*VIRTUAL PLC*ATTENDANCE TO ALL 5 DATES REQUIRED.
This course will be held in a PLC format. Participants will complete a facilitated course over several days. Educators will complete a Case Study Worksheet and a Try-To-Do Worksheet to plan to implement their chosen strategy in the classroom. Participants will be expected to bring back evidence of implementation (i.e., Photos, sample artifacts, and participant-created materials). Additional technical assistance can be provided if necessary.

The purpose of this training is to give teachers of students with significant cognitive disabilities the information and tools needed to provide meaningful literacy instruction and experiences. The needs of students with a significant cognitive disability require specialized adaptations and modifications to traditional literacy strategies. This training series will explore many different strategies to teach a wide variety of literacy skills. The chapters in this training series will focus on reading and writing skills, along with literature activities for students with significant cognitive disabilities.
The chapters and supporting resources serve as on-going support for teachers of students with significant cognitive disabilities. Teachers for this student population may be one of the only teachers on campus with the specialized skills to support this population of students.
1. Introduce processes of literacy and their relationship to students with significant cognitive disabilities.
2. Help professionals recognize literacy skills and written language development in students with significant cognitive disabilities.
3. Describe a range of intervention strategies that address pre-early emerging to early conventional literacy needs of students with significant cognitive disabilities.

Special Education Unit Teachers (self-contained), special education paraprofessionals (self-contained), parents/caregivers, SLPs

Diversity and Special Needs Populations
Instruction for Students with Diverse Needs
Special Education