New teachers of students with significant disabilities are expected to use evidence-based practices that build academic and functional skills from their first day on the job. Yet, these teachers may struggle with applying information learned in their preservice coursework to their daily instructional practices. One widely accepted means of supporting new special educators is mentoring and coaching. However, geographic and time constraints often limit the amount and quality of mentoring and coaching. This article provides a framework of virtual coaching for supporting new teachers working with students with significant disabilities in a way that addresses these access to coaching issues and describes means of incorporating multiple, integrated online technologies.

Classroom engagement is an area of frequent discussion and study in the field of education, though engagement is defined differently for various student populations. The purpose of this article is to examine how engagement is defined for students without disability, at risk, or with mild disability as compared to those with severe intellectual disability. We discuss engagement for both populations of students and the resulting implications for inclusive practice. Finally, we emphasize the importance of utilizing a universal definition within the framework of the Universal Design for Learning to enhance learning outcomes for all students, including those with severe intellectual disability.