AI & Accessibility: Supporting All Learners
This document explains artificial intelligence (AI) is an available general-purpose technology tool that can help address many accessibility limitations. Some of the solutions are available right now, and others will be available in the immediate future.
Publication Date: June 2024
Publisher: AEM Center at CAST
Arizona Department of Education AT Short Term Loan Library
Arizona Department of Education, Exceptional Student Services works in partnership with Northern Arizona University Institute for Human Development Arizona Technology Access Program to make available at no cost, a wide variety of assistive technology devices, equipment, software, and professional development materials to school personnel to improve access to assistive technology.
Publisher: Arizona Department of Education
Core Competencies for Special Education Paraeducators
These core competencies address the corresponding role of paraeducators in the four aspects (collaboration, assessment, social/emotional/behavioral, and instruction) of the High-Leverage Practices for special educators developed by the Council for Exceptional Children (CEC) in collaboration with the Collaboration for Effective Educator Development, Accountability, and Reform (CEEDAR) Center.
Publication Date: March 2022
Publisher: Council for Exceptional Children
Essential Components of MTSS
A multi-tiered system of supports (MTSS) is a proactive and preventative framework that integrates data and instruction to maximize student success from a strengths-based perspective. MTSS offers a framework for educators to engage in data-based decision making related to program improvement, high-quality instruction and intervention, and student engagement to ensure positive outcomes for districts, schools, teachers, and students.
Publication Date: 2025
Publisher: American Institutes for Research
High-Leverage Practices for Students with Disabilities
This revised and updated guide is relevant for general education and special education teachers. It includes four domains of evidence-based practices: Collaboration, Data-Driven Planning, Instruction in Behavior and Academics, and Intensify and Intervene as Needed. Each domain includes descriptions of Pillar Practices and embedded High-Leverage Practices, provides elementary and secondary examples of practice, research updates, and relevant resources for more information.
Publication Date: March 2024
Publishers: Council for Exceptional Children and CEEDAR Center
High-Leverage Practices Leadership Guides
These guides are intended for school leaders to support their teams in effectively implementing the High-Leverage Practices in the classroom. The guides include tips for school leaders to support teachers; questions to prompt discussion, self-reflection and observer feedback; observable behaviors for teachers implementing the HLPs; references; and additional resources on each HLP.
Publication Date: Updated January 2021
Publisher: Council for Exceptional Children
High-Leverage Practices Videos
These videos accompany High-Leverage Practices for Students with Disabilities and provide revised and updated information supporting the four domains. The videos provide High-Leverage Practices within each domain and concrete examples to anchor and reinforce both knowledge development and application.
Publisher: CEEDAR Center
Integrating High-Leverage Practices for Students with Disabilities within a PBIS/MTSS Framework
This guide aligns the implementation of high-leverage practices (HLPs) for students with disabilities with the PBIS framework. Integration of HLPs across the full continuum of supports offers a systematic way to meaningfully include support for students with disabilities.
Authors: Kelsey Morris, Laura Kern, Kathleen Strickland-Cohen, and Lisa Powers
Publication Date: June 2024
Publishers: Center on Positive Behavioral Interventions and Supports
Leveraging Data-Based Individualization to Design and Deliver Specially Designed Instruction
In this webinar, experts model how practitioners can use data-based individualization (DBI) to develop and implement Specially Designed Instruction for students with disabilities. A panel of special educators also share how using DBI improved the efficiency and effectiveness of their service delivery, communication with families, and collaboration with other educators.
Authors: Sara Evans and Kyle Allen
Publication Date: April 2023
Publishers: National Center on Intensive Intervention
Paraeducator's Roles in Supporting Students with Significant Cognitive Disabilities in PreK-12 Settings
This study used data from a survey and follow-up interviews to explore the self-reported knowledge and skills of paraeducators. The study demonstrates the value of training and experience as ways to promote paraeducators’ development of practices that align with CEC standards.
Authors: M Murray and Mel Seals
Publication Date: May 2022
Publisher: University of Minnesota TIES Center
Quality Indicators for the Provision of Accessible Educational Materials & Technologies
The Quality Indicators guide both leadership teams and practitioners on the components of coordinated systems that provide accessible materials and technologies for all learners who need them.
Publisher: National Center on Accessible Educational Materials
Resource Collection: Providing Intensive Individualized Intervention
This resource provides teams and individuals with a wealth of resources and materials on Functional Behavioral Assessment (FBA) and the Individualized Positive Behavior Support (IPBS) process used for Intensive Individualized Interventions. This guide highlights the benefits of developing individualized intensive interventions for children with persistent challenging behaviors.
Publication Date: November 2024
Publisher: National Center for Pyramid Model Innovations
Reviewing and Intensifying Instruction
Some students with disabilities will experience difficulties with making progress toward academic and behavioral learning targets. This research brief highlights a process of intensifying instruction through intervention dosage, opportunities to respond, alignment, and transfer.
Publication Date: August 2021
Publisher: PROGRESS Center at the American Institutes for Research
Supporting Students with Disabilities at School and Home: A Guide for Teachers to Support Families and Students
This guide highlights 5 key practices for teachers and families to support all students, including students with disabilities, at school and home. For each practice, the guide provides tips for teachers to support students with disabilities during instruction; tips for families that educators can share to support or enhance learning at home; and free-access resources that include strategies shown to be effective by research.
Authors: Center on Positive Behavioral Interventions and Supports, National Center on Intensive Intervention, and National Integrated Multi-Tiered Systems of Support Research Network
Publication Date: May 2020
Publisher: University of Oregon
The UDL Guidelines
This new iteration, UDL Guidelines 3.0, addresses critical barriers rooted in biases and systems of exclusion for learners with and without disabilities. These guidelines offer a set of concrete suggestions that can be applied to any discipline or domain to ensure that all learners can access and participate in meaningful, challenging learning opportunities.
Publication Date: July 2024
Publisher: CAST