Career and Technical Education teachers are most commonly asked to educate many diverse student populations. Although teaching students with such broad ranges of skills, talents, and interests presents challenges for CTE educators, fortunately the nature of CTE programs of study makes them particularly amenable to the UDL approach. In this session CTE instructors will be introduced to the UDL principles of multiple means of engagement, representation and action/expression that can be effectively utilized within their classrooms so that all their students including special populations can be taught the necessary TEKS. 

This module familiarizes learners with various career assessment tools and strategies to measure students’ interests, skill sets, and personality traits. In addition, learners will be taught how to best use the resources available to them at their schools, as well as a new simple survey technique to assess students’ career aspirations and expectations. Objectives 1. Acquaint participants with a group survey technique. 2. Present strategies for collecting career-related data through the curriculum already in place. 3. Discuss keys to the success of career assessment.  

In this module you will see best practice strategies as they relate to effectively instructing English Language Learners (ELLs) in CTE classrooms. The objectives of this module are to help learners:

• identify typical instructional and assessment challenges that CTE teachers are called upon to address.
• implement simple, easy to use curriculum-based strategies that leads to success for all ELL students.  

"Disabilities A to Z" is an introductory module designed to acquaint educators with common disability terms and available resources in the state of Texas. At the end of this module educators will:

1. be able to define disabilities and locate resources that are specific to their community.
2. become aware of legal obligations that they have toward individuals who have disabilities, and
3. apply what they have learned through a review activity.  

This module showcases best practices for CTE teachers planning and preparing to attend ARD meetings. CTE teachers will learn how to participate in the IEP process and develop IEP goals through collaboration with special education and CTE colleagues. The module also demonstrates effective accommodations and modifications appropriate for students who have learning disabilities and/or Attention Deficit Hyperactivity Disorder.  

This module addresses the importance of using people-first language when referring to individuals with disabilities or special needs. Educators will receive pointers on what language can be appropriately used. 

In this module learners will become familiar with the following: 1. Definition of accommodations and modifications. 2. Modifications in lab settings. 3. Understand ADHD and disabilities that are unseen. 4. Common concerns and pertinent laws and trends. 

In this module, learners will become acquainted with strategies for classroom management, varying instructional strategies, and the relationship between behavior, motivation and academics.For a more comprehensive study of accommodations and modifications in CTE instruction we recommend that you also take our introductory module.  

In this module, you will gain knowledge regarding: 1. curricular adaptations, 2. using graphic organizers, and 3. implementing common modifications. To get further insight into what works in a CTE Classroom please take our introductory and strategies modules as well.  

This module examines how schools can assist students with disabilities to best plan for life after graduation. Specifically the module will address the need for CTE program directors and instructors to be proactive in approaching the IEP team members to explain the benefits of having a CTE representative assist in planning the student’s career and post-secondary options. The critical need to include industry based competencies in the CTE classroom will also be addressed. 

This module familiarizes learners with various career assessment tools and strategies to measure students’ interests, skill sets, and personality traits. Objectives 1. Establish the need for career assessment. 2. Present a best practice model for career assessment in an 8th grade classroom. 3. Highlight instruments that can be employed for assessing interests, personality, career development issues, work values, learning styles, aptitudes, employability skills, adaptive skills, and affective skills. 4. Present a strategy for assessing students with special needs.  

This module details the roles and responsibilities of participants in ARD meetings. Using an example of a mock ARD meeting, best practices that contribute to the success of transition ARD meetings are highlighted. Particular emphasis is placed on the role of CTE teachers in the ARD process. The content will be supplemented by a feature on career clusters. Additional resources, references and parent resources will be provided. OBJECTIVES: 1. Familiarize CTE teachers with the ARD process in Texas. 2. List roles and responsibilities of essential participants at an ARD meeting. 3. Learn about making transition-related decisions in ARD meetings. 4. Demonstrate what a best practice ARD meeting looks like. 5. Acquaint CTE teachers with best practices related to transition ARD meetings and their role in the process.  

This module provides learners with an overview of blended classrooms, multiple learning modalities, instructional strategies and the modifications and accommodations that can be best used with students from special populations who are placed in CTE classrooms. Pre and post-tests will be utilized to measure knowledge gain. 

This module provides learners with an overview of instructional strategies, CTE teachers´ role in the ARD process and available support services that can be best used with students from special populations who are placed in CTE classrooms. Pre and post-tests will be utilized to measure knowledge gain. 

The objective of this module is to familiarize learners with behavior management plans that can be implemented for all students. Specifically, learners will hear about the ABC Behavior management plan that is most effectively used with individual students. Pre and post-tests will be utilized to measure knowledge gain. Course approved for professional development credit by TEA.  

This module is designed to help learners meet IDEA´s requirement of transition planning. The concepts of formal, informal and career assessments will be described. Pre and post-tests will be utilized to measure knowledge gain.  

In this module learners will find out about how to effectively describe their CTE programs using entry-level checklists and comprehensive program skills inventories. Strategies regarding effective evaluations and exiting CTE programs for students with special needs will also be discussed. Pre and post-tests will be utilized to measure knowledge gain. 

This module outlines six federal laws that are important for CTE teachers to know and abide by for students with special needs in their classrooms. A detailed overview of the Individuals with Disabilities Act is also provided along with answers to several frequently asked questions related to legal issues. Pre and post-tests will be utilized to measure knowledge gain.