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Special Education

2019 Special Education Professional Development Series
Courses listed by topic strand

Course descriptions and registration information will be posted in July.

General Course Information: All Special Education PD Series courses must offer a minimum of 67.5 PDPs to educators participating in and completing any Institute. Participants must attend and satisfactorily complete the entire Institute including the Institute project to be eligible for PDPs. There is no partial application of PDPs. There is no difference in work expectations for participants receiving PDPs and those receiving college credits. The course provider will also offer the option for individuals to receive three or more college credits from an affiliated Institution of Higher Education (IHE). Individual participants must pay for any costs for graduate credits. As always, individuals should always review their individual license requirements for their individual license renewals through the Office of Educator Licensure.

American Sign Language

ASL-1.
ASL Educational Interpreters: Roles & Ethics; Language, Cognitive, and Social Development; and Mentoring Within the Field
ASL-2.
Grades K-12 Presenting Math and Science Content in ASL
ASL-3.
Intensive ASL Training
ASL-4.
Teaching Literacy Skills to Students Who Are Deaf or Hard of Hearing and use ASL

Autism

A-5.
The Foundations and Characteristics of Autism
A-6.
Working with Students with Autism for General and Special Educators

Inclusive Practice

IP-7.
Designing PD for Inclusive Practice: A Blended Learning Approach
IP-8.
Supporting Positive Behavior in an Inclusive Classroom
IP-9.
Understanding Historically Marginalized Students and Culturally Responsive Teaching Practices
IP-D.
Dyslexia, Dysgraphia, and Dyscalculia (4 sections)

Role Based

RB-10.
Occupational Therapy and Physical Therapy Service in Educational Settings
RB-11.
Occupational and Physical Therapy: Advanced Practice through Evidence and Collaboration
RB-12.
Paraeducators in the Life of the School and Community
RB-13.
Culturally and Linguistically Appropriate Evaluation and Eligibility Determination of English Learners (ELs)

Social Emotional Learning

SE-14.
Integrating Social and Emotional Learning into Tier One Instruction
SE-15.
Supportive School Discipline: Using Restorative Practices and Trauma Sensitive Classrooms to Create a Supportive Learning Environment for all Students

Technology

T-16.
Addressing the Communication Needs of Students with Disabilities through Augmentative and Alternative Communication (AAC)
T-17.
Assistive Technology and UDL: Tools and Strategies for ALL Students
T-18.
STEM Education: Supporting the Unique Needs of Students with Visual Impairments

Early Childhood

EC-1.
Early Childhood Special Education: Engaging Families in Trauma Informed Care
EC-2.
Early Identification and Supports for Young Children with Autism
EC-3.
Effective and Functional Data Collection and Analysis in Early Childhood Special Education
EC-4.
Partnering with Families of Young Children with Disabilities Transitioning into Public PreK or K
EC-5.
Promoting Positive, Healthy Early Childhood Education with Deaf and Hard of Hearing Children: Parent Engagement and Support, Best Practices, and Effective Approaches
EC-6.
Self-determination in Early Childhood Special Education



Last Updated: July 1, 2019
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