This collection of self-paced courses provides highlight evidence-based, high-leverage practices that research has shown support implementation of high-quality instructional programming for students with and at risk for disabilities regardless of their identified disability category or grade span. These practices were identified through an extensive, systematic meta-analysis* of the high-leverage practices for students with disabilities.
The courses review a three-phase cycle for planning, delivering, reviewing and intensifying individual, small-group, and whole-group instruction. In addition, the instructional cycle can support the design and delivery of specially designed instruction for students with disabilities. Current courses in this collection take about 30 minutes to complete. Click on the courses below to learn more about each of the courses in the collection. Additional courses in this collection will be added over time.
To access these courses in this series, you will need to log in or register for an account in the PROGRESS Center and NCII Learning Module Library. You will only be able to access the course completion certificate once the module has been completed. Please contact firstname.lastname@example.org with any questions.
*Nelson, G., Cothren Cook, S., Zarate, K., Powell, S.R., Maggin, D.M., Drake, K.R., Kiss, A.J., Ford, J.W., Sun, L., & Espinas, D.R. (2021). A systematic review of meta-analyses in special education: Exploring the evidence base for high-leverage practices. Remedial and Special Education. https://doi.org/10.1177/07419325211063491