Here you can listen to ten webinar recordings on various aspects of including students with disabilities in the general curriculum, and you can also download the accompanying PowerPoints. Topics cover (a) reading and literacy strategies; (b) math strategies; (c) collaborative teaching; (d) differentiated instruction; (e) making abstract core curriculum accessible; (f) science as inquiry; (g) learning strategies; and others. (The Access Center was operated by American Institutes for Research in Washington DC, with funding from the Office of Special Education Programs, U.S. Department of Education.)

Co-teaching occurs when two or more professionals jointly deliver substantive instruction to a diverse, or blended, group of students in a single physical space. Two professional development modules on collaborative teaching are available. One is for supervisors and the other is for teachers. Both include checklists, frequently asked questions, PowerPoints, a facilitatorâ?s guide, and handouts. (The Access Center was a project of the American Institutes for Research, Washington DC, funded by the Office of Special Education Programs, U.S. Department of Education.)

This module is designed to promote knowledge and understanding of the third essential component of reading: fluency. The purpose of this module is to help provide teachers with the knowledge and tools necessary to provide effective reading interventions for students who struggle with reading fluently. The module includes (a) introduction; (b) PowerPoints; (c) facilitatorâ?s guide; (d) tips for customizing training; (e) handouts; (f) checklist; and (g) frequently asked questions. (The Access Center was a project of American Institutes for Research, Washington DC, funded by the Office of Special Education Programs, U.S. Department of Education.)

This professional development module provides background information about differentiated instruction, demonstrates differentiation strategies, and addresses issues of implementation at the school and district level. Materials include an introduction, PowerPoint presentation, facilitatorâ?s guide, resources, and handouts. (The Access Center was a project of the American Institutes for Research in Washington DC and was funded by the Office of Special Education Programs, U.S. Department of Education.)

This paper begins with an introduction to graphic organizers (a definition, a sampling of different types, and a consideration of their curriculum applications). Then the literature review addresses important questions about graphic organizers that are relevant to classroom practice. The second part of the paper discusses Universal Design for Learning applications of graphic organizers. This section develops an understanding of UDL and identifies ways that graphic organizers can support UDL at both the theoretical and teacher practice levels. The paper concludes with general guidelines for UDL implementation and a list of resources. You can read it online or download the PDF. (The Access Center ...

Students with Autism Spectrum Disorder (ASD) make up one set of students that requires support in the general education science classroom. This document focuses on the specific needs of students with ASD and on strategies that can help these students access the middle school general education science curriculum. (The Access Center was a project of the American Institutes for Research in Washington DC. The Center was funded by the U.S. Department of Educationâ?s Office of Special Education Programs.)

This video is an excerpt from the "Adequate Yearly Access, Participation, and Progress Institute" held October 13, 2004 at The Access Center in Washington DC. In the context of a first-grade science lesson plan, Tracey Hall discusses UDL principles and supports -- and how they can be applied to improve access for all students. (The Access Center was operated by American Institutes for Research and funded by the Office of Special Education Programs, U.S. Department of Education.)

This module discusses three strategies that can be adapted to help a wide range of students learn algebraic concepts: (a) concrete-representational-abstract (CRA), (b) mnemonics, and (c) graphic organizers. The module includes facilitator notes, PowerPoint slides, handouts, and references. It is organized as a 3-hour training session, but it can also be divided into two sessions. The first session includes background information, a discussion of two strategies (CRA instruction and mnemonics), and the lesson planning activity. The second session allows participants to share their experiences on implementing the lesson and gain feedback from colleagues and the presenter. (The Access Center was ...

Mnemonic instruction facilitates access to the general education curriculum by giving students the tools they need to better encode information so that it will be much easier to retrieve it from memory at later points.  Mnemonics can be used in language arts (i.e., vocabulary, spelling, and letter recognition), mathematics, science, social studies, foreign language, and other academic subjects.  This short overview will help you get started.   (The Access Center was a project of the American Institutes for Research in Washington DC.  The Center was funded by the U.S. Department of Education’s Office of Special Education Programs.)