• You are here:
  • Home »
  • Special Education

Category Archives for Special Education

Student Anger Management

- 3 Credits - 

3 Semester Credits

(post-baccalaureate
PD credits for re-certification and
pay-lane increases
)

  • accredited nationwide
  • start any time
  • up to 5 months to complete
  • independent study
  • all course materials included with course tuition
  • view FAQ

Course Description

This course examines the issue of anger management and how teachers can identify the personal anger triggers and responses in students. Using a variety of control strategies to have student express anger constructively to deal with crises situations are presented. Activities and handouts are available to use in the classroom and counseling situations. The course expands the repertoire of interventions techniques for individual or group settings. Setting various realistic expectations for student's second-language proficiency are also presented. Educators will also research the topic of anger management along with an application essay or develop lessons for implementation.

Teacher feedback about this course

$395

3 Semester Graduate Credits

Item categoryspecial-education not found.Item ma-categoryspecial-education not found.Item categoryspecial-education2 not found.Item ma-categoryspecial-education2 not found.

Anger Management for Youth: Stemming Aggression and Violence

- 3 Graduate Credits -

Course Objectives

  1. Educators will review the issues related to anger management and the traditional approaches that have been utilized to address anger in youth, society and schools.
  2. Participant will present sample lessons, key concepts, learning objectives and various approaches to develop working model lessons that they can design and implement.
  3. Educators will learn about defining anger acceleration, its sequences and methods to control anger responses. Handouts and strategies are provided for use in class settings.
  4. Participant will explore the use of coping strategies, self-talk and appropriate expressions of anger in group settings and how to apply them in counseling, school, home, work and personal relationships.
  5. Educators will research a topic related to anger management and develop a written application essay and/or unit/ lesson plans or anger management processing activity for classroom or school settings.

Credit Hours

3 Semester Credits (post-baccalaureate professional development credit)

Course Instructor

Joseph C’de Baca MaEd.

Grade Type

University Transcript: Click Here For Details

Anger Management for Youth: Stemming Aggression and Violence

What Others Are Saying About This Course

Amy M. – IN –

“Thank you so much for your help. I truly appreciate your efficiency! “

TLC Testimonials

I would like to personally thank the individual or group who decided to offer courses that were very ideally fitting for educators. I am more excited about these courses than any professional development I have taken in over ten years. Thank you for thinking outside the box and offering courses that sound so fascinating and meaningful.” – Tina B. , Maryland
Thank you very much, I appreciate your help in getting this to me for timely processing with my district.” – Christine G. , Indiana
Thank you for your willingness to e-mail me promptly regarding my questions. I really, really appreciate the format that TLC provided me. I will definitely continue to share my positive experience with fellow staff and hopefully you will see continued fruit from that. I will definitely use TLC again.” – Darin K. , Oregon
My superintendant forwarded an email about TLC to me” – J. Churchill. Danvers, MA
I heard about this program through a friend. The courses were approved by the Virginia Board of Education” – M. Barry. Fairfax, VA
Thanks for the feedback on Part B of the coursework. I used it as part of a World Geography course, and it was a success, so I will make it a regular part of curriculum!…” – Carolyn P. Boulder, CO – Understanding Hispanic Students and Issues


Continue Reading >>

Best Practices for At- Risk Learners

- 3 Credits - 



3 Semester Credits

(post-baccalaureate
PD credits for re-certification and
pay-lane increases
)

  • accredited nationwide
  • start any time
  • up to 5 months to complete
  • independent study
  • all course materials included with course tuition
  • view FAQ

Course Description

This course presents 46 research-based tools, worksheets and resources which have been field-tested at schools and in dropout prevention programs nationwide. They help teachers, administrators, counselors and special educators who work with at-risk learners. It also explores the 15 strategies identified by the National Dropout Prevention Center. The book has indexes by grade level, job title and by individual strategy. Educators will research the topic; develop writings, lessons or activities for classroom applications that help at-risk students to be successful in school.

Teacher feedback about this course

$395

3 Semester Graduate Credits







Item categoryspecial-education not found.Item ma-categoryspecial-education not found.Item categoryspecial-education2 not found.Item ma-categoryspecial-education2 not found.

At-Risk Learners: Best Practices

- 3 Graduate Credits -






Course Objectives

  1. Educators will acquire a framework of working knowledge to teach at-risk students.
  2. Participants taking this course will learn about ways of encouraging students to think about staying in school and how to make schools family friendly.
  3. Educators will learn how to identify high-performing at-risk students and what parents can do to intervene when their child begins to fail in school.
  4. Participants will explore the best practices and strategies that can help reduce school disenfranchisement and potential dropouts.
  5. Educators will research the topic, develop a lesson or activities that utilizes strategies in the book and use the instructional techniques for improving student achievement.

Credit Hours

3 Semester Credits (post-baccalaureate professional development credit)

Course Instructor

Joseph C’de Baca MaEd.

Grade Type

University Transcript: Click Here For Details

At-Risk Learners: Best Practices

What Others Are Saying About This Course

Vicki W. – OH –

“Thank you soooo much! I appreciate all of your help getting started (and finished) with this course! “                                    

Alexis L. – PA –

“Thank you very much for getting back to me so quickly! I just have one more question. Is there any way I can get an electronic copy of my receipt for these two courses? Thank you so much for your time. I’ll be sure to let more of my colleagues know about the wonderful opportunities you present to educators for continuing education!“

David H. – TN –

“I’ve been working on the “Dropout Dilemma” and will probably finish it up tomorrow. Just want to say that I’ve enjoyed becoming acquainted with your viewpoints in “Understanding Hispanic Students” and the “Dropout Dilemma.” … it is refreshing to hear someone in education speak the truth without fear of offending the politically correct. Your observations and recommendations for improving education are spot-on. I can tell you have spent some time in the real-life classroom environment. Thanks for everything”

David H. – TN –

“Once again, I really enjoyed the course and got a lot out of it. Thanks.”

TLC Testimonials

I would like to personally thank the individual or group who decided to offer courses that were very ideally fitting for educators. I am more excited about these courses than any professional development I have taken in over ten years. Thank you for thinking outside the box and offering courses that sound so fascinating and meaningful.”
– Tina B. , Maryland
Thank you very much, I appreciate your help in getting this to me for timely processing with my district.”
– Christine G. , Indiana
Thank you for your willingness to e-mail me promptly regarding my questions. I really, really appreciate the format that TLC provided me. I will definitely continue to share my positive experience with fellow staff and hopefully you will see continued fruit from that. I will definitely use TLC again.” – Darin K. , Oregon
My superintendant forwarded an email about TLC to me”
– J. Churchill. Danvers, MA
I heard about this program through a friend. The courses were approved by the Virginia Board of Education”
– M. Barry. Fairfax, VA
Thanks for the feedback on Part B of the coursework. I used it as part of a World Geography course, and it was a success, so I will make it a regular part of curriculum!…”
– Carolyn P. Boulder, CO – Understanding Hispanic Students and Issues









Continue Reading >>

Regular Classrooms And Gifted Learners

- 3 Credits - 



3 Semester Credits

(post-baccalaureate
PD credits for re-certification and
pay-lane increases
)

  • accredited nationwide
  • start any time
  • up to 5 months to complete
  • independent study
  • all course materials included with course tuition
  • view FAQ

Course Description

This teacher professional development course addresses the numerous issues and content utilized for teaching gifted learners in K-12 educational settings. It identifies ways of helping teachers enhance the general classroom content for gifted learners. The book provides strategies to modify and implement lessons for challenging students of all ages and contents areas. Methods for enhancing creative and critical thinking skills as well as effective teaching strategies for subject areas are presented. Educators will research this topic and develop a written application essay or a unit /lesson plans or activity/project for classroom implementation.

Teacher feedback about this course

$395

3 Semester Graduate Credits







Item categoryspecial-education not found.Item ma-categoryspecial-education not found.Item categoryspecial-education2 not found.Item ma-categoryspecial-education2 not found.

Teaching Gifted Students in the Regular Classroom

- 3 Graduate Credits -






Course Objectives

  1. Educators will explore what it means to be a gifted learner, how to create a successful program and the basic beliefs and background about the education of gifted learners.
  2. Participants will review the categories of academically, intellectually and creative thinking giftedness. The areas of visual, performing arts and psycho-motor giftedness are defined. Using contracts and customizing strategies for differentiation are presented.
  3. Educators will examine issues such as underachievement, barriers to providing support for the gifted student and to understand this complex topic and for personalizing the program curriculum for gifted learners.
  4. Participants will be presented with eleven ways to differentiate instruction for gifted learners such as organization, teacher and student roles, techniques and strategies, special assignments and evaluation.
  5. Educators will learn about rubrics, instruction, enrichment and advanced placement strategies or for classroom implementation. Parenting Issues are also presented.

Credit Hours

3 Semester Credits
(post-baccalaureate professional development credit)

Course Instructor

Joseph C’de Baca MaEd.

Grade Type

University Transcript: Click Here For Details

Teaching Gifted Students in the Regular Classroom

What Others Are Saying About This Course

Trudy H. – OR –

“Awesome! I just finished the Gifted Learner course and will be e-mailing it right away. I will sign up for that course you suggested too. Thanks so much for helping me with this. It is so nice to talk to an actual person, especially one who is helpful. Be looking for my work.”

TLC Testimonials

I would like to personally thank the individual or group who decided to offer courses that were very ideally fitting for educators. I am more excited about these courses than any professional development I have taken in over ten years. Thank you for thinking outside the box and offering courses that sound so fascinating and meaningful.”
– Tina B. , Maryland
Thank you very much, I appreciate your help in getting this to me for timely processing with my district.”
– Christine G. , Indiana
Thank you for your willingness to e-mail me promptly regarding my questions. I really, really appreciate the format that TLC provided me. I will definitely continue to share my positive experience with fellow staff and hopefully you will see continued fruit from that. I will definitely use TLC again.” – Darin K. , Oregon
My superintendant forwarded an email about TLC to me”
– J. Churchill. Danvers, MA
I heard about this program through a friend. The courses were approved by the Virginia Board of Education”
– M. Barry. Fairfax, VA
Thanks for the feedback on Part B of the coursework. I used it as part of a World Geography course, and it was a success, so I will make it a regular part of curriculum!…”
– Carolyn P. Boulder, CO – Understanding Hispanic Students and Issues


$395

(3 Semester Graduate Credits)








Continue Reading >>

Educating Oppositional and Defiant Children

- 1 Credit - 



1 Semester Credit

(post-baccalaureate
PD credits for re-certification and
pay-lane increases
)

  • accredited nationwide
  • start any time
  • up to 5 months to complete
  • independent study
  • all course materials included with course tuition
  • view FAQ

Course Description

This course will examine the issues related to understanding oppositional and defiant children in the school environment. It will review some of the common approaches that are used and explore other methods of working with these students. Daily classroom management and removal of disruptive students are outlined. Providing social services at school and working with parents are also explained. Behavior modification and developing a positive environment are also reviewed.

Teacher feedback about this course

$195

1 Semester Graduate Credit







Item categoryspecial-education not found.Item ma-categoryspecial-education not found.Item categoryspecial-education2 not found.Item ma-categoryspecial-education2 not found.

Educating Oppositional and Defiant Children

- 1 Graduate Credit -






Course Objectives

  1. Educators will learn about the various characteristics of oppositional children and how having a better understanding of their disposition will assist teachers.
  2. Teachers will review the historical philosophy and commonly used approaches to oppositional children and why they often fail along with alternative solutions.
  3. Learners will explore the classroom environments impact on student behavior and how a variety of modifications can reduce conflict and enhance learning.

Credit Hours

1 Semester Credits (post-baccalaureate professional development credit)

Course Instructor

Joseph C’de Baca MaEd.

Grade Type

University Transcript: Click Here For Details

Educating Oppositional and Defiant Children

What Others Are Saying About This Course

Ian M. – OH –

“Thanks for all your help.Great thing you’ve got going here.“

Lisa C. – OH –

“Thank you for the opportunity to take this class. It was very informative and it will, no doubt, make me a better teacher!.“

Darin K. – OR –

“Thank you for your willingness to e-mail me promptly regarding my questions. I really, really appreciate the format that TLC provided me. I will definitely continue to share my positive experience with fellow staff and hopefully you will see continued fruit from that. I will definitely use TLC again.”

TLC Testimonials

I would like to personally thank the individual or group who decided to offer courses that were very ideally fitting for educators. I am more excited about these courses than any professional development I have taken in over ten years. Thank you for thinking outside the box and offering courses that sound so fascinating and meaningful.”
– Tina B. , Maryland
Thank you very much, I appreciate your help in getting this to me for timely processing with my district.”
– Christine G. , Indiana
Thank you for your willingness to e-mail me promptly regarding my questions. I really, really appreciate the format that TLC provided me. I will definitely continue to share my positive experience with fellow staff and hopefully you will see continued fruit from that. I will definitely use TLC again.” – Darin K. , Oregon
My superintendant forwarded an email about TLC to me”
– J. Churchill. Danvers, MA
I heard about this program through a friend. The courses were approved by the Virginia Board of Education”
– M. Barry. Fairfax, VA
Thanks for the feedback on Part B of the coursework. I used it as part of a World Geography course, and it was a success, so I will make it a regular part of curriculum!…”
– Carolyn P. Boulder, CO – Understanding Hispanic Students and Issues


$195

(1 Semester Graduate Credit)








Continue Reading >>

Response to Intervention: Understanding RTI

- 3 Credits - 



3 Semester Credits

(post-baccalaureate
PD credits for re-certification and
pay-lane increases
)

  • accredited nationwide
  • start any time
  • up to 5 months to complete
  • independent study
  • all course materials included with course tuition
  • view FAQ

Course Description

This teacher professional development course familiarizes educators with the RTI system for redesigning schools and possible implementation. RTI aims to meet the needs of struggling students through a pyramid of interventions. The course provides a practical RTI model for teachers, administrators and parents with clear examples of strategies to implement the RTI system components into a school setting. Educators will research the concept and results of the RTI system in districts nationwide. They will develop plans or activities for implementing RTI or its variety of recommendations for school improvement and reform.

Teacher feedback about this course

$395

3 Semester Graduate Credits







Item categoryspecial-education not found.Item ma-categoryspecial-education not found.Item categoryspecial-education2 not found.Item ma-categoryspecial-education2 not found.

Response to Intervention: Understanding RTI

- 3 Graduate Credits -






Course Objectives

  1. Educators will acquire an understanding of the basic components and philosophy of the RTI system and design for school for reform.
  2. Participants will study the RTI Multi-tiered Interventions Model Pyramid that explains the intensive, targeted and universal levels of RTI best practices.
  3. Educators will be presented with solutions to address the root causes of student deficiencies and applications of RTI problem solving strategies.
  4. Participants will be able to use data and benchmarks for addressing special education issues and concerns along with RTI professional development needs.
  5. Educators will research the RTI system regarding its effectiveness in schools where it has been implemented and apply RTI concepts for use in their school district.

Credit Hours

3 Semester Credits
(post-baccalaureate professional development credit)

Course Instructor

Joseph C’de Baca MaEd.

Grade Type

University Transcript: Click Here For Details

Response to Intervention: Understanding RTI

What Others Are Saying About This Course

Megan S. – OR –

“Thank you very much! As discussed, I modified my final essay to be more of a working document for the preparation to guide our newly formed bullying awareness and prevention group in our county. My research outside of the book has really helped to supplement ideas for implementation, as well. I hope you enjoy my work! I have to renew my license by June, so I just wanted to be sure I got this in to you right away!”                                    

Peter M. – NJ –

“Thank you for being so considerate and understanding. If you need anything else please let me know.“

TLC Testimonials

I would like to personally thank the individual or group who decided to offer courses that were very ideally fitting for educators. I am more excited about these courses than any professional development I have taken in over ten years. Thank you for thinking outside the box and offering courses that sound so fascinating and meaningful.”
– Tina B. , Maryland
Thank you very much, I appreciate your help in getting this to me for timely processing with my district.”
– Christine G. , Indiana
Thank you for your willingness to e-mail me promptly regarding my questions. I really, really appreciate the format that TLC provided me. I will definitely continue to share my positive experience with fellow staff and hopefully you will see continued fruit from that. I will definitely use TLC again.” – Darin K. , Oregon
My superintendant forwarded an email about TLC to me”
– J. Churchill. Danvers, MA
I heard about this program through a friend. The courses were approved by the Virginia Board of Education”
– M. Barry. Fairfax, VA
Thanks for the feedback on Part B of the coursework. I used it as part of a World Geography course, and it was a success, so I will make it a regular part of curriculum!…”
– Carolyn P. Boulder, CO – Understanding Hispanic Students and Issues


$395

(3 Semester Graduate Credits)








Continue Reading >>

Teaching Children with Autism

- 3 Credits - 



3 Semester Credits

(post-baccalaureate
PD credits for re-certification and
pay-lane increases
)

  • accredited nationwide
  • start any time
  • up to 5 months to complete
  • independent study
  • all course materials included with course tuition
  • view FAQ

Course Description

This course will present the causes, symptoms and issues related to teaching children with autism. Language Intervention issues are examined as to their significance in understanding and teaching children with autism. Parenting issues and concerns are addressed in order to help professionals work with parents as their child experiences the school environment. Participants will research and develop writings and lessons to apply the books concepts to the classroom and school environment for improving the learning experience of children with autism challenges.

Teacher feedback about this course

$395

3 Semester Graduate Credits







Item categoryspecial-education not found.Item ma-categoryspecial-education not found.Item categoryspecial-education2 not found.Item ma-categoryspecial-education2 not found.

Teaching Children with Autism

- 3 Graduate Credits -






Course Objectives

  1. Educators will learn about the latest theories and interventions about teaching children with autism and their language and communication challenges.
  2. Teachers will be presented with concepts of overselective responding, descriptions and the spontaneous communicative skills of higher-functioning children with autism.
  3. Educators will examine parent education and stress issues, family support and how to develop friendships with mainstream children.
  4. Students will research the latest techniques in teaching children with autism and examine models for relationships between education professionals and parents.
  5. Teachers will develop lessons, activities and writings that help them understand and work with autistic children in classrooms and schools.

Credit Hours

3 Semester Credits
(post-baccalaureate professional development credit)

Course Instructor

Joseph C’de Baca MaEd.

Grade Type

University Transcript: Click Here For Details

Teaching Children with Autism

Teaching Children with Autism

- 3 Credits - 3 Semester Credits(post-baccalaureate PD credits for re-certification andpay-lane increases)accredited nationwidestart any timeup to 5 months to completeindependent studyall course materials included with course tuitionview FAQCourse DescriptionThis course will present the causes, symptoms and issues related to teaching children with autism. Language Intervention issues are examined as to their significance in understanding and teaching children with autism. Parenting issues and concerns are addressed in order to help professionals work with parents as their child experiences the school environment. Participants will research and develop writings and lessons to apply the books concepts to the classroom and school environment for improving

TLC Testimonials

I would like to personally thank the individual or group who decided to offer courses that were very ideally fitting for educators. I am more excited about these courses than any professional development I have taken in over ten years. Thank you for thinking outside the box and offering courses that sound so fascinating and meaningful.”
– Tina B. , Maryland
Thank you very much, I appreciate your help in getting this to me for timely processing with my district.”
– Christine G. , Indiana
Thank you for your willingness to e-mail me promptly regarding my questions. I really, really appreciate the format that TLC provided me. I will definitely continue to share my positive experience with fellow staff and hopefully you will see continued fruit from that. I will definitely use TLC again.” – Darin K. , Oregon
My superintendant forwarded an email about TLC to me”
– J. Churchill. Danvers, MA
My superintendant forwarded an email about TLC to me”
– J. Churchill. Danvers, MA
Thanks for the feedback on Part B of the coursework. I used it as part of a World Geography course, and it was a success, so I will make it a regular part of curriculum!…”
– Carolyn P. Boulder, CO – Understanding Hispanic Students and Issues









Continue Reading >>

Teaching Children with Asperger’s Syndrome

- 3 Credits - 



3 Semester Credits

(post-baccalaureate
PD credits for re-certification and
pay-lane increases
)

  • accredited nationwide
  • start any time
  • up to 5 months to complete
  • independent study
  • all course materials included with course tuition
  • view FAQ

Course Description

This course will help educators understand the learning style theories of Aspergers syndrome and the issues that Asperkids face. A variety of learning strategies and accommodations are presented in order to help students succeed in facing the challenges that schools and life present. Educators learn to maintain a structured and supportive learning environment that is conducive to the needs of Asperkids and all students. Educators will research the topic of Aspergers syndrome to see what is happening in the educational community to understand and assist asperstudents. Teachers will develop lessons and activities that demonstrate the application of concepts and learning methods that help improve the learning quality and success of Asperkids in school and society.

Teacher feedback about this course

$395

3 Semester Graduate Credits







Item categoryspecial-education not found.Item ma-categoryspecial-education not found.Item categoryspecial-education2 not found.Item ma-categoryspecial-education2 not found.

Asperkids: Understanding Children with Asperger's Syndrome

- 3 Graduate Credits -






Course Objectives

  1. Educators will learn about the theories of how and what goes on in the minds of children with Aspergers syndrome and develop an understanding of how they think.
  2. Teachers will examine the various ways of motivating Asperkids by finding and using areas of interest to engage Aspergers kids by listening and facilitating their passions.
  3. Educators will be presented with numerous approaches to help Asperkids perceive the world in concrete sequential ways as they learn random and abstract ways of thinking.
  4. Educators will be able to use the specific strategies to help Asperkids in preparation skills that help them with various methods of getting around obstacles and challenges.
  5. Teachers will develop lessons and activities that utilize various strategies in the book that help Asperkids learn practical skills so they can succeed in school and society.

Credit Hours

3 Semester Credits
(post-baccalaureate professional development credit)

Course Instructor

Joseph C’de Baca MaEd.

Grade Type

University Transcript: Click Here For Details

Asperkids: Understanding Children with Asperger's Syndrome

Teaching Children with Asperger’s Syndrome

- 3 Credits - 3 Semester Credits(post-baccalaureate PD credits for re-certification andpay-lane increases)accredited nationwidestart any timeup to 5 months to completeindependent studyall course materials included with course tuitionview FAQCourse DescriptionThis course will help educators understand the learning style theories of Aspergers syndrome and the issues that Asperkids face. A variety of learning strategies and accommodations are presented in order to help students succeed in facing the challenges that schools and life present. Educators learn to maintain a structured and supportive learning environment that is conducive to the needs of Asperkids and all students. Educators will research the topic of Aspergers syndrome to

TLC Testimonials

I would like to personally thank the individual or group who decided to offer courses that were very ideally fitting for educators. I am more excited about these courses than any professional development I have taken in over ten years. Thank you for thinking outside the box and offering courses that sound so fascinating and meaningful.”
– Tina B. , Maryland
Thank you very much, I appreciate your help in getting this to me for timely processing with my district.”
– Christine G. , Indiana
Thank you for your willingness to e-mail me promptly regarding my questions. I really, really appreciate the format that TLC provided me. I will definitely continue to share my positive experience with fellow staff and hopefully you will see continued fruit from that. I will definitely use TLC again.” – Darin K. , Oregon
My superintendant forwarded an email about TLC to me”
– J. Churchill. Danvers, MA
I heard about this program through a friend. The courses were approved by the Virginia Board of Education”
– M. Barry. Fairfax, VA
Thanks for the feedback on Part B of the coursework. I used it as part of a World Geography course, and it was a success, so I will make it a regular part of curriculum!…”
– Carolyn P. Boulder, CO – Understanding Hispanic Students and Issues









Continue Reading >>

Understanding ADHD & LD Students

- 3 Credits - 



3 Semester Credits

(post-baccalaureate
PD credits for re-certification and
pay-lane increases
)

  • accredited nationwide
  • start any time
  • up to 5 months to complete
  • independent study
  • all course materials included with course tuition
  • view FAQ

Course Description

This course will provide understanding and assistance to teachers working with Attention Deficit/Hyperactive Disorder (ADHD) and Learn Disabilities (LD) students. Educators will be able to define and diagnose students with commonly used assessment instruments. Understandings of the legal requirements are presented along with developing IEP's and Section 504 plans. Student self-management and behavior interventions are explained. Teachers will understand the role of medication and addressing gifted ADHD or LD students. Teachers will write chapter and video reviews and develop a project/activity showing how the information in the book can be utilized in schools and classrooms.

Teacher feedback about this course

$395

3 Semester Graduate Credits







Item categoryspecial-education not found.Item ma-categoryspecial-education not found.Item categoryspecial-education2 not found.Item ma-categoryspecial-education2 not found.

Helping Adolescents with ADHD & Learning Disabilities

- 3 Graduate Credits -






Course Objectives

  1. Educators will have a working knowledge about the specific definitions and spectrum ofproblems that students with ADHD and Learning Disabilities may have.
  2. Participants will be able to understand the legal requirements and main laws dealing withstudent disabilities and the underlying premises of IDEA and section 504 plans.
  3. Participants will explore the resources, role models, discipline and support systems.
  4. Educators will research the culture of poverty issue regarding alternative theories and conclusions presented in the book, as well as present a variety of solutions.
  5. Educators will view a video, write an essay or develop lesson or unit plans utilizing the information in the book for classroom and school applications.

Credit Hours

3 Semester Credits (post-baccalaureate professional development credit)

Course Instructor

Joseph C’de Baca MaEd.

Grade Type

University Transcript: Click Here For Details

Helping Adolescents with ADHD & Learning Disabilities

What Others Are Saying...

I would like to personally thank the individual or group who decided to offer courses that were very ideally fitting for educators. I am more excited about these courses than any professional development I have taken in over ten years. Thank you for thinking outside the box and offering courses that sound so fascinating and meaningful.”
– Tina B. , Maryland
Thank you very much, I appreciate your help in getting this to me for timely processing with my district.”
– Christine G. , Indiana
Thank you for your willingness to e-mail me promptly regarding my questions. I really, really appreciate the format that TLC provided me. I will definitely continue to share my positive experience with fellow staff and hopefully you will see continued fruit from that. I will definitely use TLC again.” – Darin K. , Oregon
My superintendant forwarded an email about TLC to me”
– J. Churchill. Danvers, MA
I heard about this program through a friend. The courses were approved by the Virginia Board of Education”
– M. Barry. Fairfax, VA
Thanks for the feedback on Part B of the coursework. I used it as part of a World Geography course, and it was a success, so I will make it a regular part of curriculum!…”
– Carolyn P. Boulder, CO – Understanding Hispanic Students and Issues


$395

(3 Semester Graduate Credits)








Continue Reading >>