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Explore BCASE Modules






Plus, supplement your Board Certification in Advocacy in Special Education with the BCASE Business Course!
Get equipped to start a viable advocacy business today!

Explore BCISE Modules



BCISE MODULE #3 - Foundational Concepts of Inclusive Education and Co-Teaching
$260.00 USD

BCISE MODULE #4 - Understanding and Managing Student Behavior in Inclusive Classroom
$260.00 USD

BCISE MODULE #5 - Instructional Methods and Areas of Focus in the Inclusive Classroom
$260.00 USD
Explore BCIEP Modules






Explore BCCM Modules


BCCM MODULE #2 - Principles of Reinforcement and Discipline in the Classroom
$260.00 USD





Explore BCSE Modules







Or purchase the full Courses and save $250!

Full Course: Board Certification for Advocacy in Special Education (BCASE)
$1,110.00 USD

Full Course: Board Certification in Inclusion in Special Education (BCISE)
$1,110.00 USD


Full Course: Board Certification in Classroom Management (BCCM)
$1,110.00 USD


What's in the Course
The PSPP curriculum is divided into five modules, each focused on critical skills and knowledge for paraprofessionals working in special education settings. Here's what you’ll explore:
Module 1: Roles and Responsibilities of Paraprofessionals
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Define what it means to be a paraprofessional and explore common job titles.
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Understand responsibilities across instructional support, behavior management, health services, and data collection.
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Learn the distinctions between paraprofessional and teacher roles.
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Review classroom organization, teaching strategies, and communication with parents.
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Includes tools for observation, reporting, and setting objectives.
Module 2: Special Education Today: Basic Principles of Special Education
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Learn what defines special education and the principles behind it.
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Review classifications of disabilities recognized under IDEA.
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Understand foundational legal mandates like FAPE and UDL.
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Explore the steps in the special education process and the importance of appropriate language.
Module 3: Educating Children with Special Needs and Classroom & Behavior Management
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Examine placement options across different educational environments.
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Understand the structure and purpose of IEPs and related services.
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Gain classroom and behavior management strategies tailored for paraprofessionals.
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Learn how to motivate students and foster social interaction.
Module 4: Effective Communication and Collaboration with Teachers
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Understand the dynamics of teaching, supervision, and discipline styles.
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Learn communication techniques to enhance collaboration with teachers and support staff.
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Review a four-part process for working with students and reporting performance.
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Gain tools for planning, reflection, and maintaining a positive team relationship.
Module 5: Confidentiality, Professional Behavior and Ethical Responsibilities
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Learn the legal framework of FERPA and best practices for maintaining confidentiality.
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Review expectations for professional behavior including appearance, punctuality, and technology use.
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Understand the ethical standards for relationships with students, teachers, and parents.
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Explore strategies to avoid unprofessional conduct and promote dignity and respect.
Each module is supported by video lectures, PowerPoint presentations, supplemental readings, and additional videos to deepen your learning and practical application.
Need to Renew Your Certification?
Each renewal is $165, however you will only be asked to take one course: the Culturally Responsive Classroom Management (CRCM) Course.
Upon course completion, you will be reissued new certificates for any programs you select below.





Explore Our Education Development Courses

EDS-501 - Setting Up a Special Education Classroom
Setting up a Special Education Classroom is aimed at providing educators with very practical advice on a variety of topics faced by special educators every day. This course will provide new teachers with practical guidelines for beginning the school year as a special education teacher and experienced teachers with supportive information which may help improve their classroom.
There are a variety of settings in which you may be hired in the field of special education. These include a resource room, self-contained special education classroom or an inclusion setting, to name a few. This course presents a step-by-step approach that should be taken to insure the welfare of the children, appropriate educational settings, information that should be gathered, communicating with related service providers, parents, paraprofessionals, assistant teachers, and other areas to make your job easier and more rewarding.
This course assumes no prior knowledge of special education and provides important information on the various special education environments. When noted, certain information is best suited for a specific type of setting. If not noted, then assume that the information being presented applies to all settings discussed in this course.
Setting up a Special Education Classroom will provide you with important tools to "hit the floor running" if you are placed in a job as a special education teacher at the beginning of the new school year.
The focus of this professional development course will be to teach you the following:
- What to do before the school term begins
- Getting to know your students
- Assessment terminology
- Components of an IEP
- Related services
- Transition goals and services
- Measuring progress on an IEP
- IQ scores and ranges
- Designing and setting up your classroom
- Station oriented models
- Teacher centered models
- Child oriented models
- School policy considerations
- Evaluating existing materials
- Meeting with parents
- Meeting with staff members
- Effective parent conferences
- Types of Inclusion delivery systems

EDS-502 - Building Confidence in the Classroom
Without a foundation of confidence, learning, retention and thinking may be greatly affected. Positive Restructuring, an organized program for building confidence, is the vehicle that will allow you to accomplish this task in a developmental and organized manner which will ensure greater capacity and motivation for learning. This course, Building Confidence in the Classroom, presents the necessary foundational process we call confidence building with every child in the classroom.
As teachers, you face situations everyday with children who may be resistant, unmotivated, have fears of failure, avoid handing in work, are unwilling to participate and so on. Many times, these students' symptoms are treated instead of the reasons why such behavior exists. Furthermore, the real cause of these symptoms is a lack of confidence ability. When children lack the foundation of confidence, numerous secondary symptoms occur, often causing great strain on the patience of teachers.
Teachers are well aware of how great the classroom environment is for those children who have a sense of confidence. They participate, are motivated, have positive outlooks, willing to venture out, willingness to try new things, and enjoy doing their work and learn. However, one must ask what the difference is and in many cases it is nothing more than the perception of low confidence verses the perception of high confidence. Since perception almost always determines behavior, changing one's confidence will change one's perception and therefore increases the likelihood of changing behavioral outcomes.
Many educators have not been provided with a clear understanding of why children do what they do and what to do when they do it. Confidence building is too crucial to leave it up to trial and error. This course, Building Confidence in the Classroom, will assist every teacher in this crucial task. Building confidence in children should be the first responsibility of every teacher, since very little can take place without it. Such responsibility requires a complete understanding of all the pitfalls and options available. This Professional Development course will provide that need.
The focus of this professional development course will be to teach you the following:
- The definition of confidence
- Confidence building
- Factors involved in high self esteem
- Factors involved in low self esteem
- Ways of building confidence
- Rules of Positive Restructuring
- Symptoms indicating low levels of confidence
- Avoidance patterns as an indication of low levels of confidence
- How negative energy drains confidence
- Causes of serious problems in school
- How teacher personality style affects the growth of self confidence
- Classroom practices for building confidence
- Success bank accounts

EDS-503 - Behavior Management Tools
Behavior Management Tools will focus on practical and productive techniques that can be used in a variety of behavior crisis situations that may occur in a classroom. Teachers have told us that one of their major concerns has been dealing with severe behavior problems in the classroom. While there are many different types of crisis situations that may occur having the proper "tools" can prevent a situation from becoming even worse. Behavior Management Tools provides a variety of crisis tools for all types of situations. These tools have been gathered over the years and have been very successful in actual classroom situations.
The focus of this professional development course will be to teach you the following:
- High risk behavior patterns
- How Problems Generate Into Symptoms
- Symptomatic Behavior
- Energy Drain and its Effect on Behavior and Learning
- Pre-empting behavior
- Proximity teaching
- Forced choice technique
- Emotional aura
- Controlling student outcomes
- Maintaining student success
- Setting control boundaries
- Levels system approach
- Developing manageable consequences
- Attention seeking behavior
- The use of delay
- Initiating appropriate compliments

EDS-505 - Foundations of Learning Disabilities
This course will focus on the foundations of learning disabilities. A learning disability (LD) is a general term that describes specific kinds of learning problems. A learning disability can cause a person to have trouble learning and using certain skills. The skills most often affected are reading, writing, listening, speaking, reasoning, and doing math. Learning disabilities vary from person to person. One person with LD may not have the same kind of learning problems as another person with LD. One person may have trouble with reading and writing. Another person with LD may have problems understanding math. Still another person may have trouble in each of these areas, as well as with understanding what people are saying
LD is a group of disorders that affects people's ability to either interpret what they see and hear or to link information from different parts of the brain. These limitations can show up in many ways: as specific difficulties with spoken and written language, coordination, self-control, or attention. Such difficulties extend to schoolwork and can impede learning to read, write, or do math.
Foundations of Learning Disabilities will provide the reader with an overview important concepts related to the disability, characteristics of students with LD, types of learning disabilities, eligibility requirements for classification, teaching students with LD and overall educational implications.
The focus of this professional development course will be to teach you the following:
- Definition of a Learning Disability
- History of the Field
- The Exclusionary Clause
- Classification Criteria
- LD Fast Facts
- Myth vs. Reality about Learning Disabilities
- Causes of Learning Disabilities
- Prevalence of Learning Disabilities
- Age of Onset for Specific Learning Disabilities
- Gender Features for Specific Learning Disabilities
- Cultural Features for Specific Learning Disabilities
- Co-morbidity for Learning Disabilities
- Characteristics of Learning Disabilities
- Types of Learning Disabilities
- Information Processing Used in Learning
- Eligibility Requirements for the Classification of a Learning Disability
- Treating Learning Disabilities in Children
- Educational Implications of Learning Disabilities

EDS-507 - Related Services for Children with Disabilities
Related services are part of a free appropriate public education (FAPE) that must be provided to all children with disabilities within the State in order for the State to be eligible for funding under IDEIA. The child must need the services to "benefit" from special education. Provision of FAPE requires "related services" as well as special education. Related services must be provided at no cost to parents. This is part of the state's responsibility to provide the child with a free appropriate public education.
The federal law in special education (The Individuals with Disabilities Education Improvement Act, also known as IDEIA) includes a long list of related services that schools must provide to students who need them to receive a meaningful education. It is important to note, however, that this list is not exhaustive and does not include all of the services which a school district may be required to provide. If the student requires a service that is not on the list, it must still be provided by the school as long as the service is necessary for the student to be able to obtain "educational benefit" from special education.
The focus of this course, Related Services for Children with Disabilities, will be to address the most commonly asked questions pertaining to related services. It will also provide the reader with access to the most frequently provided related services and explain each one in specific detail.
The focus of this professional development course will be to teach you the following:
- What are related services?
- Are related services required under IDEIA?
- Do schools have to provide related services to all children with disabilities?
- Is a student with a disability that needs only a related service but not special education eligible for related services?
- Are schools required to provide related services necessary to maximize a child’s potential?
- What is the difference between direct services versus indirect services?
- Must related services be provided if there are staff shortages or extended absences?
- Are related services available to a child who attends a private school?
- How must schools provide related services?
- Who decides which related services are right for the child?
- Who pays for related services?
- Can related services be determined based on a particular disability category?
- What are the various types of related services?
- What is audiology?
- What is the related service of early identification and assessment of disabilities in children?
- What are interpreting services?
- What are medical services?
- What is occupational therapy (OT)?
- What are orientation and mobility services?
- What is parent counseling and training?
- What is physical therapy?
- What are psychological services?
- Who pays for counseling outside of school?
- Is a public agency responsible for paying for mental health services if the IEP Team determines that a child with a disability requires these services to receive FAPE and includes these services in the child’s IEP?
- What is recreation?
- What is rehabilitation counseling?
- What are school health and school nurse services?
- Can school districts require parents to attend school with their child to perform health-related services?
- What are social work services in schools?
- What are speech-language pathology services?
- Who is eligible for speech and language therapy?
- What are some of the issues facing parents and school districts regarding transportation, as a related service, of students with disabilities?
- What is travel training?
- What is excluded as a related service?
- Can artistic and cultural services, such as music therapy, be considered related services?
- What types of situations may require termination from related services?

EDS-510 - Requirements of IEP Development & Implementation under Reauthorization of IDEIA
$44.95 USD
EDS-510 - Requirements of IEP Development & Implementation under Reauthorization of IDEIA
The federal law in special education is The Individuals with Disabilities Education Improvement Act, also known as IDEA or IDEIA. The centerpiece of IDEIA is the requirement that each eligible student have an individualized education program (IEP). The contents of the IEP are designed to provide a road map for the child’s educational programming during the course of the coming year. Under IDEIA, an individualized education program or IEP is a written statement for a child with a disability that is developed, reviewed, and revised in accordance with the law. The IEP is the primary mechanism for ensuring that students receive an appropriate education. An IEP summarizes all the information gathered concerning the student, sets the expectations of what the student will learn over the next year and prescribes the types and amount of special services the student will receive
The focus of this course, Requirements of IEP Development & Implementation under Reauthorization of IDEIA, will be to address the most commonly asked questions pertaining to IEP development. It will also provide the reader with access to all sections of the IEP, the requirements for these sections and details for how to develop IEPs when mandated to do so.
The focus of this professional development course will be to teach you the following:
- What is an individualized education program (IEP)?
- Does every student in special education have an IEP?
- What must be included in an IEP?
- What are present levels of educational performance (PLEP)?
- What do present levels of educational performance describe for preschoolers?
- What are measureable annual goals?
- What are assistive technology devices and services?
- What does it mean that the IEP must contain an explanation for why the child will not participate with nondisabled children in the general education classroom and activities?
- What is required in the statement of any procedural modifications in the administration of state or district wide assessments of student achievement?
- What does the IEP require in terms of dates, frequency, location and duration of services?
- Does the IEP Team need to consider extended school year (ESY) services?
- What are some factors to consider in deciding whether a child is eligible for ESY?
- What are transition services?
- Are students required to be involved in their transition planning?
- Are school districts required to ensure that the goal of employment or independent living is achieved?
- Must an IEP include measurable postsecondary goals based on age-appropriate transition assessments for every 16-year-old student with a disability regardless of the student’s skill levels relating to education, employment, and training?
- Must community access skills be included in the IEP as independent living skills?
If an IEP Team chooses to address transition before age 16 (for example, at age 14), do the same requirements apply? - Must public agencies measure whether postsecondary goals have been met once a student has graduated or has aged out?
- What is the age of majority?
- What happens when a student reaches the age of majority?
- What is progress monitoring?
- How often does the IEP Team need to report progress to parents?
- Are school districts required to provide evidence of effectiveness for instructional programs recommended by the IEP Team?
- When must an initial IEP be developed?
- Are educational placements based on the IEP?
- Who must be a part of the IEP team?
- Why are parents on the IEP Team?
- Can parents bring a lawyer to an IEP meeting?
- Are all members of the IEP Team mandated to be in attendance at an IEP meeting?
- Is parental participation required at IEP Team meetings?
- When must an IEP be in effect?
- What happens to a student’s IEP if he or she transfers out of district or to a new State?
- What does IDEIA mandate regarding the development of an IEP?
- What does IDEIA mandate regarding the review and revisions of an IEP?
- Is an IEP meeting required before a public agency places a child with a disability in, or refers a child to, a private school or facility?
- Can students be declassified from special education?

EDS-520 - Section 504 of the Rehabilitation Act and How it Applies to Children with Disabilities
$29.95 USD
EDS-520 - Section 504 of the Rehabilitation Act and How it Applies to Children with Disabilities
Section 504 of the Vocational Rehabilitation Act of 1973 forbids discrimination on the basis of disability in any program or activity receiving federal money from the U.S. Department of Education. The purpose of the law is to provide equal access for people with disabilities. The Section 504 regulations require a school district to provide a "free appropriate public education" to each qualified student with a disability who is in the school district's jurisdiction, regardless of the nature or severity of the disability.
A student who qualifies for special education services under the Individuals with Disabilities Education Improvement Act (IDEIA) is, in all cases, a qualified student with a disability under Section 504. The converse, however, is not true: a qualified student with a disability under Section 504 is not qualified in all cases to receive special education services and the protections of IDEA. In other words, some students with disabilities may qualify for accommodations under Section 504 that do not qualify for special education services under IDEA.
Regular education teachers must implement the provisions of Section 504 plans when those plans govern the teachers' treatment of students for whom they are responsible. If the teachers fail to implement the plans, such failure can cause the school district to be in noncompliance with Section 504.
The focus of this course, Section 504 of the Rehabilitation Act and How it Applies to Children with Disabilities, will be to address the most commonly asked questions pertaining to Section 504 and how it impacts students with disabilities. It will provide the reader with access to a detailed explanation of Section 504, enforcement of Section 504, eligibility for accommodations under Section 504, Section 504 Plans, and many other areas of importance regarding this law and the students in your classroom whom it impacts.
The focus of this professional development course will be to teach you the following:
- What is Section 504 of the Rehabilitation Act?
- Who enforces Section 504?
- Who does Section 504 protect?
- What is a physical or mental impairment that substantially limits a major life activity?
- What does “substantially limit” mean?
- What are “major life activities”?
- Is a temporary impairment considered a disability under Section 504??
- Is an impairment that is episodic or in remission a disability under Section 504?
- Is Section 504 used for “at-risk” students?
- Is a student who "has a record of disability" or is "regarded as disabled" automatically deemed Section 504 eligible?
- What types of conditions deem students 504 eligible?
- What are the fundamental differences between IDEIA (special education) and Section 504?
- What sources of information should be used to determine whether a student is eligible under Section 504?
- What is the difference between accommodations and modifications?
- What are considered reasonable accommodations?
- Does the nature of services to which a student is entitled under Section 504 differ by educational level?
- When should a 504 Plan be considered?
- Must a school district obtain parental consent prior to conducting an initial 504 evaluation?
- What form of parental consent is required prior to conducting an initial 504 evaluation?
- What can a school district do if a parent withholds consent for a student to secure services under Section 504 after a student is determined eligible for services?
- What procedural safeguards are required under Section 504?
- What is a school district's responsibility under Section 504 to provide information to parents and students about its evaluation and placement process?
- What is an appropriate evaluation under Section 504?
- May school districts consider "mitigating measures" used by a student in determining whether the student has a disability under Section 504?
- Is there any impairment which automatically determines a child to be eligible under Section 504?
- Can a medical diagnosis suffice as an evaluation for the purpose of providing FAPE?
- Does a medical diagnosis of an illness automatically mean a student can receive services under Section 504?
- Does a diagnosis of ADHD, depression or diabetes mean a student should be identified as eligible for Section 504?
- How should a school district handle an outside independent evaluation?
- What should a school district do if a parent refuses to consent to an initial evaluation under IDEIA but demands a Section 504 plan for a student without further evaluation?
- Who makes the decision regarding a student's eligibility for services under Section 504?
- Once a student is identified as eligible for services under Section 504, is that student always entitled to such services?
- Once a student is identified as eligible for services under Section 504, is there an annual or triennial review requirement?
- What is a school district's responsibility under Section 504 toward a student with a Section 504 plan who transfers from another district?
- What are the responsibilities of regular education teachers with respect to implementation of Section 504 plans?