Create the perfect combination of professional development resources for your district's training days. Bundle a minimum of 4 titles and instantly save!
Choose from any of Attainment's Best Practices titles to provide training on quality instruction and best practices for teaching students with disabilities.
Select from the following Best Practices titles:
NEW! Teaching English Learners with Extensive Support Needs - an instructional framework consisting of eight strategies for working with English learners with significant disabilities: Universal Design for Learning (UDL), Integrating Cultural Information, Primary Language Supports, Establishing Safe Learning Environments, Multiple Opportunities for Responding/Participating, Systematic and Explicit Instruction, Technology, and Self-Determination.
Teaching Students with ID and Autism
- Time Delay is a systematic and errorless instructional procedure in which a prompt is provided after a certain interval of time and naturally fades.
- System of Least Prompts is a strategy in which a teacher progresses through a prompting hierarchy (starting with the least intrusive to the most intrusive) in order to elicit a correct student response.
- Model-Lead-Test provides students with multiple opportunities to practice a new skill with direct teacher involvement.
- Embedded Instruction is explicit, systematic instruction designed to give students instructional trials within the ongoing routines and activities of the students’ day.
- Task Analytic Instruction is the process of breaking down a skill or behavior into steps in order to teach one step at a time.
Teaching Students with Communication Disorders
- Making Learning Meaningful and Rewarding (social and tangible rewards, communication temptations, mass and distributed practice)
- Meeting the Learner’s Needs (cloze technique, pause time, minimal pair contrasts, checking for understanding, and self-correction)
- Scaffolds and Supports (chunk and chain, modeling and imitation, scripts, carrier phrases, expansions and extensions)
- Clear Expectations/Consistent Feedback (clear objective, specific verbal praise, general verbal praise, specific corrective feedback, general corrective feedback)
- Maximizing Time/Focused Learning (foreshadowing, attending cue, evoked production, redirection, reactive conflict resolution)
Mastering the IEP Process
- What Is an IEP? defines what an IEP is, its purpose, its development, and the elements that need to be included in the IEP.
- Understanding IEP Meetings emphasizes the importance of IEP meetings and who is required by law to attend.
- Supporting Parents as Partners discusses the integral role of parents in the IEP meeting and how staff can take steps before, during, and after the meeting to reassure the parent.
- Writing Measurable IEP Goals and Objectives defines measurability in relation to the IEP, along with conditions/givens, observable learner performance, criterion or level of performance, selecting goals, and ultimately writing goals and objectives.
- Writing Measurable Functional and Transitional Goals describes what makes a goal functional as well as how task analysis helps in the context of functional goals.
Mastering the Transition Process
- Workforce Innovation and Opportunity Act (WIOA) examines the key regulations of WIOA, including its impact on youth as well as students and adults with disabilities.
- Pre-Employment Transition Services (Pre-ETS) outlines the five required Pre-ETS activities as defined by WIOA: Job Exploration, Work-Based Learning, Post-Secondary Training, Workplace Readiness, and in Self-Advocacy.
- Discovery Process highlights this person-centered approach to match a person’s interests and talents with the most appropriate work environment(s).
- Job Developer Professional Development focuses on the primary role of the job developer—business engagement.
- Job Coach Professional Development emphasizes the instrumental role of the job coach in supporting workers with disabilities to be successful in seeking and maintaining competitive integrated employment.
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