The following are professional learning offerings. Coaches and trainers prioritize the offerings based on the scale, teacher priorities, and follow-up to observations. Note that some professional learning modules apply across scales and across levels within a scale.
PC: Project Core
THSR: Tar Heel Shared Reader
DLM: Dynamic Learning Maps Professional Development
OER: OER Commons Unlocking Literacy for Students with Disabilities
PBS: Iowa PBS Teaching Literacy to Students with Significant Disabilities
- Conditions for Learning Modules
- Expressive Communication Scale
- Receptive Language to Academic Vocabulary Scale
- Alphabet and Phonological Awareness to Decoding and Spelling Scale
- Engagement with Text to Comprehension of Text Scale
- Print Knowledge Scale
Conditions for Learning
Expressive Communication Scale
|
Module |
Description |
|---|---|
|
PC: Beginning Communicators |
Introduction to the many ways beginning communicators express themselves, and strategies for identifying and honoring all early forms, while making connections to symbols. PC: Beginning Communicators Facilitated Module |
|
PC: Aided Language Input |
Overview of how to use aided language input strategies to show students what is possible and encourage their use of graphic symbols. PC: Aided Language Input Facilitated Module |
|
PC: Universal Core |
Introduction to the Universal Core vocabulary, available formats for free download, and examples of the flexibility offered for teaching and learning across natural contexts. This is a place to start with students who do not currently have access to AAC systems. PC: Universal Core Facilitated Module |
|
PC: Supporting Individual Access to Universal Core |
Review of access considerations for students with a range of physical, sensory, and cognitive needs, and available tools for identifying suitable Universal Core formats for each student. PC: Supporting Individual Access to Universal Core Facilitated Module |
|
PC: Teaching Communication During Academic Routines |
Overview and examples of how to support interaction and teach communication during common academic routines across the day. PC: Teaching Communication During Academic Routines Facilitated Module |
|
THSR: Shared Reading |
Module 1: Provides information on the research-based instructional practice of shared reading. Participants will learn about shared reading goals, how early literacy concepts are impacted by shared reading, and how to use big ideas to prioritize their practice. THSR: Shared Reading Facilitated Module |
|
Module |
Description |
|---|---|
|
DLM: Speaking and Listening |
This module addresses speaking and listening in the broader context of expressive and receptive communication for students with significant cognitive disabilities. It emphasizes the importance of speaking and listening when addressing ELA standards and the DLM Essential Elements. DLM: Speaking and Listening Facilitated Module |
|
PC: Teaching Communication During Academic Routines |
Overview and examples of how to support interaction and teach communication during common academic routines across the day. PC: Teaching Communication During Academic Routines Facilitated Module |
|
THSR: Follow the CAR |
Module 2: Provides information on the Follow the CAR approach to shared reading. Participants will be introduced to the Tar Heel Shared Reader interface and how to use it to pre-plan comments. THSR: Follow the CAR Facilitated Module |
|
THSR: Putting the CROWD in the CAR |
Module 4: Addresses the second approach to shared reading, putting the CROWD in the CAR. Participants will learn to create comments that are appropriate for the language and literacy abilities of students. THSR: Putting the CROWD in the CAR Facilitated Module |
|
Module |
Description |
|---|---|
|
PC: Teaching Communication During Academic Routines |
Overview and examples of how to support interaction and teach communication during common academic routines across the day. PC: Teaching Communication During Academic Routines Facilitated Module |
|
THSR: Putting the CROWD in the CAR |
Module 4: Addresses the second approach to shared reading, putting the CROWD in the CAR. Participants will learn to create comments that are appropriate for the language and literacy abilities of students. THSR: Putting the CROWD in the CAR Facilitated Module |
|
DLM: Supporting Participation in Discussion |
Reviews the goals of supporting participation in discussion and the need for all students to have an expressive means of communication. Features 5 strategies to use in supporting students during discussions with teachers and peers. DLM: Supporting Participation in Discussion Facilitated Module |
|
Module |
Description |
|---|---|
|
DLM: Supporting Participation in Discussion |
Reviews the goals of supporting participation in discussion and the need for all students to have an expressive means of communication. Features 5 strategies to use in supporting students during discussions with teachers and peers. DLM: Supporting Participation in Discussion Facilitated Module |
|
PBS: Speaking & Listening |
A collection of videos of teachers demonstrating ELA instructional routines that promote interaction and flexible use of language. |
|
DLM: Teaching Text Comprehension: Anchor-Read-Apply |
This module describes the Anchor-Read-Apply text comprehension lesson format and describes the difference between asking question to assess comprehension and teaching students to understand text in increasingly complex ways. DLM: Teaching Text Comprehension: Anchor-Read-Apply Facilitated Module |
|
DLM: DR-TA and Other Text Comprehension Approaches |
This module reviews the anchor-read-apply framework and will be introduced to the DR- TA, KWL, and Yes/No comprehension instructional strategies. DLM: DR-TA and Other Text Comprehension Approaches Facilitated Module |
|
DLM: Generating Purposes for Reading |
This module reviews the Anchor-Read-Apply framework for reading comprehension lessons and focuses on using standards to generate purposes for reading. DLM: Generating Purposes for Reading Facilitated Module |
Receptive Language to Academic Vocabulary Scale
|
Module |
Description |
|---|---|
|
PC: Beginning Communicators |
Introduction to the many ways beginning communicators express themselves, and strategies for identifying and honoring all early forms, while making connections to symbols. PC: Beginning Communicators Facilitated Module |
|
PC: Aided Language Input |
Overview of how to use aided language input strategies to show students what is possible and encourage their use of graphic symbols. PC: Aided Language Input Facilitated Module |
|
PC: Universal Core |
Introduction to the Universal Core vocabulary, available formats for free download, and examples of the flexibility offered for teaching and learning across natural contexts. This is a place to start with students who do not currently have access to AAC systems. PC: Universal Core Facilitated Module |
|
PC: Supporting Individual Access to Universal Core |
Review of access considerations for students with a range of physical, sensory, and cognitive needs, and available tools for identifying suitable Universal Core formats for each student. PC: Supporting Individual Access to Universal Core Facilitated Module |
|
PC: Teaching Comm During Academic Routines |
Overview and examples of how to support interaction and teach communication during common academic routines across the day. PC: Teaching Communication During Academic Routines Facilitated Module |
|
THSR: Shared Reading |
Module 1: Provides information on the research-based instructional practice of shared reading. Participants will learn about shared reading goals, how early literacy concepts are impacted by shared reading, and how to use big ideas to prioritize their practice. THSR: Shared Reading Facilitated Module |
|
Module |
Description |
|---|---|
|
PC: Teaching Communication During Academic Routines |
Overview and examples of how to support interaction and teach communication during common academic routines across the day. PC: Teaching Communication During Academic Routines Facilitated Module |
|
THSR: Shared Reading |
Module 1: Provides information on the research-based instructional practice of shared reading. Participants will learn about shared reading goals, how early literacy concepts are impacted by shared reading, and how to use big ideas to prioritize their practice. THSR: Shared Reading Facilitated Module |
|
THSR: Follow the CAR |
Module 2: Provides information on the Follow the CAR approach to shared reading. Participants will be introduced to the Tar Heel Shared Reader interface and how to use it to pre-plan comments. THSR: Follow the CAR Facilitated Module |
|
Module |
Description |
|---|---|
|
PC: Teaching Communication During Academic Routines |
Overview and examples of how to support interaction and teach communication during common academic routines across the day. PC: Teaching Communication During Academic Routines Facilitated Module |
|
THSR: Putting the CROWD in the CAR |
Module 4: Addresses the second approach to shared reading, putting the CROWD in the CAR. Participants will learn to create comments that are appropriate for the language and literacy abilities of students. THSR: Putting the CROWD in the CAR Facilitated Module |
|
DLM: Supporting Participation in Discussion |
Reviews the goals of supporting participation in discussion and the need for all students to have an expressive means of communication. Features 5 strategies to use in supporting students during discussions with teachers and peers. DLM: Supporting Participation in Discussion Facilitated Module |
|
Module |
Description |
|---|---|
|
CLDS: Vocabulary Instruction with Mixed Ability Groups |
Emphasizes developing students’ understanding of Tier 2 vocabulary through connecting known words with unfamiliar words. |
|
DLM: Supporting Participation in Discussion |
Reviews the goals of supporting participation in discussion and the need for all students to have an expressive means of communication. Features 5 strategies to use in supporting students during discussions with teachers and peers. DLM: Supporting Participation in Discussion Facilitated Module |
|
DLM: Teaching Text Comprehension: Anchor-Read-Apply |
This module describes the Anchor-Read-Apply text comprehension lesson format and describes the difference between asking question to assess comprehension and teaching students to understand text in increasingly complex ways. DLM: Teaching Text Comprehension: Anchor-Read-Apply Facilitated Module |
|
DLM: DR-TA and Other Text Comprehension Approaches |
This module reviews the anchor-read-apply framework and will be introduced to the DR- TA, KWL, and Yes/No comprehension instructional strategies. DLM: DR-TA and Other Text Comprehension Approaches Facilitated Module |
|
DLM: Generating Purposes for Reading |
This module reviews the Anchor-Read-Apply framework for reading comprehension lessons and focuses on using standards to generate purposes for reading. DLM: Generating Purposes for Reading Facilitated Module |
|
PBS: Language |
A collection of videos describing and demonstrating ELA instructional strategies aimed at building language understanding and use for students with significant cognitive disabilities. |
|
Module |
Description |
|---|---|
|
CLDS: Vocabulary Instruction with Mixed Ability Groups |
Emphasizes developing students’ understanding of Tier 2 vocabulary through connecting known words with unfamiliar words. |
Alphabet and Phonological Awareness to Decoding and Spelling Scale
|
Module |
Description |
|---|---|
|
PC: Alphabet Knowledge and Phonological Awareness |
This module covers the four components of alphabet and phonological awareness instruction to support the development of symbolic communication. It also includes four instructional activities associated with alphabet and phonological awareness. PC: Alphabet Knowledge and Phonological Awareness Facilitated Module |
|
OER: Unlocking Literacy for Students with Disabilities: Alphabet & Phonological |
This site includes videos and other resources describing and demonstrating approaches to teaching alphabet and phonological awareness to students with significant disabilities. OER: Unlocking Literacy for Students with Disabilities: Alphabet & Phonological |
|
Module |
Description |
|---|---|
|
PC: Alphabet Knowledge and Phonological Awareness |
This module covers the four components of alphabet and phonological awareness instruction to support the development of symbolic communication. It also includes four instructional activities associated with alphabet and phonological awareness. PC: Alphabet Knowledge and Phonological Awareness Facilitated Module |
|
OER: Unlocking Literacy for Students with Disabilities: Alphabet & Phonological |
This site includes videos and other resources describing and demonstrating approaches to teaching alphabet and phonological awareness to students with significant disabilities. OER: Unlocking Literacy for Students with Disabilities: Alphabet & Phonological |
|
Module |
Description |
|---|---|
|
CLDS: Phonics, Decoding and Spelling with Mixed Ability Groups |
This module supports students in using their growing knowledge of the alphabetic system to read and spell a range of words. CLDS: Phonics, Decoding and Spelling with Mixed Ability Groups |
|
OER: Unlocking Literacy for Students with Disabilities: Alphabet & Phonological |
This site includes videos and other resources describing and demonstrating approaches to teaching alphabet and phonological awareness to students with significant disabilities. OER: Unlocking Literacy for Students with Disabilities: Alphabet & Phonological |
|
PBS: Reading |
A collection of videos featuring teachers teaching students with significant disabilities to read and spell words. |
|
Module |
Description |
|---|---|
|
CLDS: Phonics, Decoding and Spelling with Mixed Ability Groups |
This module supports students in using their growing knowledge of the alphabetic system to read and spell a range of words. CLDS: Phonics, Decoding and Spelling with Mixed Ability Groups |
|
PBS: Reading |
A collection of videos featuring teachers teaching students with significant disabilities to read and spell words. |
|
Module |
Description |
|---|---|
|
CLDS: Phonics, Decoding and Spelling with Mixed Ability Groups |
This module supports students in using their growing knowledge of the alphabetic system to read and spell a range of words. CLDS: Phonics, Decoding and Spelling with Mixed Ability Groups |
|
PBS: Reading |
A collection of videos featuring teachers teaching students with significant disabilities to read and spell words. |
Engagement with Text to Comprehension of Text Scale
|
Module |
Description |
|---|---|
|
CLDS: Self-Directed Reading with Mixed Ability Groups |
This module describes a two‑part routine for self‑directed reading. The routine begins with a read‑aloud by an adult or fluent peer and concludes with students independently reading or exploring texts of their choice. |
|
THSR: Shared Reading |
Module 1: Provides information on the research-based instructional practice of shared reading. Participants will learn about shared reading goals, how early literacy concepts are impacted by shared reading, and how to use big ideas to prioritize their practice. THSR: Shared Reading Facilitated Module |
|
THSR: Follow the CAR |
Module 2: Provides information on the Follow the CAR approach to shared reading. Participants will be introduced to the Tar Heel Shared Reader interface and how to use it to pre-plan comments. THSR: Follow the CAR Facilitated Module |
|
OER: Emergent Reading Part 2 |
Part 2 of this module focuses on shared reading with students with significant disabilities including those who use or are learning to use AAC. |
|
Module |
Description |
|---|---|
|
CLDS: Self-Directed Reading with Mixed Ability Groups |
This module describes a two‑part routine for self‑directed reading. The routine begins with a read‑aloud by an adult or fluent peer and concludes with students independently reading or exploring texts of their choice. |
|
THSR: Shared Reading |
Module 1: Provides information on the research-based instructional practice of shared reading. Participants will learn about shared reading goals, how early literacy concepts are impacted by shared reading, and how to use big ideas to prioritize their practice. THSR: Shared Reading Facilitated Module |
|
THSR: Follow the CAR |
Module 2: Provides information on the Follow the CAR approach to shared reading. Participants will be introduced to the Tar Heel Shared Reader interface and how to use it to pre-plan comments. THSR: Follow the CAR Facilitated Module |
|
THSR: Text Referencing |
Module 3: Expands on comments made when following the CAR to include text referencing. Forms of text referencing will be described, and participants will learn the different areas of focus while engaging in text referencing. THSR: Text Referencing Facilitated Module |
|
Module |
Description |
|---|---|
|
CLDS: Self-Directed Reading with Mixed Ability Groups |
This module describes a two‑part routine for self‑directed reading. The routine begins with a read‑aloud by an adult or fluent peer and concludes with students independently reading or exploring texts of their choice. |
|
THSR: Text Referencing |
Module 3: Expands on comments made when following the CAR to include text referencing. Forms of text referencing will be described, and participants will learn the different areas of focus while engaging in text referencing. THSR: Text Referencing Facilitated Module |
|
THSR: Putting the CROWD in the CAR |
Module 4: Addresses the second approach to shared reading, putting the CROWD in the CAR. Participants will learn to create comments that are appropriate for the language and literacy abilities of students. THSR: Putting the CROWD in the CAR Facilitated Module |
|
Module |
Description |
|---|---|
|
CLDS: Self-Directed Reading with Mixed Ability Groups |
This module describes a two‑part routine for self‑directed reading. The routine begins with a read‑aloud by an adult or fluent peer and concludes with students independently reading or exploring texts of their choice. |
|
THSR: Text Referencing |
Module 3: Expands on comments made when following the CAR to include text referencing. Forms of text referencing will be described and participants will learn the different areas of focus while engaging in text referencing. THSR: Text Referencing Facilitated Module |
|
THSR: Putting the CROWD in the CAR |
Module 4: Addresses the second approach to shared reading, putting the CROWD in the CAR. Participants will learn to create comments that are appropriate for the language and literacy abilities of students. THSR: Putting the CROWD in the CAR Facilitated Module |
|
THSR: Putting It All Together |
Module 5: Putting It All Together, integrates and applies all the content from the four previous modules. THSR: Putting It All Together Facilitated Module |
|
OER: Emergent Reading Part 5 |
Part 5 of this multi-part module focused on building background knowledge during the Anchor step of an Anchor-Read-Apply Lesson. |
|
Module |
Description |
|---|---|
|
CLDS: Self-Directed Reading with Mixed Ability Groups |
This module describes a two‑part routine for self‑directed reading. The routine begins with a read‑aloud by an adult or fluent peer and concludes with students independently reading or exploring texts of their choice. |
|
CLDS: Text Comprehension Instruction with Mixed Ability Groups |
This module provides instruction that helps students develop comprehension skills as they listen to and read text. CLDS: Text Comprehension Instruction with Mixed Ability Groups |
|
DLM: Teaching Text Comprehension: Anchor-Read-Apply |
This module describes the Anchor-Read-Apply text comprehension lesson format and describes the difference between asking question to assess comprehension and teaching students to understand text in increasingly complex ways. DLM: Teaching Text Comprehension: Anchor-Read-Apply Facilitated Module |
|
DLM: DR-TA and Other Text Comprehension Approaches |
This module reviews the anchor-read-apply framework and will be introduced to the DR- TA, KWL, and Yes/No comprehension instructional strategies. DLM: DR-TA and Other Text Comprehension Approaches Facilitated Module |
|
DLM: Generating Purposes for Reading |
This module reviews the Anchor-Read-Apply framework for reading comprehension lessons and focuses on using standards to generate purposes for reading. DLM: Generating Purposes for Reading Facilitated Module |
|
Module |
Description |
|---|---|
|
CLDS: Self-Directed Reading with Mixed Ability Groups |
This module describes a two‑part routine for self‑directed reading. The routine begins with a read‑aloud by an adult or fluent peer and concludes with students independently reading or exploring texts of their choice. |
|
CLDS: Text Comprehension Instruction with Mixed Ability Groups |
This module provides instruction that helps students develop comprehension skills as they listen to and read text. CLDS: Text Comprehension Instruction with Mixed Ability Groups |
|
DLM: Teaching Text Comprehension: Anchor-Read-Apply |
This module describes the Anchor-Read-Apply text comprehension lesson format and describes the difference between asking question to assess comprehension and teaching students to understand text in increasingly complex ways. DLM: Teaching Text Comprehension: Anchor-Read-Apply Facilitated Module |
|
DLM: DR-TA and Other Text Comprehension Approaches |
This module reviews the anchor-read-apply framework and will be introduced to the DR- TA, KWL, and Yes/No comprehension instructional strategies. DLM: DR-TA and Other Text Comprehension Approaches Facilitated Module |
|
DLM: Generating Purposes for Reading |
This module reviews the Anchor-Read-Apply framework for reading comprehension lessons and focuses on using standards to generate purposes for reading. DLM: Generating Purposes for Reading Facilitated Module |
|
Module |
Description |
|---|---|
|
CLDS: Self-Directed Reading with Mixed Ability Groups |
This module describes a two‑part routine for self‑directed reading. The routine begins with a read‑aloud by an adult or fluent peer and concludes with students independently reading or exploring texts of their choice. |
|
DLM: Teaching Text Comprehension: Anchor-Read-Apply |
This module describes the Anchor-Read-Apply text comprehension lesson format and describes the difference between asking question to assess comprehension and teaching students to understand text in increasingly complex ways. DLM: Teaching Text Comprehension: Anchor-Read-Apply Facilitated Module |
|
DLM: DR-TA and Other Text Comprehension Approaches |
This module reviews the anchor-read-apply framework and will be introduced to the DR- TA, KWL, and Yes/No comprehension instructional strategies. DLM: DR-TA and Other Text Comprehension Approaches Facilitated Module |
|
DLM: Generating Purposes for Reading |
This module reviews the Anchor-Read-Apply framework for reading comprehension lessons and focuses on using standards to generate purposes for reading. DLM: Generating Purposes for Reading Facilitated Module |
Print Knowledge Scale
|
Module |
Description |
|---|---|
|
CLDS: Predictable Chart Writing with Mixed Ability Groups |
This module uses a predictable chart‑writing routine with mixed‑ability groups to build early print concepts. It provides a structured sequence that supports understanding of the concept of word, alphabet awareness, word identification, spelling, and conventions. |
|
THSR: Shared Reading |
Module 1: Provides information on the research-based instructional practice of shared reading. Participants will learn about shared reading goals, how early literacy concepts are impacted by shared reading, and how to use big ideas to prioritize their practice. THSR: Shared Reading Facilitated Module |
|
THSR: Follow the CAR |
Module 2: Provides information on the Follow the CAR approach to shared reading. Participants will be introduced to the Tar Heel Shared Reader interface and how to use it to pre-plan comments. THSR: Follow the CAR Facilitated Module |
|
THSR: Text Referencing |
Module 3: Expands on comments made when following the CAR to include text referencing. Forms of text referencing will be described, and participants will learn the different areas of focus while engaging in text referencing. THSR: Text Referencing Facilitated Module |
|
PC: Predictable Chart Writing |
This module emphasizes approaches to integrating AAC use into the predictable chart writing routine. PC: Predictable Chart Writing Facilitated Module |
|
Module |
Description |
|---|---|
|
CLDS: Predictable Chart Writing with Mixed Ability Groups |
This module uses a predictable chart‑writing routine with mixed‑ability groups to build early print concepts. It provides a structured sequence that supports understanding of the concept of word, alphabet awareness, word identification, spelling, and conventions. |
|
THSR: Shared Reading |
Module 1: Provides information on the research-based instructional practice of shared reading. Participants will learn about shared reading goals, how early literacy concepts are impacted by shared reading, and how to use big ideas to prioritize their practice. THSR: Shared Reading Facilitated Module |
|
THSR: Follow the CAR |
Module 2: Provides information on the Follow the CAR approach to shared reading. Participants will be introduced to the Tar Heel Shared Reader interface and how to use it to pre-plan comments. THSR: Follow the CAR Facilitated Module |
|
THSR: Text Referencing |
Module 3: Expands on comments made when following the CAR to include text referencing. Forms of text referencing will be described, and participants will learn the different areas of focus while engaging in text referencing. THSR: Text Referencing Facilitated Module |
|
PC: Predictable Chart Writing |
This module emphasizes approaches to integrating AAC use into the predictable chart writing routine. PC: Predictable Chart Writing Facilitated Module |
|
DLM: Emergent Writing |
This module provides an overview of alternate pencils, how to support emergent writers, what students learn during the emergent writing stage, and how to analyze emergent writing. DLM: Emergent Writing Facilitated Module |
|
Module |
Description |
|---|---|
|
CLDS: Predictable Chart Writing with Mixed Ability Groups |
This module uses a predictable chart‑writing routine with mixed‑ability groups to build early print concepts. It provides a structured sequence that supports understanding of the concept of word, alphabet awareness, word identification, spelling, and conventions. |
|
THSR: Putting the CROWD in the CAR |
Module 4: Addresses the second approach to shared reading, putting the CROWD in the CAR. Participants will learn to create comments that are appropriate for the language and literacy abilities of students. THSR: Putting the CROWD in the CAR Facilitated Module |
|
DLM: Writing Information and Explanation Texts |
This module focuses on approaches that help students learn to select topics and write to share information or explain what they know about them. DLM: Writing Information and Explanation Texts Facilitated Module |
|
DLM: Text Types and Purposes |
This module focuses on teaching students with significant cognitive disabilities how to use print or braille to communicate to different people for different reasons. DLM: Text Types and Purposes Facilitated Module |
|
PC: Self-Directed Reading |
This module discusses how to support interaction and teach communication as students select, read, and discuss age- and ability-appropriate books during independent reading. PC: Independent Reading Facilitated Module |
|
PC: Independent Writing |
This module focuses on supporting interaction and teaching communication as students select topics, write, and share their work. PC: Independent Writing Facilitated Module |
|
Module |
Description |
|---|---|
|
CLDS: Predictable Chart Writing with Mixed Ability Groups |
This module uses a predictable chart‑writing routine with mixed‑ability groups to build early print concepts. It provides a structured sequence that supports understanding of the concept of word, alphabet awareness, word identification, spelling, and conventions. |
|
CLDS: Writing Instruction with Mixed Ability Groups |
This module focuses on developing students’ ability to communicate ideas in print. Writing refers to composing texts with traditional orthography—print or braille—to share experiences, thoughts, feelings, and understandings by spelling words that convey meaning. |
|
DLM: Writing Information and Explanation Texts |
This module focuses on approaches that help students learn to select topics and write to share information or explain what they know about them. DLM: Writing Information and Explanation Texts Facilitated Module |
|
DLM: Getting Started with Narrative Writing |
This module describes narrative writing and explains how to support students in writing about familiar experiences. It focuses on helping them learn to identify possible topics to write about, and how to examine drafts. DLM: Getting Started with Narrative Writing Facilitated Module |
|
PC: Self-Directed Reading |
This module discusses how to support interaction and teach communication as students select, read, and discuss age- and ability-appropriate books during independent reading. PC: Independent Reading Facilitated Module |
|
PC: Independent Writing |
This module focuses on supporting interaction and teaching communication as students select topics, write, and share their work. PC: Independent Writing Facilitated Module |