Instruction

Inclusion, Instruction

TEA Universal Design for Learning (UDL) 2.2 Website

Discover the Universal Design for Learning (UDL) Guidelines 2.2 on the Texas Education Agency (TEA) website to support inclusive instruction and ensure meaningful access for students with disabilities.

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Significant Cognitive Disabilities, Instruction

March Monthly Instructional Guide for Students with Complex Access Needs

This month’s focus is on improving student supports. The content aligns with Quality Indicator III: Classroom Climate, Quality Indicator IV: Differentiated Instruction, and Quality Indicator V: Social Communication on the Rubric of Effective Practices for Students with Complex Access Needs and the

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Autism, Significant Cognitive Disabilities, Behavior, Blind/Visually Impaired, Deafblind, Instruction

Strategies for Personnel to Effectively Transport Students with Disabilities

This resource is intended for school transportation staff and includes information on how to support students with disabilities on the school bus. This resource includes sections for supporting student behavior on the bus, disability characteristics, disability-specific support strategies, and

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Inclusion, Instruction

Chapter 6: Assessments with Collaborative Instruction and Flexible Groupings (Educator)

In this Collaboration and Flexible Grouping course, educators will explore, identify, and implement assessments to better inform collaborative instruction and flexible grouping.

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Autism, Behavior, Instruction, Significant Cognitive Disabilities

Strategies in Action

Concrete strategies and actionable techniques that can be implemented in the classroom to enhance the educational experience of students with autism.

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Dyslexia and Other Related Disorders, Child Find, Evaluation, Instruction

TDA 2: The Dyslexia Handbook

Course version publication date: August 2, 2024 Participants may take this course online by enrolling on TEAlearn.com . Participants may also take this course in person, by finding a trainer at their regional education service center. Visit our contact page to find contact information of a trainer

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ARD/IEP Supports, Behavior, Significant Cognitive Disabilities, Autism, Evaluation, Instruction

Data Collection: Frequency Recording

This data collection form is intended for use by teachers, paraprofessionals, and other service providers collecting data for student Individualized Education Program (IEP) goals and baseline data to determine a need for new/updated IEP goals or behavior intervention. Frequency recording is a way to

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Autism, Behavior, Instruction, Significant Cognitive Disabilities

Meeting Sensory Needs

Meeting your student’s sensory needs by identifying and supporting sensory preferences or sensitivities can have a significant impact on their success in the classroom.

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Inclusion, Instruction, Assistive Technology, ARD/IEP Supports

Specially Designed Instruction Field User Guides

The SDI Field User Guides are intended to be a bridge between existing student support plans and the instructional content available within the High Quality Instructional Materials (HQIM) suite of resources from TEA.

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State Guidance, Instruction, ARD/IEP Supports, Transition

Career and Technical Education (CTE) and Special Education: Frequently Asked Questions

Common questions received by the Texas Education Agency (TEA) relating to CTE and students served by special education.

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