Since the Reauthorization of the Individuals with Disabilities Education Act in 2004, schools have been required to ensure that all students with disabilities work toward academic state standards. These requirements have resulted in increased research on the most effective instructional practices for students with disabilities, including those who have significant intellectual disabilities. This research has demonstrated that the inclusion of more traditional reading instruction in educational p

Since the Reauthorization of the Individuals with Disabilities Education Act in 2004, schools have been required to ensure that all students with disabilities work toward academic state standards. These requirements have resulted in increased research on the most effective instructional practices for students with disabilities, including those who have significant intellectual disabilities. This research has demonstrated that the inclusion of more traditional reading instruction in educational programs for students with intellectual disabilities results in the ability of many of these students to attain independent reading skills.

In an effort to continue to support educators in understanding these effective, research-based practices and in utilizing effective literacy instruction with students who have significant intellectual disabilities, the Wyoming Department of Education (WDE), through its deaf-blind grant will be focusing on the development of communication and emergent literacy skills for students with significant intellectual disabilities. These students may not have intentional communication skills and may have no understanding of reading or writing. There are no prerequisite skills needed for a student to begin to develop emergent literacy.

There are eight asynchronous modules, which are broken into 10-to-20-minute videos. Most modules will not take more than 20 minutes, although the first two will be around 30 minutes. Each module will be followed by a classroom implementation activity, which you will be asked to complete prior to a live meeting of participants from across the state. These Community of Practice (COP) meetings are scheduled after each module and will last 30 to 45 minutes. In the COP, participants will discuss classroom application of the information learned in the module. This will also be an opportunity to share challenges, successes, brainstorm as a group and prepare for the next module. In total this will provide participants with 9 hours of professional development and direct classroom application. PTSB credit (0.5) will be offered. Must register for all sections to receive credit.