked Questions (Word)
PowerPoint Presentation for Supervisors
Facilitators’ Guide for Supervisors (Word)
Tips for Customizing Training Modules (Word)
Handouts for Supervisor Module (PDF)

This professional development module explores the components of the definition of co-teaching, how co-teaching looks in the classroom, scheduling and planning issues, and the challenge of supervising and evaluating a co-teaching team.

This version is the Co-Teaching Module for Teachers.

Co-Teaching Preparation Checklist (Word)
Frequently Asked Questions (Word)
PowerPoint Presentation for Teachers
Facilitators’ Guide for Teachers (Word)
Handouts for Teacher Module (PDF)

This module discusses three strategies: concrete-representational-abstract (CRA), mnemonics, and graphic organizers. These strategies can also be adapted to help a wide range of students learn algebraic concepts. This module includes facilitator notes, PowerPoint slides, handouts, and references. This module is organized as a 3-hour training session; however, it can also be divided into two sessions. The first session includes background information, a discussion of two strategies (CRA instruction and mnemonics), and the lesson planning activity. The lesson planning activity allows participants to plan a lesson using one of the strategies and to implement the lesson in the classroom before reconvening for the second session. The second session allows participants to share their experiences implementing the lesson and gain feedback from colleagues and the presenter. It is followed by a discussion on graphic organizers.
Preparation Checklist (PDF)
PowerPoint Presentation
Tips for Customizing Training Modules (Word)
Facilitators’ Guide (Word)
Handouts (PDF)

This highly useful chart addresses the differing mediums in which access can be achieved, including instructional methods and practices, materials and media, supports and accommodations, and assessment - with strategies and applications to specific content areas.

Microsoft Word Adobe PDF

Geared toward education professionals and administrators, this information brief summarizes current research on the alignment of IEPs with state standards.

This brief gives a quick overview of CAI and explains how it can be used effectively in math classrooms.

This short brief gives an overview of Computer-Assisted Instruction (CAI) and explains how it can be applied to enhance reading instruction.

This short brief gives an overview of Computer-Assisted Instruction (CAI) and explains how it can be applied to enhance science instruction.

Learn more about Computer-Assisted Instruction (CAI) and see how it can be used to improve writing instruction.

This brief provides an overview of the Concrete-Representational-Abstract (CRA) Instructional Approach and discusses how this intervention can be used to improve math instruction.

The purpose of this information brief is to provide an overview of differentiated instruction and its connection to Universal Design.

This short brief gives an overview of Differentiation and explains how it can be applied to enhance math instruction.

This short brief gives an overview of Differentiation and explains how it can be applied to enhance reading instruction.

This short brief gives an overview of differentiation and explains how it can be applied to enhance science instruction

This short brief gives an overview of Differentiation and explains how it can be applied to enhance writing instruction.

This brief, written by Dr. Joseph Gagnon and Dr. Paula Maccini, focuses on the use of direct instruction with middle school students with LD.

This short brief gives an overview of Direct/Explicit Instruction and explains how it can be applied to enhance math instruction.

This report will help you understand how the use of graphic organizers relates to students with disabilities and their ability to access the general education curriculum.

This brief provides teachers with strategies to effectively teach mathematics concepts to students experiencing difficulty learning mathematics. Teachers consider the characteristics of each student and may select appropriate accommodations and instructional modifications presented in a series of charts.

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Discover the importance of Learning Strategies and how it relates to math instruction.

This brief provides information on the purpose of a literacy rich environment and important elements that make it effective. Research evidence on classroom materials, the role of the teacher, and the classroom layout are discussed as well.

This brief by Drs. Maccini and Gagnon defines graphic organizers and provides examples of their use in a math classroom.

This brief focuses on teaching middle school students how to solve mathematics problems through a number of processes and strategies. Marjorie Montague also discusses Solve It!, designed to teach the necessary cognitive and metacognitive processes and strategies that good problem-solvers use.

This brief by Marjorie Montague deals specifically with math problem-solving for students in kindergarten through grade 3, especially students with learning disabilities.

This brief by Marjorie Montague provides an overview of the math problem-solving process. Further, it discusses how students with disabilities can successfully acquire and develop problem-solving skills.

This brief, written by Dr. Joseph Gagnon and Dr. Paula Maccini, focuses on the use of strategy instruction with middle school students with LD.

Use this set of FAQs to implement, scale up, sustain, and evaluate research-based interventions. Its purpose is to help educators become critical consumers of interventions and programs.

This brief provides an introduction to Response to Intervention and Universal Design for Learning, and explores their intersection in the classroom.
Microsoft Word | Adobe PDF

This brief gives an overview of Strategy/Implicit Instruction and explains how it can be applied to enhance math instruction.

This brief promotes collaboration between teachers and paraeducators by identifying the elements of collaboration, delineating classroom roles, and providing a tool to improve efficiency and communication in the classroom.
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This brief is an introduction to the linkage between classroom practice and student performance on State assessments. It provides practitioners and administrators with an overview of instructional practice and content, based on rigorous academic standards, to heighten awareness regarding the connection between access to the general education curriculum and student performance on large scale assessments.

Word —– PDF

This Access Center brief provides the reader with a definition, detailed description, and benefits of mnemonic instruction.   It also includes information on how educators can obtain training in mnemonic instruction.

This brief illustrates mnemonics that are useful in teaching math facts, order of operations, measurement, geometry, problem-solving techniques, and other areas of math to students with disabilities.

This brief illustrates mnemonics that are useful in teaching letters, letter sounds (phonemics), and vocabulary to students with disabilities.

This brief illustrates mnemonics that are useful in teaching science subject matter as varied as the human body, insects, levers, and the colors of the rainbow to students with disabilities.

This brief illustrates mnemonics that are helpful in teaching students with disabilities to remember steps in the writing process.

This brief provides an introduction and examples of how teachers may implement peer-assisted learning as an instructional strategy for math lessons.

This brief defines peer tutoring and provides a brief description of three examples of peer tutoring, including how it promotes access to the general education curriculum and evidence of effectiveness.
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This presentation by Dr. McLeod covers the many issues facing LEP special education students.

This session gives an overview of current scientifically-proven strategies in the area of literacy acquisition.
Reading Handout 1
Reading Handout 2

This presentation provides information on the current research base for mathematics. Includes historical perspectives, current standards, and the five components required for effective math instruction.
Math Handout

Dr. Shanon Hardy gave this presentation at the Access Center’s District Information Sharing meeting in fall 2004.

This presentation offers practical solutions for improving student learning with an emphasis on instructional goals, teaching strategies, materials and media, supports and accommodations, and assessment tools and procedures.

This presentation by Dr. MacArthur provides educators with strategies to improve student writing.

This presentation, given at the 2005 CEC convention, examines a variety of research-supported instructional strategies. Use in conjunction with Strategies to Improve Access brief.

Dr. Jim Knight facilitated this webinar on May 19, 2004. The session introduced participants to the Strategic Instruction Model and presented ways to improve achievement for all students. While some students develop learning strategies naturally, others, especially students with disabilities, need explicit instruction to learn and generalize these important skills. Dr. Knight’s presentation explains the specifics of the Strategic Instruction Model, how to practically implement it in the classroom, and, more generally, how this will help educators respond to NCLB.
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Dr. David Allsopp facilitated this webinar on September 7, 2004. This webinar emphasized three important points educators should consider when teaching students with learning problems to be successful in mathematics. First, we must value that mathematics is important for students both in school and in life. Next, we must understand how students’ learning characteristics create barriers to accessing the meaning of mathematics. And finally, we must implement powerful instructional strategies and techniques that create opportunities for students to find meaning, purpose and success in mathematics.
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On April 25, 2007, Dr. Monya Ruffin and Anthea Medyn of the Access Center presented this webinar, which provided participants with an overview of NCTM standards and the challenges students with disabilities have in learning algebraic concepts. The presenters highlighted various research-based learning and instructional strategies that can be used to help students, including students with disabilities, access algebraic concepts at the K-8 grade levels. Opportunities for interaction and hands-on experiences are incorporated throughout the webinar.
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