EPLI: Educational Supports and Strategies Module Trainer Activities & Resources
This page provides Educational Supports and Strategies Module trainers with readings, resources, and example activities to consider when developing or updating their Individual Trainer Plan.
Example Activities
- Attend START trainings to observe content delivery.
- Create a book study/resource group of fellow trainers that will read the same resource(s) and share ideas to enhance the START Educational Supports and Strategies Module.
- Develop an online/social media group to share resources, implementation of strategies and training ideas related to the START Educational Supports and Strategies Module
- Attend state or national conferences to enhance understanding of START Behavior Module content (e.g. START Conference, MiMTSS Conferences, MAC (Michigan Autism Conference), MCEC or CEC (Council for Exceptional Children), OCALICON (Ohio Center for Autism and Low Incidence Conference)
- Participate in START Trainer Focus Courses.
- Participate in Trainer Live Zoom Sessions and Trainer Focus Days.
- Complete online modules for specific areas of focus (see EBP resources below).
- Identify a reading/resource of the month to read from the list below.
Below is a list of resources for START Behavior Module trainers to consider in developing an Individual Trainer Plan. This is not intended to be an exhaustive list, so trainers are welcome to use additional resources and tools.
FAPE and LRE
- FAPE in the LRE
- Family Matters Educational Placement and the Least Restrictive Environment (LRE) Fact Sheet
- Family Matters: Free Appropriate Public Education (FAPE) Fact Sheet
- Tash: When Students are Segregated: A Study of Least Restrictive Environment Statements
- Considerations in Placement Decisions for Students With Extensive Support Needs: An Analysis of LRE Statements - Jennifer A. Kurth, Andrea L. Ruppar, Samantha Gross Toews, Katie M. McCabe, Jessica A. McQueston, Russell Johnston, 2019
Research, Evidence-Based Practices, and High-Leverage Practices
Academic Engagement
- Universal Design for Learning Center (OCALI)
- Alt+Shift
- Student Engagement Flyer
- Differentiating Output Helps Clawson Students Show What They Know (article)
- Differentiated Output Hierarchy
- Differentiated Output: Increasing Engagement and LRE Opportunities for Students with ASD
- Because of Oliver (video)
- Student graduates with diploma - principal credits peer to peer and differentiating work to get output (article)
- Don’t Should on Me: It’s not easy being NOT green (video)
- Off the Page #4: Autism & Special Interests in the Classroom (video)
- Modifications vs Accommodations: Difference and Examples
- Accommodations and Modifications (Michigan Alliance for Families)
- EDU in 90: Chromebook Accessibility Features (video)
- Creating a Fillable PDF with PDF Escape (video)
- Helping Your Child with Academics (video)
High Expectations, Presuming Competence, and Least Dangerous Assumption
- Why Presuming Competence is Essential for True Inclusion - edWeb
- TIES TIPS | Foundations of Inclusion | TIP #6: Using the Least Dangerous Assumption in Educational Decisions
- Teaching Learners with Multiple Special Needs: Living the Least Dangerous Assumption
- Debunking Myths about Inclusive Education for Students with the Most Significant Cognitive Disabilities (TIES Center Brief #8)
- The Importance of Presuming Competence (video)
Inclusive Practices
- Inclusion: FAPE in the LRE- A Michigan Alliance for Families Webinar (video)
- The Circle Makers (video)
- Shelley Moore: Transforming Inclusive Education (video)
- Michigan Alliance for Families: Inclusion
- Maryland Coalition for Inclusive Education, Inc. (MCIE)
- Removing the Barriers: Planning for ALL!