Virginia Department of Education's Training and Technical Assistance Center at Virginia Commonwealth University

How many students actively participate during a typical lesson? While some students eagerly raise their hands, many others remain silent, waiting for someone else to respond. Increasing the number of students who actively participate in instruction is an effective way to improve student engagement and learning. High Leverage Practice 18 encourages teachers  to use instructional […]

Designing meaningful instruction for students with extensive support needs requires balancing high expectations with individualized access. For students eligible to participate in the Virginia Alternate Assessment Program (VAAP), the Virginia’s Essentialized Standards of Learning (VESOL) provides the roadmap for reading, mathematics, and science content. Educators then design the supports students need to engage with that […]

Classrooms are more than academic spaces; they are places where trust, safety, and connection grow. The physical environment communicates a sense of belonging through its layout, color, and materials, shaping how students feel and engage with the space. When those environments intentionally invite creative expression, research shows they strengthen student wellbeing by helping learners process […]

For parents, navigating the transition from high school to adulthood for students with significant disabilities can be unnerving. Questions may arise, such as: Where will my child live, work, play, or go to school? How will my child with significant disabilities maneuver complex life decisions? Moreover, ultimately, where do I go for support? These simple […]

Although educational laws require schools to involve families as equal partners in the Assistive Technology (AT) process, many families report being limited in their involvement. Research by Dr. Angel Morgan and the Center on Inclusive Technology Education Systems (CITES) found that only 38% of families reported being asked about their technology goals and planning, and […]

When students feel they belong, their brains shift into a state where learning becomes possible. A sense of connection signals safety, and safety unlocks the cognitive resources students need for problem-solving, reasoning, creativity, and self-regulation. Students who feel safe and connected are more willing to take academic risks, engage in challenging tasks, and collaborate with […]

In the field of special education, Assistive Technology (AT) is frequently viewed through a purely functional lens: a tool to help a student see, hear, write, or communicate. However, there is a profound, often-overlooked relationship between the implementation of AT and a student’s behavioral presentation. Understanding this relationship requires careful consideration to ensure accessibility options are appropriate, […]

Structured routines and executive function lay the foundation for learning (see last month’s TTAC newsletter article). Once those foundations are in place, students need tools that help them think, communicate effectively, and solve problems independently. A schoolwide learning strategy toolkit provides this support by offering a small, shared set of thinking routines and academic strategies […]

Take a look around your classroom. What’s on the walls? Do you see anchor charts, mindset quotes, décor you love? Whose values are represented? In We Got This, Cornelius Minor (2019) reminds us that students are thinkers, problem-solvers, and meaning-makers whose values shape how they engage in learning). In Dare to Lead, Brené Brown (2018) […]

How special education teachers and paraprofessionals can create effective partnerships In today’s special education landscape, one prevalent challenge is staffing two licensed teachers in the classroom. In the instance where a co-teaching service delivery model is not possible, collaboration, a coordination of “efforts with others, including paraprofessionals, service providers, administrators, and families,” is paramount (Urbani […]