This video explains the importance of teaching math to students with significant disabilities to help them make sense of the world.

This resource provides strategies for effective evaluation of professional learning.

This article describes a position statement including four common beliefs for integrating technology into the classroom and provides detailed explanations and strategies for each belief.

A checklist for running a successful online meeting or PD; adaptable for K–12 professional development needs.

This module features an approach to shared reading called Follow the CAR. Participants will learn about instructional practices, how to use Tar Heel Shared Reader, and identify priorities for change in instructional practice for literacy and communication skills.

This paper reviews 35 methodologically rigorous studies that have demonstrated a positive link between teacher professional development, teaching practices, and student outcomes. The paper identifies the features of these approaches and offers rich descriptions of these models to inform those seeking to understand the nature of the initiatives.

This resource describes the least dangerous assumption in educational decisions for students with the most significant cognitive disabilities. The resource includes an example as well as implementation strategies and learning activities.

The speaker, Michael Nesmith, is a deaf and native American Sign Language speaker working as a creative designer for Amazon. Throughout his career, Michael's visual/conceptual way of thinking and problem solving have served him both as an asset and a challenge. He finds solutions around his disability through Universal Design.

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.

A website with curated resources for teachers in all subject areas, searchable by grade, content, and resource type. Includes teacher supports on how to use with Google Classroom.

This blog post provides tips for instructional strategies to promote numeracy and number sense for students who are blind or visually impaired.

Playing with Words is a collaborative approach to play-based storytelling with students who are blind or visually impaired who have additional disabilities, including those who are autistic or deafblind. Co-creating stories is focused on the process, rather than the product. That is, it focuses on expanding language and communication, self-determination, self-regulation, and creativity rather than a perfectly composed story.

This video collection features strategies for comprehensive literacy instruction for students with significant cognitive disabilities. The purpose of the collection is to support educators and families in understanding how all students can learn and make progress in Common Core English Language Arts standards.

Literacy Instruction for Students with Significant Disabilities offers information, research-based instructional approaches, and effective instructional and learning strategies to support school leaders, teachers, and other specialists working to better meet the literacy and communication needs of students with significant disabilities.

This blog post describes using the KASAB framework to create specific and actionable professional development goals