Special Education Support Center & Inclusionary Practices Project Synchronous Courses

The Washington EducatiSESC and IPP Logoon Association's Special Education Support Center and Inclusionary Practices Project are offering professional development courses via Zoom (synchronous) and Canvas (asynchronous). Zoom courses are listed below. Information for Instructure/Canvas courses can be found HERE.

SESC and IPP Courses - Zoom

  • Courses held via Zoom in real time (synchronous).Zoom-Logo
  • Register ASAP! Classes fill up quickly and there is not a waitlist option.
  • After clicking the registration link, select the course you want to register for from the
    dropdown menu.
  • Once registration is full, the course will no longer be available in the drop down menu.
  • Registration is a TWO Step Process
         1. Register for each course using the link listed below for each course.
         2. Use the registration link in your confirmation email to complete the Zoom registration.
             You will immediately be directed to the course Zoom information page, including the link
             to access the course. SAVE this information. You can also add the event information to
             your calendar from this page.
  • Courses are free and clock hours will be provided.
  • Since courses are provided in real-time, live, and include small group discussions and opportunities for engagement, course capacity is limited to 500 registrants. 
  • As these offerings are funded through a grant from OSPI, you do not have to be a WEA member to attend.
  • Please test your computer's video and audio HERE before the course start. Technical assistance will not be provided.
  • Course evaluations will be emailed to attendees approximately 5-10 business days after each course. Once completed and submitted, a clock hour verification form will be sent via email. Please check your spam/junk folders for the emails. Use the clock hour verification form to process your clock hours and/or attendance according to your distrcit policies. 

For questions, registration and clock hours assistance, contact Thera Grady or Rosy Wokabi.


Teen Career Path - Technology for Life Skills and Career Readiness for Students with Disabilities (3 clock hours - STEM)

Monday, May 16, 2022, Tuesday, May 17, 2022 or Tuesday, May 24, 2022
4:30pm-7:30pm

Teen Career Path (TCP) is a life skills and career readiness program with 23 careers covering 15 career sectors. In this professional development you will learn about how the TCP interactive video game experience and career readiness curriculum can meet the needs of all students, especially students with disabilities, in both special education and general education. You will explore the 6 essential skill areas that encompass the program and the lessons within each skill area. The skill areas include self-awareness, communication, community, employment, home, and finances. The program is designed to meet the needs of all students, especially students with disabilities, in grades 6-12 for general education and special education students. The program also allows teachers and case managers information to develop Individualized Transition Plans (ITP).
Register: May 16, 2022; May 17, 2022; May 24, 2022


The Social Express - Technology for Social Skill Development for Students with Disabilities (3 clock hours)

Wednesday, May 18, 2022; Wednesday, May 25, 2022 or Tuesday, June 7, 2022
4:30pm-7:30pm

The Social Express is a high-quality, animated, research-based, interactive program that allows children, and young adults an opportunity to learn and practice skills needed to help them develop meaningful relationships, and successfully navigate our social world. We will explore the basic foundations of social emotional learning (SEL), with a focus on how SEL supports inclusion and strengths-based environments. Through Collaborative for Academic, Social, and Emotional Learning (CASEL) components of SEL, we will take a closer look at the importance of building a strong, equitable base of emotional intelligence so that academic achievement is attainable. The goal for this presentation component is to support you in implementing an explicit social skill development program by providing strategies and practices that will make a difference in everyone’s experience.
Register: May 18, 2022; May 25, 2022; June 7, 2022


PD for Paras PreK-12 (up to 12 clock hours)

May 10, 2022; May 16, 2022; May 24, 2022 and June 8, 2022
Times Vary

This on-demand four-part series was designed specifically for PreK-12 paraprofessionals, teaching assistants, and one-on-one aides. And you read it right, it’s for PreK through 12th grade. ALL really does mean all. The series includes sessions about going beyond the label, helping kids become independent, decoding the ABCs of the IEP, and dealing with big emotions. In addition to the on-demand four-part series, there will be 4 (1 hour) live, virtual sessions to come together, reflect, and discuss the on-demand content. You will need to choose the 4 live sessions you will be attending during the registration process.
Register: May/June 2022


Early Childhood and Preschoolers with Autism (6 clock hours)

Course concluded. Check back for future dates!

This class reviews research demonstrating why an inclusive setting is important for preschool age autistic students as well as provides examples of LREs and how they relate to inclusive settings for preschool age students with autism. Other concepts covered in this class include strategies to use with autistic students in the inclusive setting, examples of functional routines and their importance in the early childhood classroom as well as how to write goals so they can be embedded in the regular activities of the day.


Coaching and Mentoring of Inclusionary Behavioral Strategies (6 clock hours)

Course concluded. Check back for future dates!

Educational Leaders will evaluate the lenses of themselves and their colleagues that limit student behavioral change as well as reinforce systemic and historically exclusionary practices. They will identify frameworks that will help to cultivate alternative lenses from which to view behavioral approaches. They will look at ways to coach teachers for lasting and equitable change by applying high leverage practices and other research-based methodology. This course is for those who already have a basic understanding of growth mindset, implicit bias, ACEs, restorative practices, PBIS, and functional analysis of behavior. We recommend you take the foundational course before the coaching and mentoring version where time is spent introducing these concepts.


Data-Driven Instruction for Coaches and Mentors (6 clock hours)

Course concluded. Check back for future dates!

This course will provide an in-depth look at instruction that is data-driven incorporating the Data-Based Instruction cycle from the coaching and mentoring lens. Coaches and mentors will learn how to support teachers through all steps of Data-Based Instruction in a data collection cycle, from goal setting and writing to analysis and making instructional decisions based on the data collected. Participants will explore different ways to collect both academic and behavior data in action and will have a chance to practice and discuss the different methods. Throughout the course, coaches and mentors will discuss different resources to use to support data-driven instruction and data collection with their mentees and during a coaching cycle and will leave the training with tangible artifacts and resources to immediately put into practice.


Successful Inclusion of Students with Significant Disabilities (6 clock hours)

Course concluded. Check back for future dates!

Participants will learn why and how to include students with significant disabilities. Participants will examine research around the benefits of including students with significant disabilities in the general education classroom and learn implementation strategies for evidenced based inclusive practices. Participants will be given tools and examples and are highly encouraged to bring their general curriculum or general education unit plans, school schedules, and student schedules to plan for current or future students whom they want to or are currently including, though bringing these items are not required. This course is most beneficial for special education teachers, general education teachers, administrators, ESPs (paraeducators) and ESAs (counselors, SLPs, OTs). Participants are highly encouraged to come with their Multi-Disciplinary teams, if possible.


Multi-Sensory Learning Using Arts Integration (1.5 hours)

Course concluded. Check back for future dates!

When students are exposed to the same content in different subjects and through multiple senses, they are able to make connections across the disciplines and from home to school. In this session, participants will see examples of cross-curricular lessons that incorporate science, writing, social studies, music, and visual arts. Participants will see and hear examples from the classroom, and they will have an opportunity to immediately apply what they've learned.


Section 504 (6 hours)

Course concluded. Check back for future dates!

This course will highlight the key elements of Section 504 Rehabilitation Act (1973). Topics include: Federal
statute of Section 504 Rehabilitation Act of 1973, eligibility for 504 plans, 504’s role in FAPE, roles and
responsibilities of providing accommodations, development of planning appropriate accommodations and
distinguishing the difference between effective instruction and accommodations.


Phenomena-Centered Science in your Classroom (1.5 hours)

Course concluded. Check back for future dates!

Centering your K-12 science instruction around phenomena can build student engagement and understanding, even in a virtual or blended classroom environment. We’ll explore key aspects of science instruction, share NGSS-aligned resources for the new school year, and consider strategies (like Driving Question Boards) that support science in your K-12 classrooms.


Multi-Tiered System of Supports (MTSS): Tier III (6 hours)

Course concluded. Check back for future dates!

(NOTE: It is highly recommended that participants take both “Multi-Tiered System of Supports (MTSS):
Foundations and Tier I” and “Multi-Tiered System of Supports (MTSS): Tier II” courses before taking this course.)

Multi-Tiered System of Supports (MTSS) is a term used to describe an evidence-based model of schooling that
uses data-based problem-solving to integrate academic and behavioral instruction and intervention. The
integrated instruction and intervention are delivered to students in varying intensities (multiple tiers) based on
student need. “Need-driven” decision-making seeks to ensure that district resources reach the appropriate
students (schools) at the appropriate levels to accelerate the performance of all students to achieve and/or
exceed proficiency. In this course, Tier III of MTSS will be covered, including data-based individualization and
special education eligibility.


Laying the Groundwork for Social Justice in Our Classrooms and Learning Communities with Mirko Chardin (1.5 hours)

Course concluded. Check back for future dates!

Every student deserves the opportunity to be successful regardless of their zip code, the color of their skin, the
language they speak, their sexual and/or gender identity, their religion, and whether or not they have a disability.
This requires us to examine our own power and privilege, drop our egos, commit to removing barriers for all
learners, and treat our learners with the unequivocal respect and dignity they deserve. This session will support
educators called to this task to provide conditions of nurture, challenge each other with radical candor, and be
open to the voices of our learners as we listen and celebrate their stories of self.


Special Education Law 201 (6 hours)

Course concluded. Check back for future dates!

This course is an extension of the original Special Education Law course and previous participation is
recommended, but not required. The course is intended for participants who want to further examine case law
and citizen complaints that influence special education practices. Through an in-depth analysis of potential
violations and outcomes of real cases and complaints, participants will generalize and apply procedural justice
to inform practices.


Assessments: Formative and Summative (1.5 hours)

Course concluded. Check back for future dates!

We will demonstrate how popular EdTech tools can be leveraged to collect formative and summative assessments to inform instruction. These tools can be utilized independently, or through an LMS!


Accommodations & Modifications (3 hours)

Course concluded. Check back for future dates!

This course provides participants with clarification around the definition of IEP and 504 Plan accommodations,
IEP modifications, and specially designed instruction as well as practical strategies to use in the classroom to
support all students. The course covers accommodation and modification options, how to select and define
using data based decision making, and how to ensure compliance through implementation of the IEP or 504
Plan.


The UDL Design Cycle; Through a PLC Perspective (6 hours)

Course concluded. Check back for future dates!

This course is intended for learners who have a general understanding of the Universal Design for Learning (UDL) framework. Participants will focus on the application of the UDL framework in lesson planning, through the support structure of a collaborative professional learning community (PLC). Learners will examine their mindsets to become more equitable, inclusive, responsive educators, who creates better outcomes for all students.


Identity, Mirrors, and Funds of Knowledge with Mirko Chardin (1.5 hours)

Course concluded. Check back for future dates!

Being culturally sustaining means our learners must be able to see themselves in their work. To honor the
identities and experiences of our learners, we must harness Funds of Knowledge and create learning
experiences that are authentic, meaningful, and linguistically appropriate. In this session, we will explore how we
can use the best practices of Universal Design for Learning alongside culturally responsive and sustaining
teaching techniques so that our learners feel like their educational experiences were designed for them.


Special Education Law (6 hours)

Course concluded. Check back for future dates.

This popular and intensive course is designed to provide an overview of the rules and regulations required for
providing special education services. Based on WAC 392-172A and specific court cases, this course provides
the tools stakeholders need to provide compliant services to students with disabilities. Topics include: Free
Appropriate Public Education (FAPE), appropriate student evaluation, individualized education program, least
restrictive environment, parent and student participation in decisions and procedural due process.


Student-Centered Learning: Providing Opportunities for Voice and Choice (1.5 hours)

Course concluded. Check back for future dates.

Create and present student-centered lessons and empower students through voice and choice as the teacher
co-designs the instructions with them. As every student learns differently, they become educational system
stakeholders, developing a larger buy-in to their own education and contributing to their student achievement
and success.


Autism 201- Evidence-Based Practices for Learners on the Autism Spectrum (6 hours)

Course Concluded. Check back for future dates.

This course is designed to look at defining and implementing Evidence Based Practices for students with Autism
Spectrum Disorder (ASD) across multiple settings. It will include some review of how ASD is defined and
diagnosed. The course will cover the following evidence-based practices and strategies: Visual Supports,
Antecedent-based Interventions, Discrete Trial Teaching, Prompting, Social stories, and Self-Management.


UDL as an Instrument for Change with Mirko Chardin (1.5 hours)

Course Concluded. Check back for future dates.

If we truly want to be inclusive in our districts, schools, and classrooms, we must proactively plan for student
variability and diversity which requires transforming “tried and true” practices to ensure we are meeting the
needs of all learners and providing them with opportunities to reach rigorous grade-level standards. In this
session, we will explore how we can use the best practices of Universal Design for Learning to create powerful
change that inspires, educates and drives students into action.


Culturally Responsive Instruction with Music & Movement (1.5 hous)

Course concluded. Check back for future dates.

What does the future hold for our nation’s youth? What do educators envision for students emerging from
schools? We should see our students not only as readers, writers, authors, scientists, and mathematicians, but
also as artists, athletes, and musicians! In this session, participants will explore developmentally appropriate
practices across multiple curricular areas, all through a culturally responsive lens.


Multi-Tiered System of Supports (MTSS): Tier II (6 hours)

Course concluded. Check back for future dates.

(NOTE: It is highly recommended that participants take the “Multi-Tiered System of Supports (MTSS):
Foundations and Tier I” course before taking this course.)

Multi-Tiered System of Supports (MTSS) is a term used to describe an evidence-based model of schooling that
uses data-based problem-solving to integrate academic and behavioral instruction and intervention. The
integrated instruction and intervention are delivered to students in varying intensities (multiple tiers) based on
student need. “Need-driven” decision-making seeks to ensure that district resources reach the appropriate
students (schools) at the appropriate levels to accelerate the performance of all students to achieve and/or
exceed proficiency. In this course, Tier II of MTSS will be covered, including progress monitoring and data-based
decision making.


Self-Care: How to Address and Survive the Daily Life Stressors (1.5 hours)

Course concluded. Check back for future dates.

he first thing that gets ignored when life becomes stressful. Taking care of yourself will help
you to better care for those you teach. This webinar will help you define and better understand the importance of
self-care and become a self-care advocate for yourself and others.


Why Inclusion? The Parents' Perspective (6 hours)

Course concluded. Check back for future dates.

This course is designed to help give educators and colleagues purposeful and meaningful perspectives on
inclusion from the caregiver’s point of view as well as practical applications using parents’ success stories. The
course is led by a team of parents of students with disabilities, including some that are professionals in the field
of education. The course is designed to help you understand that inclusive classrooms are more than just good
practice, but that the concepts and ideas of inclusivity have a large impact on the whole person throughout their
lifespan and are part of the evolution of social justice for marginalized populations. It is an invitation for you to
become allies in this process of social change.


Connection Before Curriculum: Social and Emotional Learning for Students and Staff (1.5 hours)

Course concluded. Check back for future dates.

Explore research based programs that educators can use themselves or with their students to set the tone in our schools. The idea will roughly follow Maslow's idea that we need to all feel safe to be in the proper mindset to teach and learn.


SPECIAL EVENT - One Out of Five - Disability Justice in Action (1.5 hours)

Course concluded. Check back for future dates.

This workshop is brought to you through a partnership between WEA's Special Education Support Center and Inclusionary Practices Project and the Washington State Governor’s Office of the Education Ombuds (OEO).

In 2008, Washington state legislature passed a law declaring October as Disability History and Awareness Month. Until now, schools have created their own approaches to honor the month. The title of this project is One Out of Five: Disability History and Pride because 1 out of 5 people in the United States has a disability, and this resource is designed to celebrate the history and identities within this large and diverse community. One Out of Five was designed by the Washington State Governor’s Office of the Education Ombuds (OEO) in partnership with two local educators, Adina Rosenberg and Sarah Arvey, as a guide for schools to address Disability History Month.

In this 90 minute webinar participants will:
> Reflect on their understanding of disability as an identity and social justice issue. 
> Learn about Disability Justice (DJ) as a framework to discuss disability in schools and communities.
> Leave with concrete tools and next steps of how to integrate DJ and disability history in K-12 curriculum and family and community learning through examples in the One Out of Five Disability History and Pride curriculum.


Computer Science for Special Populations: Level I - STEM (6 clock hours)

Course concluded. Check back for future dates!

This course is designed to teach computer science and computational thinking using both unplugged and plugged activities targeting our special education population for the purpose of increasing student achievement. The Universal Design for Learning framework will be modeled. The modeled lessons will be designed to cross content areas and participants will be designing a lesson that can be used in their classroom. This training meets the professional and continuing elementary and secondary certificate renewal requirements for STEM (RCW 28A.10.2212).


De-Escalation Strategies for Educators (3 clock hours)

Course concluded. Check back for future dates!

Participants learn to recognize signs of a potential behavioral crisis and intervene to prevent further escalation along the escalation/de-escalation cycle. At the end of this course, participants will be able to: Determine individual student behavior triggers, understand, and describe the escalation cycle, learn strategies to intervene at each stage of the escalation cycle.


Coaching and Mentoring for Successful Inclusion of Students with Significant Disabilities (6 clock hours)

Course concluded. Check back for future dates!

This course is designed for coaches and mentors who support teachers and other staff members working with students that have significant disabilities. Coaches and mentors will examine the steps to system change around inclusion, and gain access to tools and strategies to increase inclusionary practices for all students using effective coaching techniques.


Beyond Intrinsic Motivation: Building Reward Systems (6 clock hours)

Course concluded. Check back for future dates!

This course looks beyond self-motivation and the innate desire to succeed. It examines the difference between rewards and bribes while taking into consideration the need for all student to feel successful. The participants will compare adult and student perspectives to understand the underlying principles that drive motivation. Using positive behavior supports and these perspectives, the participant will obtain ideas and resources to effectively create, track, and facilitate a reward system within a variety of academic settings to include distance learning.


Accommodations and Modifications: Strategies for Educators (3 hours)

Course concluded. Check back for future dates!

This course provides participants with practical strategies to use in the classroom to support all students, including those with disabilities. The course covers a variety of possible accommodations, categorized by presentation, setting, response, and timing/scheduling. Modifications to curriculum will be discussed and examples will be provided. Additionally, a small portion of the course will address how staff can advocate for student accommodations and modifications during an IEP.


Computer Science in Special Populations: Level II - STEM  (3 clock hours)

Course concluded. Check back for future dates!

(NOTE: Participating in Computer Science for Special Populations Level 1 before taking this Level II course is recommended but not required.)

Participants will be designing and modeling CS integration into their current roles as educators with a focus on careers and we will be taking a deeper dive into CS programs, such as Scratch, MakeCode, Ozobots, Artie, to name a few. This training meets the professional and continuing elementary and secondary certificate renewal requirements for STEM (RCW 28A.10.2212).


Behavior Intervention Strategies to Support Students through Inclusive Practices (9 clock hours)

Course concluded. Check back for future dates!

Participants will be cultivating a growth mindset when working with students with social, emotional, and behavioral needs. They will learn about the different lens of behavior and high leverage practices for supporting students with social, emotional, and behavioral needs in inclusive classrooms. They will identify the root causes and different functions of behavior.


Unpacking Standards to Reach ALL Students in the Math Classroom - STEM (6 clock hours)

Course concluded. Check back for future dates!

The state of Washington adopted the Common Core Standards for Mathematics (CCSSM) to equitably and comprehensively guide and inform student learning, and promote college and career readiness. This course will explore the CCSSM content and practice standards, key shifts in their development, and the critical relationship between  standards-based learning and equitable access to learning. Through this process, participants will learn how to unpack standards to develop cognitively rigorous learning targets.


Effective Co-Teaching Strategies for Inclusion (6 clock hours)

Course concluded. Check back for future dates!

This course focuses on implementation of co-teaching as a component of high leverage inclusionary practices. Participants will learn and develop high quality co-teaching practices from foundational aspects through implementation, including an understanding of how the six models of co-teaching and Universal Design for Learning can benefit students and educators alike. Co-teachers are highly encouraged to attend together.


Behavioral Health Impacts of COVID-19 for Educators & The Back to Classroom THINK Toolbox
(1.5 clock hours)

Course concluded. Check back for future dates!

Dr. Kira Mauseth, from the Washington DOH Behavioral Health Strike Team, will share current youth behavioral health symptoms and how those correspond with the phases of disaster, as well as, the newly released COVID-19 Back-to-Classroom THINK Toolbox. The COVID-19 Back-to-Classroom THINK Toolbox includes:
    • Impact of Disasters on Children and Teens
    • The Importance of Resilience
    • Impact of COVID-19 on School Staff and Mentors: How to Effectively Practice Self Care
    • Tools for Teachers – Interventions for the Classroom
    • Tools for Coaches, Mentors, and Other School Staff
    • Tools for Parents and Caregivers


STEM Integration and Inclusionary Practices - STEM (15 clock hours)

Course concluded. Check back for future dates!

This course includes 8 hours of synchronous learning through Zoom, and 7 hours of asynchronous homework. 

The application of STEM in the classroom can transcend beyond learning science and math facts. STEM integration provides students the opportunities to learn 21st century skills such as questioning the world around them, processing what they learned, collaborating well with others, and communicating with peers and adults alike. Additionally, a focus on  Inclusionary Practices, where all students are afforded the chance of a dynamic, important education, are intrinsically linked with STEM in the classroom.


Developing Non-Transition IEPs (6 clock hours)

Course concluded. Check back for future dates!

This course teaches participants the process required for developing meaningful, collaborative and compliant IEPs for elementary and middle school aged students eligible for special education services. Participants will gain awareness of the rules and regulations of IEP development through examining the Washington Administrative Code (WAC) 392-172A, understand the intent of the IEP process to build meaningful, individualized and collaborative programs for eligible students, and learn and practice all elements of IEP development.


Facilitating Co-Teaching: Supporting Mentors and Coaches with Inclusive Practices (6 clock hours)

Course concluded. Check back for future dates!

Course is designed for coaches and mentors with a wide range of experience in co-teaching. Participants will explore and apply their knowledge of the models, roles and responsibilities, co-planning, and data collection as related to co-teaching. Coaches and mentors will practice and increase their skills and knowledge of facilitating the development of strong co-teaching teams. Participants will gain a deeper understanding of co-teaching and acquire resources and tools to further support co-teachers. Coaches and mentors will gain knowledge and skills for immediate implementation in their current roles of supporting co-teaching teams.


Coaching and Mentoring High Leverage Practices (6 clock hours)

Course concluded. Check back for future dates!

High Leverage Practices consist of four pillars (collaboration, assessment, social/emotional/behavioral, and instructional practices), when implemented, accelerate learning for all students. HLPs have significant potential for improving academic and behavior outcomes especially for those students that struggle in an inclusive setting. School leaders will learn how to support educators to identify their abilities and address areas of growth. We will discuss barriers with distance learning and how HLPs can support overcoming them. Universal Design for Learning is the framework of the presentation and the course foundation.


The Parents' Perspective: Teamwork - Caregivers and Educators Working Together (4 clock hours)

Course concluded. Check back for future dates!

This course is designed to help educators and parents learn essential skills for collaboration and team building
in the special education process from the caregiver’s point of view, as well as practical applications using
parents’ success stories. The course is led by a team of parents of students with disabilities, including some that
are professionals in the field of education. The course includes strategies to develop cohesive programs
together, navigating obstacles and conflict successfully.


Inclusionary Practices Series: The How of Learning - The Action & Expression Network with Katie Novak (1.5 clock hours)

Course concluded. Check back for future dates!

It's all too easy to give the same tests and quizzes to students year after year, but do they truly measure what they have learned? The practice of "teaching to the test" has also become common but when we do this, we miss opportunities for students to learn deeply and find ways to communicate that will help them later as they enter the adult world. In this session, we will unpack the UDL guidelines for action & expression and explore how we can support creative expression, planning, organizing, and goal setting by using UDL best practices for designing assessments.


The Attuned K-12 Educator: Accelerating Literacy (6 clock hours)

Course concluded. Check back for future dates!

The attuned K-12 Educator: Accelerating Literacy will provide in-depth understanding of how equity, acceleration, and personalization will improve student learning in literacy. This course is designed for K-12 educators, in all content areas, who are seeking ways to accelerate student outcomes in literacy and considering how personalized learning approaches might enhance that acceleration. Participants will create a theory of action to deepen understanding of pedagogical shifts to leverage literacy development with evidence-based recommendations. This course explores the intersection of equity, multitiered system of supports, Washington State Learning Standards to ensure proficient readers & writers.


Sensory Strategies in the Inclusive Classroom (6 clock hours)

Course concluded. Check back for future dates!

Participants will be guided through sensory processing concepts and will learn how to apply and incorporate these principles immediately into practice in the inclusive classroom. They will understand the importance of sensory support and physiological needs of students to attain an optimal learning state. Participants will learn about basic neurological processes around children’s sensory processing and how to identify and apply strategies immediately to produce lasting results.


Coaching and Mentoring for Equitable Educational Outcomes (6 clock hours)

Course concluded. Check back for future dates!

This course focuses on principles and techniques for coaching educators as they navigate the intersectionality of special education and equity in schools. Critically examining beliefs and bias is necessary for system-wide change for overcoming barriers to educational access, participation, learning processes and outcomes, and to ensure that all learners are valued and engaged equally. This course will guide participants in exploring their own beliefs and biases and provide tools for coaching other educators in self-reflection on these concepts.