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113 results.

  • TIP #17: What is Communicative Competence for and with Augmentative and Alternative Communication (AAC) Users?

    This TIP provides information about what competence in communication means for all students, but also the additional competencies required of students who use Augmentative and Alternative Communication (AAC) devices.

  • March 2021 Email Update

  • Helping Your Child with Math While at Home

    In this video, we’ll discuss three key points to consider in order to help your child with math at home. This video is part of the Parent Video Series: Supporting the Learning of Children with Significant Cognitive Disabilities at Home​.

  • Helping Your Child with Reading at Home

    In this video, we’ll discuss three key points to consider in order to help your child with reading at home. This video is part of the Parent Video Series: Supporting the Learning of Children with Significant Cognitive Disabilities at Home​.​

  • Helping Your Child with the Foundations of Math While at Home

    In this video, we’ll discuss three key points to consider in order to help your child with the foundations of math while at home. This video is part of the Parent Video Series: Supporting the Learning of Children with Significant Cognitive Disabilities at Home​.

  • Helping Your Child with the Foundations of Reading at Home

    In this video, we’ll discuss three key points to consider in order to help your child with Foundations of Reading at home. This video is part of the Parent Video Series: Supporting the Learning of Children with Significant Cognitive Disabilities at Home​.

  • DL #30: An Example of UDL and Online Collaboration

    What does it look like has always been one of the biggest questions about including students with significant cognitive disabilities. This post is one example of how a middle school in Carroll County, MD moved their UDL lesson planning process online as a result of COVID. It includes the process and examples of the actual work. 

  • DL #29: Collaboration in the Trenches: Lessons Learned about Inclusive Technology During COVID

    In this DL post, the specific collaborative activities to support continued use of assistive and educational technology during distance learning are explored. Lessons for teachers and leaders from the work in Loudoun County, Virginia are listed.

  • DL #28: Not letting LRE slide: Ensuring inclusive education during COVID

    During COVID, how can teams prioritize the least restrictive environment and inclusive education? How do we assure that we are teaching students with significant cognitive disabilities in the least restrictive environment possible during distance learning and as we return to various in-person delivery models? Considering three questions at key decision points regarding instructional models can raise the awareness of the impact of a team’s decision on a student. 

  • TIES Brief 6: Grading My Child with Significant Cognitive Disabilities in an Inclusive Classroom

    Grades are assigned and report cards given in inclusive classrooms. It is important that thought has been given to how work from students with significant cognitive disabilities will be graded and what will be in the report card. The purpose of this parent Brief is to (a) identify the IEP team’s role in grading and report cards, (b) provide ideas for how to talk to teachers about grades and their meaning, and (c) suggest what to do if the school or district has not yet identified grading and report card considerations for students with significant cognitive disabilities in inclusive classrooms.

  • January 2021 Email Update

    A bi-monthly update of news and product updates from TIES

  • DL #27: Planning Hybrid (Online and In-person) Lessons for Inclusive Classrooms

    Teaching in hybrid learning can be complicated, whether it is a combination of online and offline learning (synchronous and asynchronous) or online and in-person learning. Are you wondering how you can keep up with all the changes and meet the needs of all learners through different teaching formats? Check out this Distance Learning post about how to plan and organize hybrid learning options in a way that reduces teacher stress and increases student success.

  • DL #26: Universal Design for Learning: Intentional Design for All

    Distance learning has brought new challenges for how educators approach curriculum. How can UDL support lesson design?

  • TIP #14: Academic Standards for Students with Significant Cognitive Disabilities in Inclusive Classrooms: Same Content Standards, Alternate Achievement Standards

    The purpose of this brief is to clarify what academic content standards and alternate achievement standards are, how they are different, and how they contribute to inclusive education.

  • TIP #15: Turn and Talk in the Inclusive Classroom

    In this TIPS Brief, we show how to remove barriers to allow students with significant cognitive disabilities (SCD) to engage in Turn and Talk activities during instruction in general education classes through the UDL framework and examples from an inclusive classroom.

  • TIP #16: Making Inferences in the Inclusive Classroom

    In this TIPS, we give suggestions for teachers on how to teach inferencing skills to all learners in an inclusive classroom.  The examples presented are reflective of a collaborative process required to plan the use of inferencing strategies in inclusive classrooms through a Universal Design for Learning framework.

  • November 2020 Email Update

    A bi-monthly update of news and product updates from TIES

  • DL #25: Embedding Instruction During Hybrid Learning

    This DL article explores how embedded instruction can serve as a solution to ensure access to the general education classroom and progress on individualized goals.

  • DL #24: The 5-15-45 Tool: Grab a Partner and Let's Collaborate!

    Many teachers and administrators are struggling with how to support inclusive practices for students with significant cognitive disabilities in inclusive classes, especially during distance delivery.  This new 5-15-45 Tool can kick start collaboration whether you have 5 minutes, 15 minutes, 45 minutes or more!

  • DL #23: Pivoting Between Paraprofessional Support in Inclusive Schools and Distance Learning

    Paraprofessionals are central to the success of educating students with disabilities in general education contexts, especially students with significant cognitive disabilities. Distance learning is pushing the field to consider how paraprofessionals can fulfill their roles in new and creative ways, particularly with the use of technology. Apply the Learning Components framework to clarify paraprofessional roles and how they can be carried out whether instruction is in-school or during distance learning.