Online Courses

TX CAN has created online learning materials to support effective and rigorous instruction for students with complex access needs.

Child writing on a blank piece of paper with a pencil

STAAR Alternate 2: Before, During, and After the Assessment

Guidance for teachers on preparing students for the test, test administration, and using test results to inform future instruction.

STAAR Alternate 2: Before, During, and After the Assessment

3 Hours3 CreditsDigital Badge

Overview, history, and details of the test
Guiding questions tool
Preview period organizational tool

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Three adults meeting together in front of a board of post-it notes

Coaching and Team Meeting Basics for Inclusive Education

This course will help you build a foundation for your Inclusive Education coaching practice, as you lead a team towards Inclusive Education for students with complex access needs.

Coaching and Team Meeting Basics for Inclusive Education

3 Hours3 CreditsDigital BadgeOnline

Inclusion
Coaching Professionals
Role of Coaches, Coaching Techniques, Meeting Structures

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Three male students standing together and smiling. One student with down syndrome is fist bumping another student

Fundamentals of Inclusive Education

Core elements of inclusive education with best practices for students with significant cognitive disabilities who may have complex access needs.

Fundamentals of Inclusive Education

3 Hours3 CreditsDigital BadgeOnlineSeries

Inclusion series – course 1
Core elements of inclusive education
Guide to implementation
Fidelity checklist and reflection tool
SAMPLE inclusive education implementation plan
Aligns with chapter one of It’s More Than “Just Being In” by Cheryl Jorgensen

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female student with a disability working at a desk in a general education classroom

Presuming Competence

Presuming competence for students with significant cognitive disabilities who may have complex access needs.

Presuming Competence

3 Hours3 CreditsDigital BadgeOnlineSeries

Inclusion series – course 2
Least dangerous assumption
Guide to implementation
Fidelity checklist and reflection tool
Aligns with chapter one of It’s More Than “Just Being In” by Cheryl Jorgensen

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An adult pushes a teenage child in a wheelchair

Transitioning a Student from a Self-Contained to a General Education Classroom

Facilitating the transition of a student with significant cognitive disabilities and complex access needs to a general education classroom.

Transitioning a Student from a Self-Contained to a General Education Classroom

3 Hours3 CreditsDigital BadgeOnlineSeries

Inclusion series – course 3
Guide to implementation
Fidelity checklist and reflection tool
Aligns with chapter seven of It’s More Than “Just Being In” by Cheryl Jorgensen

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Supports for Participation

Supporting the participation of a student with significant cognitive disabilities and complex access needs in a general education classroom.

Supports for Participation

3 Hours3 CreditsDigital BadgeOnlineSeries

Inclusion series – course 4
Guide to implementation
Fidelity checklist and reflection tool
Aligns with chapter nine of It’s More Than “Just Being In” by Cheryl Jorgensen

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Teacher kneeling between a student with complex needs and a general education student

Universal Design for Learning (UDL)

Principles of Universal Design for Learning and barriers to implementation.

Universal Design for Learning (UDL)

3 Hours3 CreditsDigital BadgeOnlineSeries

Inclusion series – course 5
Differentiation
UDL lesson plan form
Fidelity checklist and reflection tool

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Two students with complex needs sitting at a table outside, one student is holding a tablet

Accessible Instructional Materials (AIM) for Students with Complex Access Needs

The design and implementation of accessible instructional materials for students with complex access needs.

Accessible Instructional Materials (AIM) for Students with Complex Access Needs

3 Hours3 CreditsDigital BadgeOnlineSeries

Universal Design for Learning
Differentiation
Supports for participation
Guide to implementation
Fidelity checklist and reflection tool
Aligns with chapter five of It’s More Than “Just Being In” by Cheryl Jorgensen

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Child with down syndrome playing guitar, fellow student and teacher are watching and smiling in the background

Creating and Sustaining Peer Networks

Facilitate authentic friendships for students with significant cognitive disabilities and complex access needs.

Creating and Sustaining Peer Networks

3 Hours3 CreditsDigital BadgeOnlineSeries

Inclusion series – course 6
Circle of relationships map
Guide to implementation
Fidelity checklist and reflection tool
Aligns with chapter eight of It’s More Than “Just Being In” by Cheryl Jorgensen

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A Step Toward IEP Quality and Rigor

Development process of the PLAAFP, goals/objectives, and progress monitoring methods of the IEP for students with significant cognitive disabilities.

A Step Toward IEP Quality and Rigor

6 Hours6 CreditsDigital BadgeOnline

Standards-based IEPs
Guided demonstration and practice
Quality and rigor rubric

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two women walking and talking, holding notebooks and folders.

Building a Foundation for Supporting Students with Significant Cognitive Disabilities

The foundation of effective practices for educating students with significant cognitive disabilities.

Building a Foundation for Supporting Students with Significant Cognitive Disabilities

18 Hours18 CreditsDigital BadgeOnline

Linked to research
Tools and examples
Rubric of effective practices

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student with down syndrome looking into microscope, teacher helping to adjust lens

Evidence Based Practices for the Education of Students with Down Syndrome

Best practices in working with students with Down Syndrome.

Evidence Based Practices for the Education of Students with Down Syndrome

6 Hours6 CreditsDigital BadgeOnline

Medical issues and implications
Strategies for academics
Strategies for functional skills
Visual supports for behavior

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Woman kneeling my young female student in wheelchair, both student and woman are smiling

The 3 C's of Behavior Management: Connection, Communication and Choices

Guidance for behavior management viewed through the lenses of connection, communication, and choices.

The 3 C's of Behavior Management: Connection, Communication and Choices

3 Hours3 CreditsDigital BadgeOnline

Addressing behavior for students with significant cognitive disabilities
Building connection for relationships
Ensuring every student has a way to communicate
Providing choice to empower and motivate

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Young student working at his desk and smiling

Beyond Time and Money: Teaching Mathematics

Strategies for teaching math and embedding specialized mathematics instruction into the general education classroom.

Beyond Time and Money: Teaching Mathematics

3 Hours3 CreditsDigital BadgeOnline

Universal Design for Learning
Inclusion
Mathematics strategies
Guide to implementation
Fidelity Checklist and reflection Tool

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Adult teach kneeling to assist student in wheelchair. Teacher and student are both smiling

Building An Authentic Academic Response

Information and tools to address small population of students with significant cognitive disabilities that may not yet exhibit an authentic academic response.

Building An Authentic Academic Response

4 Hours4 CreditsDigital BadgeOnline

Educating students with no authentic academic response
PLAAFP development and writing standards-based IEP goals
Administrator guidance to identifying best practice
Shaping and recognizing an authentic academic response

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Male teacher assisting disabled student as the student reads a book

Teaching Literacy to Students with Significant Cognitive Disabilities

Strategies and tools needed to provide meaningful literacy instruction and experiences for students with significant cognitive disabilities.

Teaching Literacy to Students with Significant Cognitive Disabilities

18 Hours18 CreditsDigital BadgeOnline

Reading & writing skills for students with significant cognitive disabilities
Literature activities for students
Literacy performance rubric and strategy matrix

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