With this course, we embark on a journey to deepen our understanding of dyslexia, empowering us to better support our students and foster inclusive and supportive learning environments.
Upon completion of this course, you will:
- Identify observable primary characteristics of a student with dyslexia.
- Identify the possible secondary characteristics of a student with dyslexia.
- Recognize that dyslexia is a Specific Learning Disability per the Individuals with Disabilities Education Act and may mean a child is eligible for an Individualized Education Program.
- Review a case history and apply the learning to decide if the student fits the profile of dyslexia
Intended Audiences
K-12 Educators, Early Learning Providers, Related Service Providers, Administrators, Interventionists/Specialists, Paraprofessionals
Course Type
Self-Paced
Recommended # of PLUs
2 PLUs
In this course you will learn the basics about neurodiversity, how it can present in the educational setting, how to support neurodiverse students and lastly, how to effectively engage families of neurodiverse students. This course will not be the entirety of what you will need to know to effectively engage with all neurodiverse students but will serve as a source of foundational knowledge and will provide plenty of opportunity to expand your knowledge. Thank you for your engagement on behalf of all of our neurodiverse students.
Course Objectives
Upon completion of this course, you will:
- be able to define neurodiversity and understand how neurodiversity can be an asset to our learning communities.
- be able to identify the different categories of neurodiversity and what this might mean for students with these diagnoses.
- be able to define executive functioning skills and how lagging skills in these areas can impact a student's academics and behavior.
- be able to identify evidence based and high leverage practices to best support neurodiverse students.
- be able to access additional information to further support students parents and guardians.
Intended Audiences
Administrators, All Educators
Course Type
self-paced
Recommended # of PLUs
3 PLUs
Now more than ever our students are arriving with varied strengths and needs. Universal Design for Learning (UDL) is the way to ensure we support ALL of our students. This course is designed to help you start your journey towards understanding what UDL is, why it is important, and how to approach planning with UDL to ensure every student, regardless of variability, can access the content and engage in meaningful learning. The content in this course is organized around 4 sections:
- Variability and Barriers
- The Four Components of the UDL Lesson Plan
- UDL Guidelines
- Putting it into Practice
Intended Audiences
K-12 Educators, Related Service Providers, Paraprofessionals
Course Type
Self-Paced
Recommended # of PLUs
2 PLUs
At some point in your career–whether you are new to teaching, a veteran, or switching roles–it’s likely that you will be asked (or told…) to co-teach. It’s also likely that you will receive little to no training on how to effectively collaborate with another educator to best meet your students’ needs. Well, that’s about to change! This course is the first in a series on BRIDGE-RI to support co-teaching implementation. This course provides the foundation for the full series and will present the legal, ethical, and research foundations for co-teaching, along with a high-level overview of the co-teaching models.
Intended Audiences
District and Building AdministratorsGeneral Educators
Special Educators/MLL Educators
Para-Professionals
General Educators
Special Educators/MLL Educators
Para-Professionals