Welcome to the Autism Center Grab and Go Resource Gallery of Interventions. Explore these interventions to support all learners, including those with autism spectrum disorder (ASD). Completed and blank templates are free and available to download. Each intervention has a how-to explanation and demonstrates how it may be used in the school, home, community and work settings. It is important to keep in mind that interventions need to address the underlying needs of the individual. Therefore, select the interventions that address those specific needs. Remember, not all interventions will work the same for every individual and may need to be adjusted to meet those unique needs.

Learn more about each intervention by visiting the suggested Autism Internet Module at www.autisminternetmodules.org

TEA is committed to providing effective supports and guidance to Texas public schools in their implementation of strong and effective programs for students with disabilities.

Guidance documents include: 

• Intensive Program of Instruction (IPI) & Accelerated Instruction (AI) for Students Served through Special Education (June 2022)
• Sensory Impairments and Specific Learning Disabilities (December 2022)
• Technical Assistance: Child Find and Evaluation (Revised June 2020) (PDF)
• Technical Assistance: Section 504 (PDF)
• Technical Assistance: Individualized Education Program (IEP) Development (PDF)
• Technical Assistance: Behavior Supports and Guidance for Students with Disabilities
• Asistencia técnica: Apoyos y orientación en materia de comportamiento para estudiantes con discapacidades (Spanish version)
• Technical Assistance: Dashboard Application Guidance (PDF)
• Dyslexia, Dysgraphia, and Dyscalculia in the IEP Guidance Document (PDF)
• Delayed Evaluations and Compensatory Services (October 2021)
• Required Postings to LEA Websites
• Special Education Operating Procedures (March 2022)
• Special Education Operating Procedures (March 2022) FAQs

NumberShire ™ is a FREE internet-based educational game with an intensive focus on critical whole number concepts and skills for students in K—2. NumberShire Integrated Tutor System, an OSEP-funded grant, includes an adapted version of the intervention; a renovated data dashboard depicting student performance; a platform linked to implementation; instructional resources that support teachers to make math instruction more explicit in the classroom; and a game-based, self-regulation activity called Math Toss to support the development of behavioral self-regulation skills.

Conceptual, Social and Practical Life Skills

Adaptive skills comprise everyday competencies and are defined as practical, everyday skills needed to function and meet the demands of one’s environment, including the skills necessary to effectively and independently take care of oneself and to interact with other people.

Conceptual skills may be the most demanding skills for some people with autism.  These skills require applying insights into a situation.  Conceptual skills include  reading, numbers, money, time, and communication skills.

Social skills are the skills we need to get along well with others, these include understanding and following social rules and customs; obeying laws, and detecting the motivations of others in order to avoid victimization and deception.

Practical life skills are the skills needed to perform the activities of daily living, these include feeding, bathing, dressing, occupational skills, and navigational skills.

What is Project Core?

The Project Core implementation model is aimed at helping teachers provide students with significant cognitive disabilities and complex communication needs with access to a flexible Universal Core vocabulary and evidence-based instruction to teach them to use core vocabulary via personal augmentative and alternative communication (AAC) systems.

The model is designed for students with significant disabilities who do not yet use speech, signs or symbols to communicate in flexible ways. This includes students who rely on early forms of communication such as facial expressions, vocalizations and body movements, as well as students who are beginning to use symbols, signs, or words but cannot yet put them together.

No prior training or experience with AAC is necessary to get started, but a fundamental belief and classroom culture that recognizes that all students can learn to communicate in increasingly complex ways is required.

WE ARE BRINGING TOGETHER STRAIGHTFORWARD ACCESSIBILITY INFORMATION FOR THE DIGITAL EDUCATIONAL PRODUCTS EDUCATORS TRUST TO USE IN CLASSROOMS. SEARCH A TOOL AND CLICK TO LEARN ABOUT THE PRODUCT’S ACCESSIBILITY FEATURES. PRODUCTS IN THIS LIBRARY INCLUDE DESCRIPTIONS AND VALIDITY BADGES SUCH AS THE LEARNER VARIABILITY CERTIFICATION, RESEARCH-BASED DESIGN CERTIFICATION, AND THE PROJECT UNICORN PLEDGE.

THE INCLUSION OF PRODUCTS IN THIS LIBRARY DOES NOT QUALIFY AS AN ENDORSEMENT OF ACCESSIBILITY. SOME PRODUCTS MAY BE MORE ACCESSIBLE THAN OTHERS AND NOT ALL OF THE PRODUCTS IN THE LIBRARY ARE INTENDED FOR USE IN K12 EDUCATIONAL CONTEXTS.

Created by the National Council on Independent Living (NCIL) and Rooted in Rights, with support from the WITH Foundation. Learn more about NCIL at http://www.ncil.org.

Inclusive and Accessible Healthy Relationship and Safer Sexuality Curriculum for young adults with Intellectual and Developmental Disabilities

Symbol set and resources for augmentative and alternative communication (AAC)

Our award-winning documentary, The Kids We Lose, is a feature-length film exposing the futility and brutality of how our most vulnerable kids are still being treated, makes a clear connection between that treatment and the school-to-prison pipeline, and offers a glimpse of a future without detentions, suspensions, expulsions, restraints, seclusions, and corporal punishment. You can watch the film for free here (with the option of English captions) or here with Spanish subtitles.

The templates are organized by subject area and available for all grade levels. New templates are added weekly.

Antimatter is a collaborative meme studio for your classroom. 

Welcome to our Social Emotional Learning Activities page. Below you will find free resources – lessons, activities, and printables – in the following skill areas: Communication, Cooperation, Emotion Regulation, Empathy, Impulse Control, and Social Initiation.

These resources are age-appropriate for elementary and middle school students and are typically used in a classroom or a small group setting. And in most cases, if materials are required for the activity, they are items that you already have in your classroom or office.

Elementary teachers, be prepared to have your mind blown by all of the free resources that Ms. M. has created! These include multiple virtual libraries on a wide variety of topics, digital stickers, Valentine clip art, drawing tutorials, math videos, and so much more. Check out her math library with clickable links, one of many libraries that she has available.

The Next Steps checklist lets educators, families, and students monitor continued progress on skills needed for future success. The legend indicates three levels
(complete, in progress, and not needed). The reviewer will mark the box indicating the child’s current performance level. Notice the two important resources on the second
page. Educators and families can support children with Teaching and Learning Strategies in all four categories under the corresponding area. Also, complete the Important
Action Steps for Families as appropriate

The graphic organizer templates are organized into different themes such as problem solving, collaboration, SEL, writing, and more to simplify the process of finding the exact template you need for lessons. The templates are designed with fun graphics and are meant to be engaging to your audiences.

A modern dictionary for a modern world.
Visuwords™ represents Language visually. Explore the lexicon. Whether you are a native English speaker or a second language user—either as a student or a teacher—browse the language in ways you couldn't with traditional printed reference materials.

Welcome to theTeaching English Language Learners (TELL) Program. In each course, participants learn key theories, principles and research-based best practices for teaching English Learners (ELs--sometimes called Emergent Bilinguals, EBs). Each week participants are asked to enact a practice they learn and then reflect on it in terms of their teacher knowledge. This application and reflection are a key component of teacher learning. The course readings and assignments support participants in achieving the program’s overarching purpose which is is to advance the education of language minority students through teacher development. The program meets this purpose by developing teachers who know how to a differentiate instruction and transform their teaching in ways that enable their development as teachers and the learning of the ELs they teach. As a result of this program, participants, particularly content-area teachers, will be able to work with linguistically and culturally diverse learners in their regular classroom in ways that reflect pedagogic practices that are inclusive of all learners.The completion of the entire TELL Program results not only in teachers being able to adjust curriculum to develop the academic landuage and literacy  of ESLs in their regluar classroom, but also, in many cases it results in an ESL Endorsement. The courses in this 16-credit program includes coursework in Foundations of Bilingual Education, Understanding Language Acquisition, Assessment for Linguistically Diverse Students, Developing Second Language Literacy, Integrating Content and Language Instruction, and Family, School, and Community Partnerships.The course support teachers in developing a series of conceputal tools that can guide their thinking and practice. 

Welcome to theTeaching English Language Learners (TELL) Program. In each course, participants learn key theories, principles and research-based best practices for teaching English Learners (ELs--sometimes called Emergent Bilinguals, EBs). Each week participants are asked to enact a practice they learn and then reflect on it in terms of their teacher knowledge. This application and reflection are a key component of teacher learning. The course readings and assignments support participants in achieving the program’s overarching purpose which is is to advance the education of language minority students through teacher development. The program meets this purpose by developing teachers who know how to a differentiate instruction and transform their teaching in ways that enable their development as teachers and the learning of the ELs they teach. As a result of this program, participants, particularly content-area teachers, will be able to work with linguistically and culturally diverse learners in their regular classroom in ways that reflect pedagogic practices that are inclusive of all learners.The completion of the entire TELL Program results not only in teachers being able to adjust curriculum to develop the academic landuage and literacy  of ESLs in their regluar classroom, but also, in many cases it results in an ESL Endorsement. The courses in this 16-credit program includes coursework in Foundations of Bilingual Education, Understanding Language Acquisition, Assessment for Linguistically Diverse Students, Developing Second Language Literacy, Integrating Content and Language Instruction, and Family, School, and Community Partnerships.The course support teachers in developing a series of conceputal tools that can guide their thinking and practice. 

This eBook features critical reviews of more than 100 digital tools and apps for teaching and learning. Each page was written and designed by students enrolled in EDUC 390D, 592A, or 692D at the University of Massachusetts Amherst

Loads of detailed worked examples to slot into your maths lessons. Available as a monster PowerPoint. Free.

Classroom videos to use in class TODAY -- crowdsourced from educators like you.

This site contains technology lesson activities and resources for teaching elementary school children.