Center for Disabilities Creating an Inclusive Classroom: How to adapt common core standards, school environment and behavioral expectations to meet the needs of challenging students Intensive Training Series Teachers are expected to serve learners with a wide variety of behavioral and academic needs. This intensive training will focus on meeting the unique needs of the most challenging students. Participants will explore ways to adapt the common core standards, modify the school environment and teach behavioral expectations in an inclusive classroom format. The Center for Disabilities is offering a free, three-day intensive training on creating an inclusive classroom to educators and related service providers. Ten educators in a public South Dakota school setting will get the opportunity to complete an intensive training sequence including three one-day small group trainings with hands on activities, take-home resources, as well as remote and onsite technical assistance as needed for incorporating the skills and techniques within their classrooms and/or schools. All activities will take place during the 2014-2015 school year. Participants will have the opportunity to earn 1 Graduate Credit for completion of this course. Attendance for all three days is required.
Date: Jan. 28, Feb. 25, and Mar. 25 Time: 9 a.m. – 4 p.m. Cost: FREE Presented by: Emily Meier, M.A. Training Associate
Location: TIE Office 1925 Plaza Blvd, Spruce Room Rapid City, S.D. 57702
To register, click on the registration form link: https://www.surveymonkey.com/s/G8FVNJ2. For more information or questions call (605) 357-1439 or (800) 658-3080. If you have a disability and need an accommodation in order to attend, please contact the Center for Disabilities at (800) 658-3080 one week prior. The development of these materials was supported in part by IDEA Part B Grant # 2015A-047 from the U.S. Department of Education, Office of Special Education Programs through the South Dakota Department of Education, Special Education Programs. The views expressed herein do not necessarily reflect the views of the Department of Education and should not be regarded as such.