Learning Decks


Learning Decks are professional development webinars for those who work with, or on behalf of, young children with special needs. Webinars are presented by experts in the field, last approximately one hour each, and include handouts from the presenters. 

About DEC Learning Decks

  • Webinars are hosted on GotoTraining.

Upcoming Learning Decks:

  • One week, one day, and one hour prior to each Learning Deck, registrants will receive a link for the webinar and handouts from presenters.

  • All Learning Deck sessions will be recorded, archived, and available for purchase in case participants miss a session or want to sign up for a session which they cannot attend on the date offered. 

Archived Learning Decks: 

  • Archived Learning Deck purchases will also be sent via email. This process can take 1-3 business days. 


​Placing an Order: 

  • All Learning Decks, upcoming & archived, are available for purchase. 

  • Purchase orders and credit card payments are accepted. 

  • Orders can be placed here. You will be taken to a separate website to upload your purchase order or complete payment via credit card.

For each group order, the purchaser will need to designate a host. If the group is placing an order for a live webinar, the host will receive a link to log on to the webinar platform. All group members will need to view the webinar from the same location using the host's computer. 

Please Note: Sharing a Learning Deck with one or more parties, without prior written permission from Division for Early Childhood, is a violation of copyright law.

*Membership must be verified to receive the discount.

Certificates of Attendance: 

  • Individual live webinar purchases include one certificate of attendance.

  • Group orders and archived webinar purchases do not include certificates of attendance. 

Group & Member Discounts are Available!

All Available Learning Decks

Successfully Educating Young Children with Disabilities in MTSS Frameworks 

January 15th, 2020, 2:00 PM - 3:00 PM EST


Description: Early learning programs are shifting into MTSS frameworks as they hold the promise of improving learning outcomes for every student.  The MTSS framework for young children is a system-wide initiative that includes the following defining features: 1) a high-quality core curricular and instructional program; 2) a layered continuum of interventions and supports of various intensities matched to students’ needs; 3) a data-based decision-making process; and 4) a strengths-based problem-solving focus in decision-making, conducted with teams in a collaborative manner. 


This webinar will focus on implementation of MTSS and IDEA in inclusive or blended early learning programs and classrooms, as both MTSS and IDEA promote achievement of early academic and functional outcomes (Young, Chandler, & Carta, 2019). The MTSS and blended practices initiatives are desirable, interrelated and interdependent schooling models for educating all children, including those who have or are at-risk of developing delays and disabilities.  We will provide illustrations of programs that have successfully integrated an MTSS framework with blended curricular, instructional, environmental, and assessment practices, while at the same time providing ECSE services to eligible children (RP INS 2). Case scenarios will support participant mastery of RPs INS 3, A9 and E3.

Participant Outcomes: 

Participants will be able to:  

  1. Describe one strategy for collaborating with families to identify instructional targets to promote child engagement and learning in an inclusive/blended setting . (INS 2)

  2. Articulate the data types needed to make informed instructional decisions in an inclusive/blended setting within the application of a four-step, strengths-based problem-solving model; includes development, implementation, and evaluation of an intervention plan matched to a child’s strengths, assets, and needs.  (INS 3 and A 9) 

  3. Develop environmental modifications and adaptations in an inclusive/blended setting as part of an intervention plan, created as a part of problem-solving scenarios.  (E3) 


Facilitators: Robin Miller Young, EdD, Judith Carta, PhD


ROBIN MILLER YOUNG, EdD, is an Assistant Professor at Northern Illinois University, preparing ECE/ECSE candidates to provide evidence-based services. She guided development of MTSS language, early literacy and prosocial frameworks at a blended/inclusive, award-winning preschool. Her book and videos are entitled MTSS for Young Children: Driving Change in Early Education.   


JUDITH CARTA, PhD, is Professor of Special Education and Senior Scientist in the Institute for Life Span Studies at the University of Kansas. She co-directed the IES-funded Center for Response to Intervention in Early Childhood (CRTIEC) and co-authored the recent book MTSS for Young Children: Driving Change in Early Education. 


Focus Age Group: 0 - 8

Understanding and Supporting Learners by Taking Action!

January 21st, 2020, 3:00 - 4:00 PM EST


Description: Teachers will learn how to use action research steps to identify children’s needs and/or the challenges they encounter in teaching children in preschool and early elementary school. The process of conducting action research will support the teachers in learning the different data recording systems(INS3), and interpreting data in order to improve the implementation of instructional practices and learning outcomes (INS6). The ultimate goal of learning the action research process is to support teachers in utilizing a clear methodology to identify their instructional needs, identify best instructional strategies, and implement them with fidelity to support the children’s learning of academic skills and other behaviors. 


The gap between research and practice can be bridged by teaching and encouraging teachers to conduct action research in their educational settings. Teachers who are conducting action research take ownership of the identified problems, become experts in identifying proper solutions, and skillful in using data to explain the impact of evidence-based practices and interventions on children’s outcomes. The engagement in the action research process makes research relevant and meaningful for teachers because it addresses their own needs and encourages them to access research findings to learn about the latest and best practices (Mills, 2018). 

Participant Outcomes: 

  1. Participants will describe the four steps of action research.

  2. Participants will generate ideas for action research they can conduct at the classroom and/or school levels.

Focus Age Group: 3 - 8

Facilitators: Hasan Zaghlawan, PhD, Jennifer Ritchotte, PhD


HASAN ZAGHLAWAN, PhD, is an Associate Professor of Early Childhood Special Education in the School of Special Education at the University of Northern Colorado. He coordinates the MA ECSE program. His research interests focus on increasing children’s engagement in naturalistic environments, promoting early social and communication development, and managing challenging behaviors. 


JENNIFER RITCHOTTE, PhD, is an Associate Professor of Gifted and Talented Education in the School of Special Education at the University of Northern Colorado. Her current research focuses on gifted underachievement, and developing effective practices for twice-exceptional learners.


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