Guidance and Resources

Instructional Resources

Published: 7/3/2025 1:10 PM

​​​​​​​​​​​​​​​​​​​​​​​​​​​​​​​​​​​​​​​​​​​​​​​​​​​​​​​​​​​​​​​​​​​​​​​​​​​​​​​​​​​​​​​This page includes instructional resources for general education teachers, special education teachers and district staff to assist in the instruction of students with disabilities. The resources cover topics such as literacy and math resources, specially designed instruction, distance learning, Universal Design for Learning and Individualized Education Programs (IEPs).

​​Literacy​ Resources

  • Kentucky Foundational Literacy Toolkit to Support Students with Disabilities:​ a tool to assist districts and schools in improving literacy outcomes for students with disabilities by supporting the implementation of key foundational literacy practices. The KFLPP focuses on foundational literacy skills; skills that are the building blocks of early reading and writing and promote students' success in literacy, and is not specific to any grade level, learning environment, curriculum or program. As the KFLPP was developed through an extensive look at evidence and research-based instructional practices, it can be utilized with any literacy innovation (program or practice).​​​​
  • The IRIS C​enter - Developed in collaboration with nationally recognized researchers and education experts, the Center's resources about evidence-based instructional and intervention practices—modules, case study units, activities and others (including a number of web-based tools)—are specifically created for use in college instruction, professional ​development activities and independent learning opportunities for practicing educators.
    • CSR: A Reading Comprehension Strategy: This module outlines Collaborative Strategic Reading (CSR), a strategy for helping students to improve their reading comprehension skills. In CSR, students work together in small groups to apply comprehension strategies as they read text from a content area, such as social studies or science.
    • Improving Writing Performance​: This module highlights the differences between students who write well and those who struggle. Elements of the writing process are discussed, as are the prerequisite skills students need to write good papers. The module outlines and describes the process for teaching students the POW+TREE strategy, a writing strategy to help students produce better persuasive essays.

Math​ Resources

  • Mathematics Assessment Resource Project​:​ The project provides tools for formative and summative assessment that help support students' mathematical knowledge and reasoning. It also provides resources for teachers that help them grow their ability to teach mathematical concepts. ​
  • National Center on Accessible Educational Materials (AEM) for Learning​​: AEM provides resources to promote equitable opportunities for children with disabilities to participate in high-quality early learning programs, be involved in and progress in the general education curriculum, prepare to meet college and career-ready standards, participate in assessments and transition to postsecondary education and the workforce. Resources include Best Practices for Educators & Instructors​​ which provides information on how to create accessible educational materials.

Collaboration Resources

Specially Designed Instruction (SDI) Resources: 

  • Teaching LD: Students with disabilities can demonstrate their knowledge when provided with uniquely tailored tools and strategies that support their learning. This page contains information and resources for teaching students with Learning Disabilities, including supports for content instruction, transition and behavior. Specific resources include but are not limited to Vocabulary Instruction ​(Reading), Mnemonics​ (Reading), Graphic Organizers​ and Explicit Instruction/Modeling​ (Math).
  • High-Leverage Practices (IRI​S)​: This interactive alignment tool identifies which IRIS resources provide information on high-leverage practices. High-leverage practices are 22 essential special education techniques that all K-12 special education teachers should master for use across a variety of classroom contexts. Learn more about these practices in the guidance document High-Leverages Practices in Special Education. 
  • Kentucky Academic and Behavioral Response to Intervention (KY-ABRI)​: The KY-ABRI project is focused on providing technical assistance (TA) and support to all Kentucky schools and districts in developing an MTSS. KY-ABRI scales up to create a three-tiered service delivery model:  
    • Tier 1 - all districts and schools have access to online tutorials and in-depth training in various locations across the state;  
    • Tier 2 - online consultation with content experts or state-wide consultants; and 
    • Tier 3 -specific districts receive on-site coaching and training.   
    • The goal at KY-ABRI is to ensure all Kentucky districts and schools have access to quality training and coaching to successfully implement an MTSS. 
  • Special Olympics Kentucky (SOKY)​: The mission of Special Olympics is to provide year-round sports training and athletic competition in a variety of Olympic-type sports for children and adults with intellectual disabilities, giving them continuing opportunities to develop physical fitness, demonstrate courage, experience joy and participate in a sharing of gifts, skills and friendship with their families, other Special Olympics athletes and the community. The Unified Champion Schools (UCS) initiative strategically supports inclusive sports, youth leadership and whole-school engagement. 

​Universal Design for Learning (UDL)

  • ​Universal Design for Learning (UDL) is an educational practice that works in unison with differentiated instruction. According to the National Center on Universal Design for Learning, UDL is, “a set of principles for curriculum development that give all individuals equal opportunities to learn.This thumbnail image is of the 2018 version of the UDL guidelines.  Clicking on this image will take you to an accessible PDF.CAST (2024). Universal design for learning guidelines version 3.0 [graphic organizer].Wakefield, MA: Author.​

Virtual Learning/Non-Traditional Instruction (NTI)/Distance Learning Resources

​General Resources

Kentucky Academic Standards (KAS): The KAS contain the minimum required standards that all Kentucky students should have the opportunity to learn before graduating from Kentucky high schools. 

Characteristics of Highly Effective Teaching and Learning (CHETL): The CHETL focuses on the instructional core and is organized around five components: learning climate; classroom assessment and reflection; instructional rigor and student engagement; instructional relevance; and knowledge of content.

WestEd Special Education Resources: WestEd provides information and resources to improve developmental and academic outcomes for young people with disabilities. This page includes webinars and resources on a variety of topics, including Supporting English Learners with disabilities, distance learning, improving teaching and learning and more.

Council for Exceptional Children (CEC)​: The CEC is a professional association of educators dedicated to advancing the success of children with exceptionalities. They offer a variety of resources including information on advocacy, standards and professional development.​​

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Anne Simpson​
Division of IDEA Implementation and Preschool
Office of Special Education and Early Learning
300 Sower Blvd. - 4th floor
Frankfort, KY 40601
(502) 564-4970 ext. 4117

anne.simpson@education.ky.gov


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